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Subject: Math
Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP
Setting: Individual
# of Students: 1
Given a number in standard form, the student will be able to create a representation of the
corresponding number using the hundreds, tens, and ones place value blocks.
Accommodations
Given the hundreds, tens, and ones place value blocks, the student will be able to write the
corresponding number in standard form.
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.
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and
when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link concepts in
a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make visible
~language practices/processes
~learning strategies and adaptations
(how,
when and why)
~organization, relationships, and clues
*Transfer of control
~students explain, justify, clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise, prompt
probe/question (in ZPD)
~assess/error drill
Today we are going to continue working with the place value of numbers.
Begin to review the hundreds, tens, and ones place value blocks.
Model using the hundreds, tens, and ones Place Value Blocks with a corresponding Penguin
Number Card.
Practice creating representations of the corresponding Penguin Number Cards using the
hundreds, tens, and ones Place Value Blocks.
Model how to properly record the first Place Value Blocks Card.
-Count the blocks on the Place Value Blocks Card
-Match the colored dots
-Write the number in standard form
-Check the answer
Provide the
student with
guidance while
creating
representations of
the Penguin
Number Cards
with the Place
Value Blocks.
Provide support
for the student as
questions arise.
Provide time to play the Splash Math Place Value game on the computer.
Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning
Depending on the time, we will either continue to play the Splash Math Place Value game on
the computer or we will begin another place value activity tomorrow so it is important to keep
trying your best so you can become even better at place value in mathematics!
Reflection:
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