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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as a Microsoft Word document: Instructional_Plan.doc,Place_Value_Power_Rap_Song.doc)

 

Names of group members:

 

·         Rosalyn Crawford – Philadelphia School District

·         Leslie Hooven – Diocese of Harrisburg

·         Jeanette Koeher - Reading School District

·         Lori Palka– Philadelphia School District

·         Debra Schwenk - Reading School District

 

 

Topic/Theme:

 

  • Place Value (Ones and Tens)

 

 

Level:

 

  • Grade 2

 

 

Time Element:

 

  • Two math class periods. (Use each activity for beginning of regular classroom lesson on place value.))

 

 

NCTM Standards Addressed:

 

  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

 

 

PA Math Standards Addressed:

 

  • 2.1 Numbers, Number Systems, and Number Relationships.

 

 

 

 

Math Assessment Anchors Addressed:

 

  • MA.1 – Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers, and number system.

 

 

Reading Assessment Anchors Addressed:

 

·         R3.A.2 – Demonstrate the ability to understand and interpret nonfiction texts appropriate to grade level.

 

·         R3.A3 – Identify the purposes and types of text.

 

·         R3.B2 – Identify literacy devices in stories and poems.

 

 

Objectives:

 

  • The students will use multiple models to develop initial understandings of place value and the base-ten number system.

 

 

 

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

 

 

 

  • Value Place Power Rap Song: (class # 1)

 

    1. Hand out copies of Place Value Power Rap Song.
    2. Introduce song.
    3. Assign students parts to song.  Highlighted on song sheet.
    4. Instruct students in mastery of song.
    5. Allow students to exchange parts and see if they can demonstrate application of knowledge.
    6. Teacher can pass out Life Savers as a treat to represent “Zero our Hero”.

 

 

 

  • Dynamite Digit Activity: (class #2)

 

(Review by singing Place Value Rap Song)

 

    1. Hand out two numbered note cards to each student.
    2. Students will form the largest number possible using their two cards. (Partner/teacher check)
    3. Students will guess who has the largest two-digit number in the classroom and indicate by standing.  (Discussion to follow)
    4. Randomly pick students to go to the front of room placing themselves in numerical order around the room.

·         Last student up will chose next player.

    1. Students seated will indicate agreement or disagreement by using thumbs up or thumbs down signals.
    2. Continue playing until all students have participated.
    3. Students will do a class count down of 2-digit numbers as students return to their seats.
    4. Teacher will finish activity by giving thumbs up or thumbs down signal.

 

 

 

Materials/Resources:

 

  • Copy of song.
  • Number cards (0-9) and 10 – zero number cards
  • T-shirt with fancy number zero written on the front.
  • Life savers

 

 

 

Interdisciplinary Connections:

 

·         Reading

 

·         R3.A.2 – Demonstrate the ability to understand and interpret nonfiction texts appropriate to grade level.

·         R3.A.3 – Identify the purposes and types of text.

·         R3.B.2 - Identify literary devices in stories and poems.

 

·         Technology

 

·         Calculator’s activities used for review and enrichment. 

 

 

Assessment Strategies:

 

·         Formative Evaluation (checking student understanding during the lesson):

 

·         Teacher observation.

·         Show and tell.

·         Student participation.

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

 

·         Teacher observation.

·         TSSA (Tell, Show, Solve, Answer Process).

·         TSSJ (Tell, Show, Solve, Justify Process).

 

 

 

Correctives/Remediation:

 

  • Place-value mat.
  • Base ten blocks.
  • Visual aids.
  • Repetition.
  • Review.

 

 

 

Extensions/Enrichment:

 

  • Use of calculators to add or subtract numerous digits added together or subtracted from each other.

 

 

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

 

  • Emily has severe hearing loss.  Her language comprehension, expressive language and reading skills are 2 years below grade level.  Emily is above grade level in basic math computation skills, but has difficulty with word problems and abstract concepts.  She uses a listening device in the classroom, but has difficulty with lengthy verbal explanations.  Emily does not use sign language.

 

 

·          Accommodations to use with this student:

 

  • Emily will be seated close to the front of the classroom so she can see the teacher’s mouth.
  • Provide Emily with a buddy to help her with lengthy communication.
  • Provide a copy of the Place Value Power rap song with the number words highlighted.  This will limit her reading requirement.
  • Use an overhead projector to exhibit the Place Value Power rap song and point to words being sung.
  • All numbers used will be represented visually on individual note cards.
  • Teacher will abbreviate verbal instructions, speak clearly and slowly, trying to avoid long-winded discussions when possible.

 

Place Value Power Rap Song

 

I'm a Place Value Power

and I'm here to say,

learning place value

is what's happenin’ today.

 

Counting's not as hard as you think.

You'll soon be doing it in a “____”. (Show “wink” action)

 

One  -   Two                           

Here's what you do.

 

Three  -  Four                         

Let's hear some more.

 

Five  -  Six                    

This ain't no trick.

 

Seven  -  Eight              

Let's get it straight.

 

Nine …                         

"Say What?"

 

Nine …                  

"Say What?"

 

Aaah! I don't know what to do?

 

(“Zero, our hero enters)

 

Don't worry Zero's here to join your crew.

You’re no longer one, you see,

you’re now ten and cool with me!

 

(While saying numbers below, Zero – our hero, hands out single digit number “0” cards.)

10,  20,  30,  40,  50,  60,  70,  80,  90!

 

 

 

 

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