Standard Indicator Activity 1

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Standard Indicator Activity 1 4.5.1 Ashley Barr EDUC 373

Standard Indicator ,[object Object],[object Object],[object Object],[object Object]

Definitions ,[object Object],[object Object],[object Object],[object Object]

Place Value ,[object Object],[object Object],[object Object],[object Object],[object Object]

Playing by Number ,[object Object],[object Object]

Playing by Number (contd.) ,[object Object],[object Object],[object Object],[object Object]

Playing by Number (contd.) ,[object Object],[object Object],[object Object],[object Object],[object Object]

Playing by Number (contd.) ,[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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1 Running Head: Lesson Plan Bundles of Beans Student EDU 382 Carl Beyer 2015 2 Running Head: Lesson Plan Bundle of Beans Selected Lesson Plan: Bundles of Beans: A place Value Lesson (n. d.) Common Core Standard: Understand place value. CCSS. Math. Content.2. NBT.A1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals, 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: CCSS.Math.Content.2. NBTA.1A CCSS.Math.Content.2. NBTA.1.B (Common Core). Differentiation Content What I plan on teaching with this lesson plan is for my students to understand the place value of numbers. How I will be doing this is by giving my students beans that will help my students understand the place value of numbers. First, I need to find out what my students already know, understand and what they are able to do. Once I find that out I can put them in groups depending on what they know. Seeing that everyone learn differently, I need to find out how my students learn and if they have trouble with math. How I would go about doing this is sending around a 3 survey, which my students can answer. Another thing I need to find out is if any of my students have trouble with sensory issues, if so then I will need to use something besides beans. Seeing most children know some what about money, I could use dimes. Another way, I could teach this lesson plan is by playing games, such as Guess my Number, in this game, I would pick a number from the hundred chart, the students would ask me questions trying to guess what number it is. I will cross off the number off my chart and see how many guess it takes them. Once they guess the right number, the students will have to show me how to right out the number. One group can play this game the other group could use the beans or the money. These two ways of learning this lesson can help both groups, the guessing the number game, would be fun for the students and they will still be learning. The other way I could teach this lesson is by given another group a hundred chart picture this would be a good activity for the students that are having a hard time understanding place value. The chart would be a 10 x 10 grid and I will give this group this grid and crayons. I will have the students color certain number boxes such as 501 or 351 or 15 (Manitoba Education, n. d.). Process Seeing that some of the students do not understand place value, I will have the group start off with the materials I will give them such as: place value work mat, spinner template, dried beans, craft sticks, glue, paper clips and pencils. This group I will explain that each bean is a “one” so ten beans together is a “ten”. This group will count out ten beans for each stick, then the.

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