1 Running Head Lesson Plan Bundles of Beans.docx

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 they will
glue these on the sticks, each stick will represent one ten (Grade
2, n. d.).

4
The other group that understands a bit more than the first group
will be using pasta, I can have
them put them in stacks of ten and have them count by ten’s.
The other group for one’s can use beans, for ten’s, they can use
cups and for the hundreds, they
can use dimes in a bag.
My students will benefit from these different activities because
it going along with the way they
are ready, their interest and by using hand-on activity.
Product
One thing I could have my students do to show me that they
understand place-value is that I
could have them pick a number and have them represent it in a
graph, by putting the right
numbers in the right value. I could also have the students use
the computer that will assess
where my students are and will provide tasks and feedback at
their level (Sousa & Tomlinson,
2011). I could also have them work in small groups and help

each other. My students will
benefit from these products because it will show me that they
understand place value and it will
give my students confidence in knowing that they can do this on
their own on in a group.
Implementation
If an administrator would to come in my classroom to observe
he/she would fine a flexible
learning environment. I would have two groups, five students
in each group, these are the
groups that are having the most problems understanding place
value, one group would have
beans and the other group would have pasta, this is the group
that did not like the feeling of
5
beans, so we decided on pasta. These groups would have all the
materials they needed to do
their work. The other group of five students would be playing
the game Guess my Number. This
group will be doing this quietly, so not to disturb the other
students. The other group of five

know a little bit more of place value, so they will be making a
graph, showing the numbers 502
or 561. While my students are working in their group, I will be
walking around the classroom,
giving help we I can and answering questions.
Conclusion
The lesson plan of place value seem to go well. I try to go with
student’s readiness and interest.
Each student seem to have fun and learn what they needed to. It
is important to differentiate
lesson plans because it is teaching with the child in mind
(Teaching Tolerance, n. d.). It help
students interact and participate in class.
References
Bundles of beans: A place value lesson. (n. d.). Retrieved from:
www.lakeshorelearning.com
Grade 2>>Number & Operations in Base Ten. (n. d.). Retrieved
from:
http://www.corestandards.org/Math/Content/2/NBT
Manitoba Education and Training Website. (n. d.). Retrieved
from: http://www.edu.gov.mb.ca/K54/cur/math
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the

brain: How neuroscience
supports the learner-friendly classroom. Bloomington, IN:
Solution
Tree Press.
Teaching tolerance-Differentiated instruction. (n. d.).Retrieved
from: www.tolerance.org
http://www.lakeshorelearning.com/
http://www.corestandards.org/Math/Content/2/NBT
http://www.edu.gov.mb.ca/K54/cur/math
http://www.tolerance.org/
Chapter 2
The External Environment: Opportunities, Threats, Industry

Competition and Competitor Analysis
© 2017 Cengage Learning. All rights reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
1–1
1
Learning Objectives
Studying this chapter should provide you with the strategic
management knowledge needed to:
Explain the importance of analyzing and understanding the
firm’s external environment.
Define and describe the general environment and the industry
environment.
Discuss the four activities of the external environmental
analysis process.
Name and describe the general environment’s seven segments.
Identify the five competitive forces and explain how they
determine an industry’s profitability potential.

Define strategic groups and describe their influence on firms.
Describe what firms need to know about their competitors and
different methods (including ethical standards) used to collect
intelligence about them.
1–2
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The External Environment
2–3
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3
General Environment
Dimensions in the broader society that influence an industry and
the firms within it:
demographic
economic
political/legal
sociocultural
technological
global
physical
2–4
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4
The General Environment: Segments and Elements

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2–5
5
Industry Environment
The set of factors directly influencing a firm and its competitive
actions and competitive responses:
threat of new entrants
power of suppliers
power of buyers
threat of product substitutes
intensity of rivalry among competitors
2–6

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6
Competitor Analysis
Gathering and interpreting information about all of the
companies that the firm competes against.
Understanding the firm’s competitor environment complements
the insights provided by studying the general and industry
environments.
2–7
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External Environmental Analysis
General Environment
Focused on the future
Industry Environment
Focused on factors and conditions influencing a firm’s
profitability within an industry
Competitor Environment
Focused on predicting the dynamics of competitors’ actions,
responses and intentions
2–8
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8
Components of the External Environmental Analysis
2–9

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Opportunities and Threats
Opportunity
A condition in the general
environment that, if exploited
effectively, helps a firm achieve
strategic competitiveness.
Threat
A condition in the general environment that may hinder a firm’s
efforts to achieve strategic competitiveness.
2–10

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2–11
Segments of the General Environment
The demographic segment
Population
size
Age
structure
Geographic
distribution
Ethnic mix
Income distribution

Segments of the General Environment (cont’d)
The Economic Segment
Uncertainty in:
market growth rates
consumer demand
inflation and interest rates
trade deficits or surpluses
budget deficits or surpluses
personal and business savings rates
gross domestic product
2–12
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12

The Political/Legal Segment
Regulations
Consumer privacy laws
Lobbying
Antitrust, deregulation laws
Taxation
2–13
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13
The Sociocultural Segment
Changing attitudes and cultural values
Attitudes and approaches to health care
Attitudes about quality of worklife

Diverse and aging workforce
Women in the workplace
Concerns about environment
Shifts in work and career preferences
Shifts in product and service preferences
2–14
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14
The Technological Segment
Product innovations
Rapid technological change and the risk of disruption
Knowledge application
Growth of the Internet
New communication technologies
2–15

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15
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2–16
16

Important
geopolitical
trends
Critical
global niche
markets
Growth of
the informal economy
Different
cultural and institutional
attributes
Global focusing

The Physical Environment Segment
Emerging trends oriented to sustaining the world’s physical
environment
Recognition of the interactive influence of ecological, social,
and economic systems
Growing concerns for sustainable industry development and
increased corporate social responsibility for the future effects of
globalized operations
2–17
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17
Industry Environment Analysis
Industry Defined
A group of firms producing products that are close substitutes
Competitive strategies to pursue above-average returns when
competing in a particular industry
An industry’s structural characteristics influence a firm’s choice
of strategies
2–18
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The Five Forces of Competition Model

2–19
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Threat of New Entrants: Barriers to Entry
Economies of scale
Product differentiation
Capital requirements
Switching costs
Access to distribution channels
Cost disadvantages independent of scale
Government policy
Expected retaliation
2–20

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20
Barriers to Entry
Economies of Scale
Marginal improvements in efficiency that a firm experiences as
it incrementally increases its size.
Factors (advantages and disadvantages) related to large and
small-scale entry include:
flexibility in pricing and market share
costs related to scale economies
competitor retaliation
2–21
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21
Barriers to Entry (cont’d)
Product Differentiation
Unique products
Customer loyalty
Products at competitive prices
Capital Requirements
Physical facilities
Inventories
Marketing activities
Availability of capital
Switching Costs
One-time costs customers incur buying from a different
supplier:
new equipment
retraining employees
psychic costs of ending a relationship
Distribution Channel Access
Stocking or shelf space
Price breaks
Cooperative advertising allowances

2–22
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Barriers to Entry (cont’d)
Cost Disadvantages Independent of Scale
Proprietary product technology
Favorable access to
raw materials
Desirable locations
Government Policy
Licensing and permit requirements
Deregulation of industries
Expected Retaliation
Responses by existing competitors may depend on a firm’s
present stake in the industry (available business options)

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2–23
23
Bargaining Power of Suppliers
Supplier power increases when:
suppliers are large and few in number.
suitable substitute products are not available.
individual buyers are not large customers of suppliers and there
are many of them.
suppliers’ goods are critical to the buyers’ marketplace success.
suppliers’ products create high switching costs.
suppliers pose a threat to integrate forward into buyers’
industry.
2–24

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Bargaining Power of Buyers
Buyer power increases when:
buyers are large and few in number.
buyers purchase a large portion of an industry’s total output.
buyers’ purchases are a significant portion of a supplier’s
annual revenues.
buyers’ switching costs are low.
buyers can pose threat to integrate backward into the sellers’
industry.
2–25
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Threat of Substitute Products
The threat of substitute products increases when:
buyers face few switching costs.
the substitute product’s price is lower.
substitute product’s quality and performance are equal to or
greater than the existing product.
Differentiated industry products that are valued by customers
reduce this threat
2–26
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Intensity of Rivalry Among Competitors

Industry rivalry increases when:
there are numerous or equally balanced competitors.
industry growth slows or declines.
there are high fixed costs or high storage costs.
there is a lack of differentiation opportunities or low switching
costs.
when the strategic stakes are high.
when high exit barriers prevent competitors from leaving the
industry.
2–27
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Interpreting Industry Analyses
2–28

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Low entry barriers
Unattractive
industry
Suppliers and buyers have strong positions
Strong threats from substitute products
Intense rivalry among competitors
(Low profit potential)
28
Interpreting Industry Analyses (cont’d)
2–29

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Attractive
industry
High entry barriers
Suppliers and buyers have weak positions
Few threats from substitute products
Moderate rivalry among competitors
(High profit potential)
29
Strategic Groups
Strategic Group Defined
A set of firms emphasizing similar strategic dimensions and
using similar strategies.
Intra-strategic group competition is more intense than is inter-
strategic group competition due to similar:

market positions
products
strategic actions
2–30
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Strategic Groups
Strategic Dimensions
Extent of technological leadership
Product quality
Pricing policies
Distribution channels
Customer service
Implications
Intense competitive rivalry within a group threatens

profitability of all group members
Strengths of the five forces differ across strategic groups
The closer the groups are in their strategies, the greater the
rivalry between groups
2–31
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Competitor Analysis
Competitor Intelligence
The ethical gathering of needed information
and data that provides understanding of what:
drives the competitor, as shown by its future objectives.
the competitor is doing and can do, as revealed by its current
strategy.
the competitor believes about the industry, as shown by its

assumptions.
the competitor’s capabilities are, as shown by its strengths and
weaknesses.
2–32
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2–33
Competitor Analysis (cont’d)
How do our goals compare with our competitors’ goals?
Where will the emphasis be placed in the future?
What is the attitude toward risk?

Future Objectives
33
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2–34
How are we currently competing?
Does this strategy support changes in the competitive structure?
Future Objectives
Current Strategy
34

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2–35
Do we assume the future will be volatile?
Are we operating under a status quo?
What assumptions do our competitors hold about the industry
and themselves?
Future Objectives
Current Strategy
Assumptions
35

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2–36
What are our strengths and weaknesses?
How do we rate compared to our competitors?
Future Objectives
Current Strategy
Assumptions
Capabilities
36
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2–37
What will our competitors do in the future?

Where do we hold an advantage over our competitors?
How will this change our relationship with our competitors?
Future Objectives
Current Strategy
Assumptions
Capabilities
Response
37
Competitor Analysis Components
2–38
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38
Complementors
Complementors
The network of companies that sell complementary products or
services or are compatible with the focal firm’s own product or
service.
If a complementor’s product or service adds value to the sale of
the focal firm’s product or service, it is likely to create value
for the focal firm.
However, if a complementor’s product or service is in a market
into which the focal firm intends to expand, the complementor
can represent a formidable competitor.
2–39
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Ethical Considerations
Practices considered both legal and ethical:
Obtaining publicly available information
Attending trade fairs and shows to obtain competitors’
brochures, viewing their exhibits, and listening to discussions
about their products
Practices considered both unethical and illegal:
Blackmail
Trespassing
Eavesdropping
Stealing drawings, samples, or documents
2–40
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40

Chapter 1
Strategic Management and Strategic Competitiveness
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1–1
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Learning Objectives
Studying this chapter should provide you with the strategic
management knowledge needed to:
Define strategic competitiveness, strategy, competitive
advantage, above-average returns, and the strategic management
process.
Describe the competitive landscape and explain how
globalization and technological changes shape it.
Use the industrial organization (I/O) model to explain how
firms can earn above-average returns.

Use the resource-based model to explain how firms can earn
above-average returns.
Describe vision and mission and discuss their value.
Define stakeholders and describe their ability to influence
organizations.
Describe the work of strategic leaders.
Explain the strategic management process.
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1–2
2
Twenty-First Century Competition
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1–3
Today’s competitive markets
The global economy
Rapid
technological change
Increasing importance of knowledge
and people
Globalization

Competitive Advantage
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1–4
Formulation and implementation of
a superior value-creating strategy
Commitments and actions to achieve above-average
performance and returns
What the firm will do
What the firm will not do
Competitive advantage
The Strategic Management Process

1–5
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The Global Competitive Landscape
Increasing
Market volatility and instability due to
the rapid pace of change in markets
Blurring of market boundaries
Globalized flow of financial capital

Need for flexibility, speed, innovation,
and integration in the use of technology
Strategic and operational complexity
of global-scale competition
Rising product quality standards
Decreasing
Traditional time for adapting to change
Traditional sources of competitive advantage
Traditional managerial mindset
1–6
6
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Hypercompetition
Creation of new know-how and
use of first-mover advantage

Use of
price-quality positioning to build market presence
Protection or invasion of established geographic or product
markets
Strategic options in hypercompetitive environments
Global economy
Technology
1–7
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Competitive Success Factors
1–8
Top corporate performers
Have an entrepreneurial/

opportunistic mindset
Make effective
use of valuable competencies
Offer new
and innovative products and services
Are market/ customer-needs oriented

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Technology and Technological Changes
The information age: Internet and the global proliferation of
low-cost computing power
Increasing rate of technology diffusion and the emergence
of disruptive technologies
Increasing knowledge intensity
as an intangible source of competitive advantage
Technology trends impacting the global competitive
environment
1–9
Strategic Flexibility
Strategic Flexibility:
Involves coping with the uncertainty and risks of
hypercompetitive environments.
Must first overcome built-up organizational inertia.
Requires developing the capacity for continuous learning and
applying the new and updated skills sets and competencies to

the firm’s competitive advantage.
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1–10
Strategic Choices
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1–11
The firm’s strategic choices
Economies
of scale

Barriers to market entry
Diversification
Product differentiation
Industry concentration
Market
frictions

The Industry Organization (I/O) Model
of Above-Average Returns
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1–12
12
I/O Model Assumptions
The external environment imposes pressures and constraints that

determine strategic choices.
Similarity in strategically relevant resources causes competitors
to pursue similar strategies.
Resource differences among competitors are short-lived due to
resource mobility across firms.
Strategic decision makers are rational and engage in profit-
maximizing behaviors.
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1–13
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Five Forces Model of Competition
Suppliers
Substitutes
Buyers

Potential entrants
Industry rivalry
1–14
Five Forces Model Assumptions
Industry profitability (i.e., rate of return on invested capital
relative to cost of capital) is a function of interactions among
the five forces.
Industry attractiveness equates to its profitability potential for
earning above-average returns by:
producing standardized goods or services at costs below
competitor costs (a cost leadership strategy).
producing differentiated goods or services for which customers
are willing to pay a price premium (a differentiation strategy).
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1–15

The Resource-Based Model
of Above-Average Returns
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1–16
Resources
Physical, human, and organizational capital
(tangible and intangible)
Capability
An integrated set of resources
Core
competence
A source of competitive advantage
Building competitive advantage
Resource-Based Model Assumptions
Firms acquire different resources.
Firms develop unique capabilities based on how they combine
and use resources.

Resources and certain capabilities are not highly mobile across
firms.
Differences in resources and capabilities are the bases of
competitive advantage and a firm’s performance rather than its
industry’s structural characteristics.
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1–17
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Resources As Core Competencies
Costly to imitate
Rare
Nonsubstitutable
Valuable
How resources become core competencies

1–18
The Resource-Based Model of
Above-Average Returns
1–19
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19
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Strategic Decision Making

Industry organization (I/O) model
Resource-based
model
Competitive strategy
decision
1–20
Vision Statement
A Successful Vision:
is an enduring word picture of what the firm wants to be and
expects to achieve in the future.
stretches and challenges its people.
reflects the firm’s values and aspirations.
is most effective when its development includes all
stakeholders.
recognizes the firm’s internal and external competitive
environments.
is supported by upper management decisions and actions.

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1–21
Mission Statement
An Effective Mission:
specifies the present business or businesses in which the firm
intends to compete and customers it intends to serve.
has a more concrete, near-term focus on current product markets
and customers than the firm’s vision.
should be inspiring and relevant to all stakeholders.
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1–22

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Stakeholders
Are affected by the strategic outcomes achieved by the firm
Can affect development of the firm’s vision and mission
Can have enforceable claims
on the firm’s performance
Are influential when in control
of critical or valued resources
Primary stakeholders
(individuals, groups and organizations)
1–23
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Classification of Stakeholders
Capital market stakeholders
Product market stakeholders
Organizational stakeholders
Categories of stakeholders
1–24

The Three Stakeholder Groups
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1–25
25
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Capital Market Stakeholders
Preservation
of investment

Influence
Enhanced wealth
Risk/return
Conflicting expectations of shareholders and lenders
1–26
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Product Market Stakeholders
Customers
Suppliers
Host communities
Unions
Types of product market stakeholders
1–27

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Organizational Stakeholders
Organizational culture and ethical work environment
Education
and skills of employees
Strategic goals and global standards
International assignments
Responsibilities of strategic leaders for development and
effective use of the firm’s human capital
1–28
The Work of Effective Strategic Leaders
Strategic Leaders:
have a strong strategic orientation that relies on thorough
analysis when taking action.
are located at various levels throughout the firm.
want the firm and its people to accomplish more.
are innovative thinkers who promote innovation.
can leverage relationships with external parties while
simultaneously promoting exploratory learning.
have an ambicultural (global mindset) approach to management.

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1–29
The Strategic Management Process:
The ASP Process
Analyses
C2: The external environment
C3: The internal organization
Strategies
C4: Business-level strategies
C5: Marketplace competition
C6: Corporate-level strategies
Strategies (cont’d)
C7: Diversified portfolio management
C8: International strategies
C9: Cooperative strategies
Performance
C10: Governance mechanisms
C11: Organizational structure

C12: Strategic leadership
C13: Strategic entrepreneurship
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1–30

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