Name: Tori Peterson Date: November 21, 2018
Subject: Mathematics Grade: 2
Content: (Topic)
Place value bingo
Instructional Strategies: (specific)
- Direct instruction
- Cues, questions, activating prior knowledge
- Think aloud
Outcomes:
N2.1: Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:
representing (including place value)describingskip countingdifferentiating between odd and even numbersestimating with referentscomparing two numbersordering three or more numbers.
Indicators:
(r) Represent a 2-digit numeral using ten frames or other proportional base ten materials.
(v) Demonstrate how to count objects using groupings of 10s and 1s and explain how those groups help in the writing of the 2-digit number that represents the quantity of objects
Prerequisite Learning: Become familiar with using units and rods in place value.
Differentiated Learning: Suitable for all levels.
Preparation: (Materials, resources, equipment)
-Place value bingo sheets
-Whiteboard or chalkboard
-Dry-erase markers or chalk
-Bingo chips
-rods and units
-place-value mats
Set: (10 min)
Let’s get their math-brains going:
Write a number on the board. (ex. 48) ask the students if they have any ideas on other ways to represent the number (rods and units, tallies, expanded form or different equations adding up to the number, spelling it out, circling it on the 100-chart). The students may raise their hands and come up one or two at a time and draw their thoughts on the board. This activates their minds and gives ideas to those that are having troubles thinking of other ways to represent a number; a good review warm up.
Student Engagement/Classroom Management Strategies:
- Clapping method
- 1, 2, 3, eyes on me
Development: (20 min)
Place Value Bingo:
Give each student a bingo sheet and about 16 bingo chips. Read aloud a number to begin. Give the students some time to convert the number into rods and units. Solve each number with the students using to board (start by drawing out the rods and units on the board yourself, then ask students to come up to the board to solve for their classmates). This will help the students who still need some assistance with converting still get the chance to play.
Note: for students that are struggling with place value, pull out real rods, units and the place value mats, and guide the student through your thought process
Closure: (5 min)
- Go over strategies used to convert to rods and units.
- Answer any inquiries throughout.
Reflection:
What went well? My class of students get very energetic when playing bingo games. They were all engaged and very thrilled.
What didn't? Some of the students got frustrated when they couldn’t convert the number into ten rods and units. It worked best when I wrote the answer on the board after allowing some time for students to solve on their own, so that they could self correct.
What would you go back and change? The children were having a very off day. Their teacher (my COOP) was gone in the afternoon, so they were very wild. I would like to go back on a more calm day and try the lesson again.
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