Lesson plan includes...
Lesson Plan
Assessment – Representing 3-Digit Numbers
60 minutes | Suitable for Grade: 2An assessment task in which students will demonstrate an understanding of 3-digit place value.
This lesson plan includes the following resources:
Preparation
Equipment
- MAB Blocks
Assessment Plan
Tuning In
- Revise the content of the unit and the different ways that 3-digit numbers can be represented. Encourage volunteers to show some examples on the board.
- Display the 3-Digit Place Value Warm-Up Interactive PowerPoint and work through the questions and answers as a class.
Teacher Instruction
- Inform the students that they are going to show their understanding of 3-digit numbers by completing The Place Value Structure Challenge.
- Provide each student with a copy of the instructions page and the recording worksheet. Explain to the students that they will use MAB blocks to create a structure, then use their structure to answer the questions on the worksheet.
- Demonstrate some examples on the board. Check that all students understand the task before commencing the assessment activity.
Guided/Independent Learning
- Provide the students with an appropriate amount of time and resources to complete the task. While the students are working on their structures, ask them:
- How many hundreds have you used?
- How many tens have you used?
- How many ones have you used?
Wrapping Up
- After the students have finished, allow the class to view each other’s structures. Encourage the students to provide and receive feedback.
- Collect the recording worksheets in order to assess each student’s understanding of the unit objectives.
- If time permits, play a whole class game of Place Value Bingo – Numbers 0 to 1 000.
Differentiation
Extending Students
- Encourage more capable students to represent 3-digit numbers greater than 500.
Supporting Students
- Encourage less confident students to represent 3-digit numbers less than 200.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
Victorian Curriculum alignment
- VCMNA103
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences
- VCMNA104
Recognise, model, represent and order numbers to at least 1000
- VCMNA105
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
Australian Curriculum alignment
- ACMNA026
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
- ACMNA027
Recognise, model, represent and order numbers to at least 1000
- ACMNA028
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
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