Design for Learning

Instructor: Lynn Putnam

Lesson Title: How Many 100s, 10s, and 1s?
Curriculum Area: Math

Grade Level/Cooperating Teacher:

2nd grade/ Miss Wheeler
Date: April 13, 2015
Estimated Time: 30 minutes

Standards Connection: 2. 11 Add and subtract within 1000 using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method.
Understand that in adding or subtracting three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary
to compose or decompose tens or hundreds. [2-NBT7]
Learning Objective(s): Students will demonstrate their knowledge of three digit
numbers through the completion of a written quiz, scoring at least an 80%.
Learning Objective(s) stated in kid-friendly language: Today, boys and girls, we
will be representing and comparing numbers above 100 using sticker notation.
Evaluation of Learning Objective(s): The students will complete page 74 of their
workbook, worth 6 points, scoring at least a 4/6. If not, the information will be revisited
using a different strategy.
Engagement: Teacher will call students to the carpet based on their table groups. Okay
boys and girls, its math time! Can I please get (students name) table to join me on the
carpet? Continue this until all students are on the carpet. Alright, can I get eyes and
ears on me? We are going to begin math today with a number talk. The teacher writes
75+25 on the board. Everyone please take a moment to silently find the answer to this
problem. When you have the answer please give me a thumbs up. The teacher waits for
the majority of the thumbs to be in the air. Okay, I see most of you have the answer. Is
there someone who would like to tell me the answer they got? Teacher calls on at least
three students to give their answer, asking if the class agrees or disagrees with the
answer. (Student name) you said ____ was the answer, would you please explain to me
how you figured that out? The teacher records the students thinking on the board. She
continues this pattern for each student who gave his or her answer. She provides the
opportunity for the students to change their thinking if need be and explain why. So, I
think we can all agree that the answer to 75+25 is 100. We saw some great methods for
figuring this problem out. The teacher will be sure to point out the correlation to coins at

this point if the students have not already come to this conclusion. Transition to
teaching
Learning Design:
I. Teaching: Great job boys and girls! Now that our minds are warmed up, it is time to
dive into our math for the day. Raise your hand if you remember visiting sticker station
during math time? Very good! Every hand should be in the air. Dont forget that at
Sticker Station, that stickers are sold in sheets of 100, strips of 10, and singles. So, with
this in mind, lets do some problems as a class. We will be adding to get numbers
above 100 as well as comparing numbers to see which is bigger. The teacher projects
the first problem on the board using the Elmo. Our first problem says: Sally went
shopping at Sticker Station. She bought 6 strips of ten stickers and 2 singles. How
many stickers did Sally buy? So first what we need to do is determine the equation.
Lets begin with the 6 strips of ten. Please raise your hand if know how many stickers
that is? Yes, that is 60 stickers. How did you know that? Great thinking, it is because 60
is 6 sets of 10. The teacher writes 60+ on the paper that is projected on the white
board using an expo marker. Sally also bought 2 singles, so what would I add to 60 to
get our total amount of stickers? Yes, you would add 2. Teacher writes 60+2= on the
board. So, what is the answer? Very good class, the answer is 62. The teacher records
this. The teacher puts a new sheet under the Elmo with the next problem on it. Our next
problem says: Sally bought one sheet of 100, 2 strips of ten, and 4 singles. How many
stickers are on one sheet of 100? Yes, that is 100 stickers. Teacher writes 100 on the
board. How many stickers are 2 strips of ten? Yes that is 20 because 20 are two sets of
10. The teacher adds 20 to the equation on the board. And now there are 4 singles, so
we are going to add that to the end of our equation. The equation on the board now
reads: 100+20+4. I would illustrate this as follows The teacher draws a large square
under the 100, two lines under the 20, and 4 dots under the four. This is called sticker
notation. So now that our equation is written and our sticker notation picture is drawn, it
is time to solve the equation. So, take a moment and try to figure out the answer. When
you have the answer give me a thumbs up. The teacher waits for the majority of the
thumbs to be in the air. Now, please turn and talk with a buddy to see if you got the
same answer. Teacher gives a minute to discuss and calls on a pair. What answer did
you all get? Can you please explain your thinking? The teacher records student thinking
and problem solving on the board. Thank you, the answer is 124. Great thinking. The
teacher does not erase this equation and sticker notation from the board. Now, we are
going to do the next problem a little differently. What if I were only to give you the sticker
notation. Do you all think you could figure out the equation and solve the answer? Lets
see! The teacher draws 1 square, 4 lines, and 6 dots on the board. Drew went to
Sticker Station and this is how many stickers he bought. Turn and talk with a partner to
see if you can figure out what the equation is. The teacher gives the students a minute

to discuss and come up with the proper equation. She calls on a pair. What is my
equation? Why do you say that? The teacher records the equation of 100+40+6 on the
board. Now we have the equation, how many total stickers did Drew buy? Class?
Students answer in unison that the answer is 146. Wonderful job, boys and girls! Now,
we have two equations on the board and two sticker notation pictures. Sally has 124
stickers and Drew has 146 stickers. Lets compare the two numbers. Raise your hand
and tell me which number is bigger. Does Sally or Drew have more stickers? How do
you know that? Students may answer saying that the Drew bought more stickers
because 146 is bigger than 124 because it comes after 124 on the 200 chart, or that
they both have one sheet of 100, but in the second equation, there are more in the tens
spot than in the tens spot of the first equation. Great job, 146 is bigger meaning that
Drew bought more stickers. The teacher will write 146>124 on the board below the
equations and sticker notation pictures. Lets say that Sally went back to Sticker Station
and bought one more sheet of 100 stickers. How would you now figure out how many
stickers she has? She started with 124, so what is the next step to find her new total?
Thats right, you will add 100 to 124. The teacher writes 124+100 on the board. She
also draws the sticker notation. The sticker notation would look like this Below the 124
she draws a square, 2 lines, and 4 dots. Below the 100 she draws a square. Now we
have our equation and the sticker notation, so raise your hand if you have the answer.
Great job, Sally now has 224 stickers. What part of 124 changed when you added
another 100? Right, the 1 changed to a 2 because now Sally has 2 sheets of 2 groups
of 100 plus 24 stickers. She now has 224 stickers. Now, with this new information, does
Sally or Drew have more stickers? Thats correct, Sally now has more stickers because
she has 224 and Drew has 146. Teacher writes 224>146 on the board. Lets take 146.
We are going to break this number down into 100s, 10s, and 1s. What number is in the
hundreds place? Very good, there is 1 one hundred. What number is in the tens place?
Yes, the 4 is in the tens place. So, that leaves us with the 6 in the ones place. Lets look
at one more number and break it down. Lets look at 342. What number is in the ones
place? The 2 is in the ones place. What about the tens? Yes, that would be the 4. And
so what does that make the hundreds place? Thats right, the three is in the hundreds
place. Okay class, now we have learned how to solve problems using sticker notation,
sticker sheets, strips, and singles, and writing equations. Are there any questions about
what we have learned and done this morning? Teacher answers questions if there are
any, and then dismisses students back to their seats by their table groups. Transition to
practice
II. Opportunity for Practice: She then instructs the class to take out their math
workbooks and complete pages 72 and 73 with their elbow buddies. Thank you for
returning to your seats quietly. Can everyone please pull out his or her math
workbooks? Then, please turn to page 72. With your table groups, you will complete
pages 72 and 73. Lets do the first one on page 72 together so that you and your group

will complete the practice pages correctly. The number we are given is 135. This is
already illustrated for us. As you can see, the big box represents 100, the three lines
represent 30, and the five dots represent 5. So, how many sheets do we have? Thats
right, we have 1 sheet. How many strips do we have? Very good, we have three strips;
and how many singles do we have? Yes, we have 5 singles. So, if there is one sheet of
100 stickers, how many hundreds do we have? Yes, we have 1 hundreds. How many
tens do we have? Great! We have three tens, because 30 is the same thing as three
sets of 10; and how many ones do we have? Right, we have 5 ones. That means that
our equation would be 100+30+5. Are there any questions? Now, you may get to work
with your table groups to complete these two pages. She walks around the room and
facilitates as the students are working. After about 10 minutes, teacher transitions to
assessment...
III. Assessment: The students will be given a written quiz. Now, it is time to put our
knowledge to the test with a short quiz. Please quickly and quietly clear off your desks.
Teacher waits for about a minute as this is being done quietly. She passes out the quiz
and reviews the directions. Lets go over the directions before you begin the quiz. For
each problem, you will decide which set of stickers is the most and then give your
reasoning. Please take your time; there is no need to rush! When you are finished, turn
it in to the basket at the front of the room, and then you may go back and complete the
practice worksheets if you have not already done so while we wait for everyone to
finish. And dont forget, this is a quiz, so it must be done on your own! Now, you may
begin! The teacher walks around the room and makes mental notes as the students are
working.
IV. Closure: Can I please have all eyes and ears on me? Everyone has finished his or
her quizzes. The teacher asks closing questions. How can you tell is one number is
bigger than another? How does using sticker notation help you when solving problems?
What was the main take-away from todays lesson? Great job today, boys and girls!
Give yourselves a pat on the back!
Materials and Resources:
Elmo
White board
Dry erase markers
Teaching worksheets
Math workbooks (p. 72-74)
Quiz (1 per student)
Differentiation Strategies (including plans for individual learners): Those students
who fail to score an 80% on the quiz will revisit the material using a different strategy. If
the numbers on pages 72-73 seem too large for some students, replace the numbers

with more accessible ones. Give the struggling students numbers that they can be
successful with so that they build their understanding and use of sticker notation,
identifying tens and ones, and representing numbers with an equation. If students are
comfortable and seem to understand all aspects of the practice chart, the teacher can
use chart C69 in the teacher workbook to provide the students with additional numbers.
When making the chart, the teacher will vary the information provided for each numbersometimes giving the sticker notation, or the number of hundreds, tens, and ones.
Data Analysis:
Quiz %
100
83
50

Number of Students
7
1
1

Overall, I was very impressed with the quiz results. The only thing that hurt one student
was that she didnt write out the equation and show her work, so she had points taken
off.
Reflection: I am extremely leased with his the number talk went. The students had
never done a number talk before, but they picked up on it very quickly. They explained
their thinking very well and came up with four different ways to find the correct answer.
They also made the connection to money to solve the problem. During teaching,
students were engaged and came to understand sticker notation, breaking down three
digit numbers, and place value quickly. They often found the equation before the
equation was written.
Next time, I will slow down my pace. I can talk quickly, and I dont want to leave students
behind. I would also incorporate part of the practice into the teaching, so students are
familiar with the format of the worksheet.

Sally went shopping at Sticker Station. She bought 6 strips

of ten stickers and 2 singles. How many stickers did Sally
buy?

Sally bought 1 sheet of one hundred, 2 strips of ten, and 4

singles. How many stickers did she buy?

Drew went to Sticker Station. How many stickers did he

buy based on this sticker notation?

Sally went back to Sticker Station and bought 1 more

sheet of one hundred stickers. How many stickers does
she have now?

146

342

Name_____________________

Date_____________________

How Many Stickers?

Find how many stickers are shown. Write an equation to
represent each group.
Sticker Notation

Equation

Use sticker notation to represent the number.

Show 214 stickers.

Show 158 stickers.