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Mathematics Grade 2
Strand: NUMBER AND OPERATIONS IN BASE TEN (2.NBT) Standard 2.NBT.1
Mathematics Grade 2
Strand: NUMBER AND OPERATIONS IN BASE TEN (2.NBT) Standard 2.NBT.3
This lesson plan focuses on place value concepts.
Invitation to Learn
The Mailbox the Idea Magazine for Teachers, The Education Center; August/September 1997. Volume 19, Number 4 (Intermediate)
Place Value (Kid Friendly Computation), by Sarah Morgan
Place Value Quizmo
Students should be able to know and understand what basic whole numbers are and what they look like. They should have some understanding of place value and what it represents in a whole number. They should be taught specific vocabulary relating to the lesson before you begin. This should include: Numeral, digit, standard form, expanded form, ones, tens, hundreds, thousands, ten thousands, and horizontal and vertical lines. It would be very helpful if you could show them pictures or examples of each vocabulary word listed above. They should be taught and understand how numbers are used in the world and how important the use of learning to read and write numbers is beneficial in their daily life.
1. Develop a positive learning attitude toward mathematics.
4. Communicate mathematical ideas and arguments coherently to peers, teachers, and others using the precise language and notation of mathematics.
6. Represent mathematical ideas in a variety of ways.
Invitation to Learn
This activity is called Match Game. Each student will receive a card. On the card there will be a numeral or place value blocks. Students will walk around and find their match. Those students with numeral cards will be looking for the person that has the same value on their card that is represented by place value blocks. Those students with place value blocks will be looking for the person that has the same value on their card but is represented by numerals. Once they have found their match they say the number with their partner. They then find another set of partners and they both share their numbers with each other. They return to their seats and write their number in their journal in standard form, expanded form and word form. They can then use their stamps to put the place value blocks for that number in their journal.
Instructional Procedures Places, Everyone
a. Lay a sheet of paper horizontally, fold one side in thirds and crease it and fold the other side in thirds and crease it.
b. Open up your sheet. Draw lines along the two vertical creases.
c. Measure and draw a horizontal line one inch from the top edge of your sheet.
d. Beginning on the left side, label the four resulting boxes: Millions, Thousands, and Units.
e. Measure and draw another horizontal line 1⁄2 inch below the first one.
f. Beginning on the right side of the paper, measure and draw a vertical line 1 1⁄4 inches from the edge. Extend this line from the first horizontal line down to the bottom edge of the paper.
g. Measure and draw another vertical line 1 1⁄4 inches from the first one. Extend this line from the first horizontal line down to the bottom edge of the paper.
h. From left to right, label the three resulting small boxes H (hundreds), T (tens), and O (ones).
i. Continue measuring and drawing vertical lines (1 1⁄4 inches apart) across the paper so that the thousands and millions sections are exactly like the units section.
j. Label the three column headings (H, T, and 0) in each section.
k. If you want a pocket at the bottom to hold number strips just fold the bottom up 1 1⁄2 inches and tape or glue on each end.
Curriculum Extensions/Adaptations/ Integration
Ball Loewenberg, D., Research on Teaching Mathematics: Making Subject Matter Knowledge Part of the Equation. Greenwich, CT: JAI Press.
In order to teach mathematics effectively, teachers must understand mathematics themselves? This articles research shows that past efforts to show the relationship of teachers mathematical knowledge to their teaching mathematics have been largely unsuccessful. The author researches what it means to understand mathematics and the role played by such understanding in teaching.
Baxter, J. A., Woodward, J., (2005). Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students. Learning Disabilities Research and Practice. 20(2), 119-135.
In this study they analyze how one teacher used writing to support communication in a seventh-grade, low-track mathematics class. For one school year, they studied four low achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, they developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small-group and whole class discussions. However, their analysis of the students journals identified multiple instance where the students we able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem.