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The lesson plan teaches students to solve word problems involving skip counting by 10s with 3-digit numbers. Students will practice counting by 10s to 100 using dollar bills and base 10 blocks. They will then solve two word problems that require counting by 10s to determine the total number of pencils in 14 boxes and how many more boxes are needed to reach 300 pencils. The lesson assesses if students can count to 140 by 10s and understand the relationship between ones, tens and hundreds.

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141 views6 pages

Mild/Moderate Lesson Plan Format

The lesson plan teaches students to solve word problems involving skip counting by 10s with 3-digit numbers. Students will practice counting by 10s to 100 using dollar bills and base 10 blocks. They will then solve two word problems that require counting by 10s to determine the total number of pencils in 14 boxes and how many more boxes are needed to reach 300 pencils. The lesson assesses if students can count to 140 by 10s and understand the relationship between ones, tens and hundreds.

Uploaded by

api-510352498
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Mild/Moderate Lesson Plan Format

Teacher candidate: Alexah Mellis

LESSON PLAN BACKGROUND AND CONTEXT


SETTING
School: Gardner Pilot Academy Date: 2/11/20
Grade level(s)/subject: 2nd Time of day/lesson duration: 25 min
Classroom: Inclusion Number of students: 3 or 4

FRAMEWORK

Objective: SWBAT use their knowledge of patterns in base 10 to solve word problems that
involve arithmetic with 3 digit numbers.

Rationale: This will help build fluency with skip counting by 10’s and will strengthen
understanding of the relationship among place value units (1, 10, 100).

IEP objective(s):
.
Prerequisite knowledge and skills: Skip counting by 10 to 100 and students should know
how to

Learner factors:
Students are still working on building fluency with counting by 10’s and 1’s. Some students
are still developing their knowledge that that 10 tens = 100 (ones). This will have to be
reviewed at the beginning of the lesson.

Access:
Small group setting provided for an increased 1 to 1 working time with the teacher.
Use of visuals and manipulatives for the students to make the lesson concrete.

Materials:
Worksheet and pencils
10 dollar fake bills
Base 10 blocks

Possible Adjustments:

Extension: Predicting patterns fluently between equivalent groups of 10’s and 1’s
-(Ex: 4 tens = 40 ones
5 tens = 50 ones
6 tens = 60 ones……...what pattern are we starting to see here?
-What about if it were 10 tens? Or 11 tens?
-What if we switched it around and wanted to know 90 ones = ? tens
Adjustments: If students need more time understanding the first problem, we will
only focus on the 1st half of the worksheet and then practice building pattern
recognition with the base 10 blocks:
We will look at patterns strictly with base 10 blocks to build understanding that 10
ones make up 1 ten and to see how that pattern exists between 10s and 100.
Students who need to build fluency skip counting by 10s and 1s interchangeable will
do so with white boards and small addition problems.

Instructional follow-up: During our next math lesson, I will check in with those students
to either complete the worksheet or to see if any misconceptions still occur that are
affecting their next lesson.

EXPLICIT INSTRUCTION LESSON PLAN

OBJECTIVE: SWBAT use their knowledge of patterns in base 10 to solve word problems
that involve arithmetic with 3 digit numbers.
OPENING

Gain students’ attention: I need some help today solving these word problems. I have
heard that you have been practicing with patterns in groups of tens and ones and I think
that is going to help us solve these two word problems today.

Student-friendly statement of the lesson objective: Our objective today is that we will
be able to skip count by 10’s to solve addition problems with bigger three digit numbers.

Student-friendly statement of the relevance of the lesson objective : This is important


because as we begin to do math with larger numbers we want to find ways to count higher
numbers easily (counting by 100’s, and 10’s). This can help us if we need to count the
amount of people in each classroom or if we are playing a game and need to add up all of
the points.

Review of critical prerequisite skills: We will practice counting by 10’s to help us solve
these problems.

BODY OF THE EXPLICIT LESSON

Clear explanation of key concept (scripted): Today we are going to solve word problems
using patterns and skip counting by 10.

Modeling/I Do : Before we start, I want to practice skip counting by 10’s to see if I can get
to 100. I am going to count on my hands to see how many groups of 10 make up 100.
(Start counting...10, 20, 30…) I know some of us might know the answer already, but I want
to see evidence of how we get that answer.

I might prefer to use the manipulatives while I count, and since I am counting by 10’s I can
use the 10 dollar bills. (Place a 10 dollar bill as you count aloud by 10’s again).

Criterion for moving to prompted/guided practice: Have students practice counting to


100 out loud before moving on.

This will help us when we try to solve our first word problem.

Prompted or Guided Practice/We Do: (A&H, pp. 32-38): Let’s read the word problem
together. (Read problem aloud)
Model thinking: Hmmm I don't know how much 14 groups of 10 is, but is there a smaller
number that I already know? I know that 4 groups of 10 equals 40….and 5 groups of 10
equal 50. Does anyone else know how many 10s are in a larger number?

Try to elicit responses close to 100, see if any students share that 10 groups of 10 equal
100.
If students need prompting say “ I wonder if 14 groups of 10 is more or less than 100. What
do any of you think?”

After students share that 10 groups of 10 equal 100, refer back to the problem..
If we know that 10 boxes of 10 pencils equals 100 pencils...did we find the answer?
Really let the student’s try to solve this together. The goal is for students to elicit:
- 14 groups of 10 is more than 100
- 4 more groups of 10 are needed to get from 10 to 14 (10 + 4 =14)
- 4 groups of 10 equal 40. (100 + 40 = 140).
Criterion for moving to Unprompted Practice: If students can come to the correct
answer independently, they can attempt the second problem independently.

Unprompted Practice/You Do : Students can begin the second problem which involves
regrouping between 10’s and 1’s. Students may be at different skill levels with this part so
you may have to support more or less for each student.

CLOSING

Review critical content: You were able to solve these problems using patterns and
strategies for counting big numbers quickly. Let’s see how fast we can all skip count by 10’s
to 140. (Listen closely for anyone who struggles after reaching 100...those students will
need future practice for them to build counting fluency).

Assign independent work: If we finish early, we will be able to move into Reflex or Zearn.
The next time we work together we will be able to solve word problems using the patterns
we practiced today so that we can solve these problems confidently!

STUDENT EVALUATION

Assessment plan:
Can students count to 140 by 10’s correctly?
Do they understand that 10 ones = 1 ten. 10 tens = 1 hundred? (Critical).
Can they use their knowledge of patterns in base 10 to solve this word problem.

Criteria for mastery:


Students who can complete the second problem independently have shown mastery of skip
counting between 100’s, 10’s, and 1’s to solve arithmetic problems with numbers 100-500.
Name________________________________Date___________

Application Problem 5

Pencils come in boxes of 10. There are 14 boxes.


1. How many pencils are there in all? Explain your answer using
words, pictures, or numbers.

Pencils come in boxes of 10. There are 14 boxes.


2. The principal wants to have 300 pencils for the second graders
for October, November, and December. How many more boxes of
pencils does he need? Explain your answer using words, pictures,
or numbers.

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