TCNJ Lesson Plan

Guided Math
BINGO!

Student Name: Lindsay Gottfried

School Name: Lawrenceville

Grade Level: 2nd

Host Teachers Name: Ms. McIndoe

Guiding Questions:
How can numbers be represented more than one way?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Background knowledge: Students can identify each place value of the digits in the number. For
example: 273, the two is the hundredths place so the value of the two is 200.
Possible misconception: when writing three-digit numbers using words, students may separate
the digits and write the word for each number. For example: 273, two seven three instead of two
hundred seventy three.

Standards:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Learning Objectives and Assessments:

Learning Objectives
Students will be able to correctly identify and
mark with a token two and three digit numbers
using base ten pictures, number names and
expanded form.
Students will be able to represent numbers in
base ten pictures, number names and expanded
form by constructing a BINGO board.

Assessment
Teacher will assess that students will be able to
correctly read and identify two and three digit
numbers three different ways (base ten pictures,
number names and expanded form) in a game
of BINGO.
Teacher will assess that students will be able to
correctly construct a BINGO board using the
proper base ten pictures, number names and
expanded form.

Materials: (List all, include any online or book references)

1.
2.
3.
4.
5.

Go Math Book
White board (5)
Dry Erase markers (5)
Bingo board (5)
Bingo place markers

Plan for distribution/cleanup of materials:

Students will be instructed to come to the back table with a pencil. At the back table the teacher
will then pass out the blank BINGO boards for students to construct their own.
Step by Step plan (numbered):
1. Does anyone know three different ways numbers can be represented? (Students may or
may not know this) Answer: base ten pictures, number names, expanded form.
2. We can represent numbers using pictures, number names and expanded form. Just like
when we read a book we read numbers from left to right.
3. Why do you start with the digit in the hundreds when using works to write a 3-digit
number? (Student response: the hundreds digit is the first digit in the 3-digit number).
4. It is important to remember that the words for the tens place and ones place may be
different. For example (show white board with the number 211) who can tell me what
number this is? (Student response: 211-two hundred eleven) Right. If you were asked to
write this number using words you would not write two-one-one. That is why we look at
the tens and ones digit together. Does anyone have any questions?
5. Lets try an example together: 245. Who can circle in pink and tell me what number is in
the hundreds place? (2). Who can circle in blue and tell me the number in the tens and
ones place together? (45). So who thinks they know how to write this in words?
6. Lets try an example on your own. I am going to write a number on my white board and I
want all of you to write the number using words on your white board. Who can remind all
of our friends what two places to look at together? (Student response: the tens and ones)
7. Show number example: 506, 189, 328.
8. Lets try again but reversed. I will write the word and you will have to write the numbers,
Example: Four hundred fifteen, two hundred ninety-one, six hundred three.
9. Does anyone have any questions?
10. Before we play a fun game of BINGO, we need to make our BINGO boards! Does
anyone not know how to play BINGO?
11. You will all be given a list of possible numbers that I can pick out of this brown bag. You
will need to put each number in 1 square. However, this is math BINGO so you will have
the choice of writing each number 1 of 3 ways. Who can remember the 3 different ways
numbers can be represented? (Students should all know this)
12. You may choose to put your number anywhere on the board. Also, you may choose to
represent your number anyway. So A, you put choose to 506 to be written as words and

M you may choose to draw a picture. However, no one may write any numbers the way
they are written on the paper such as using numbers (506, 189, 203 etc.)
13. Does anyone have any questions? You will have ten minutes to make your boards and
then we will play BINGO!
14. Closure: BINGO!
Key Questions (that you will ask):
What are the different ways that numbers can be represented?
Why do you start with the digit in the hundreds when using works to write a 3-digit number?
Who can remind all of our friends what two places to look at together?
Who can circle in pink and tell me what number is in the hundreds place? (2).
Who can circle in blue and tell me the number in the tens and ones place together? (45).
How can this be written in words?
Logistics:
Timing:
Lesson beginning: 2 minutes
Review/teach: 8 minutes
Making the bingo boards: 10 minutes
BINGO: 10 minutes
*30 minutes total (approximately)
Transitions: Students will make their BINGO boards after they master and practice representing
numbers three different ways. Students will be transitioned to their appropriate center after the
game of BINGO.
Classroom Management: I will use a timer to keep track of their working time for making their
BINGO boards. If students start being too loud during the game of BINGO I will use a bell to
control the noise level.
Differentiation
This group is leveled as the enrichment group. For the students that work quickly, they will
create an entire blank BINGO board with base ten pictures, number names and expanded form.
For the students that work a little slower they will have some squares already generated for them.