Unit: 1 H. Bundick Week: 4 Day: 1 Tuesday 9/06/2016Domain: Number and Operations in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Learning Target(s): read and write numbers using base-ten numerals (i.e., standard form) and

number names (word form) through 999. model a number up to 999 in expanded form using appropriate tools (place

value blocks, other concrete materials, or pictorial representations). write a number up to 999 in expanded form.

Rigor: Conceptual Understanding SMP(s): 4. Model with mathematics 5. Use appropriate tools strategically 7. Look for and make use of structure

Materials/Resources:CPALMS Lesson “Different Ways to Represent 3-Digit Numbers”, Lakeshore Magnetic Base Ten blocks, sticky notes, place value mats, Base Ten blocks, SafeShare Digital Video: http://safeshare.tv/x/ss57c1c37a04f3d, FACT “Concept Card Mapping”Engage:

Expanded Form Video: http://safeshare.tv/x/ss57c1c37a04f3d (2:03)

Explain:Hand out student work mats and base ten blocks for expanded form activity.Use spinner or randomly call out a number. (Spin three times, first spin is the hundreds place value, second spin is tens etc.)Teacher will model how to fill out the mat with base ten blocks and the expanded form on the board.Teacher/Student will do a few more together and then students will do one on their own.

Explore: Centers: Teacher Facilitation M: Math Facts- Students practice math facts with a partner by using flashcards. A: At your seat- Students will fill in the blanks of a hundreds chart. T: Technology- Students will go on Front Row or Moby Max. H: Hands on- Students will have place value and expanded form activities. Place Value game: Students will write work together on the number 457. They will use the place value blocks to represent the number and then have their partner write in expanded form, base ten blocks, and written on a dry erase board. Have them take a picture of it to post on the board or Class Dojo.

Elaborate:Circle map a number 232, see if students can come up with others ways to represent 232. Ex. 200+30+2 or two hundred thirty two.

Evaluation:FACT MAFS.2.NBT.1.3 “Concept Card Mapping” No Grade.Homework:Common Core Math Worksheet on Expanded Form.

Options for remediation/extension:Remediation: Struggling students should begin with a 2-digit number for the whole group lesson.Extension: Students can create their own and quiz a shoulder partner about the values of specific digits in specific places.

Unit: 1 Week: 4 Day: 2 Wednesday 9/07/2016Domain: Numbers in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Learning Target(s): read and write numbers using base-ten numerals (i.e., standard form) and

number names (word form) through 999. model a number up to 999 in expanded form using appropriate tools

(place value blocks, other concrete materials, or pictorial representations). write a number up to 999 in expanded form.

Rigor: Procedural Fluency SMP(s): 3. Construct viable arguments and critique the reasoning of others, 7. Look for and make use of structure

Materials/Resources:Dry erase boards and markers, Number Word Chart document, Number Word Concentration, Assessment Task 8

Engage:Challenge students to write out their age in written form on a dry erase board. Ex: 7- seven.Hand out the Number Word Chart, have students pick out a two digit number and have them write it out. Glue in math journal.Explain:Model for the students that three digit numbers must be read by expressing their place value. )Ex. 424 read as four hundred, twenty four.)Model that the tens and ones need to be read together as well.Students will write down two three digit numbers by using their number chart to help with spelling. (413 and 702). Concentrate on the teens and how the words should be written in the number value.

Explore: Centers: M: Math Facts- Students practice math facts with a partner by using flashcards.A: At your seat- Students will work on the Assessment Task 8 exit slip (2.NBT.3)(glue in math journal) T: Technology- Students will go on Front Row or Moby Max. H: Hands on- Students will have place value manipulatives at this center. “Number Concentration” game added to center.

Elaborate:Challenge students to write down a three digit number without looking at their number word chart.

Evaluation:Assessment Task 8. No grade. Checklist observation.

Options for remediation/extension:Extension: In pairs, students say a 3-digit number, and the partner writes the number word, partners switch roles. Students check spelling of number words using the Number Word Chart.Remediation: Use extension activity using 2-digit numbers.

Unit: 1 Week: 4 Day: 3 Thursday 9/08/16Domain: Number and Operations in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.2Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Learning Target(s): read and write numbers using base-ten numerals (i.e., standard form) and number

names (word form) through 999. model a number up to 999 in expanded form using appropriate tools (place value

blocks, other concrete materials, or pictorial representations). write a number up to 999 in expanded form.

Rigor: Application SMP(s): 4. Model with mathematics 5. Use appropriate tools strategically

Materials/Resources:Place value animals students created from Week 2, Day 3, Frayer Model Place Value handout, Base Ten Blocks, “Building a Base Ten House” worksheet, FACT “Frayer Model/Model a number to 999”

Engage:Hand out the Place Value Four Corner worksheet. Students will take the number they used when creating their base ten animal and put it in the center of their four corner worksheet. Have students write out the different forms of their number. Skip over the Base ten numeral form.

OR:Students can create a house out of base ten blocks. The value should be between 200-500. Students will then place the values in their worksheet on “Building a Base Ten House.”

Explain:Students will take a formative assessment on expanded form. 100 points. (10 points for each question)

Explore: Centers: If time permits or early finishersM: Math Facts- Students practice math facts with a partner by using flashcards. A: At your seat- Unfinished Math Work T: Technology- Students will go on Front Row or Moby Max. H: Hands on- Students will have place value and expanded form activities. “Concentration”

Elaborate: Time permittingGallery walk of the student-created homes and forms of their numbers

Evaluation:Common Core Math worksheet pg. 29

Options for remediation/extension:Remediation: Students may need to create a house who’s value is less than 200.Extension: See small group activity

Unit: 1 Week: 4 Day: 4 Friday 09/09/2016Domain: Number and Operations in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Learning Target(s): count forward and backward by ones from any given number up to 999. identify missing numbers in a sequence on a number line, hundred chart, tape

measure, etc. count forward and backward by fives, tens and hundreds from any given number

up to 999.

Rigor: Application SMP(s): 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Materials/Resources:Number Representation Cards, index cards, LearnZillion Grade 2, Unit 7, Lesson 4 “Use a card game to write numbers in standard form (base ten numeral), expanded form, and word form” (printed form)LearnZillion Grade 2, Unit 7, Lesson 4 “Use a card game to write numbers in standard form (base ten numeral), expanded form, and word form” (weblink) NBT 1.3 Formative Cluster Assessment Engage:

Play “Mix and Match.” Each student receives one number card.Students must find the other three student who match their card.

Explain:Teacher/Student will practice these slides and videos together: https://learnzillion.com/lesson_plans/3669-4-use-a-card-game-to-write-numbers-in-standard-form-expanded-form-and-word-form-a.Students will take a summative assessment on Expanded Form.

Explore: Centers: Time PermittingM: Math Facts- Students practice math facts with a partner by using flashcards. A: At your seat- Unfinished Math Work

T: Technology- Students will go on Front Row or Moby Max.H: Hands on- Students will have place value and expanded form activities. “Concentration”

Elaborate:Summative Assessment

Evaluation:Common Core Summative Assessment pg. 30

Options for remediation/extension:Remediation: Work with homogeneous small groups using 2-digit numbers then bridge to 3-digit numbers.