EDUC 510-Lesson Plan Assignment

EDUC 510 L ESSON P LAN T EMPLATE edTPA Planning (Part B) P ART B: P LANNING P RELIMINARY I NFORMATION Date of Lesson: 09/26/2021 Grade Level: 4 th Subject/Topic: Math/ Place Value Learning Segment Theme: Locating place value on a chart. Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Personal (Interests, family backgrounds, experiences, etc.) Unsure Cultural (Traditions, dialects, worldview, literature, arts, etc.) Unsure Community (Landmarks, community events, etc.) Unsure Developmental (Cognitive, physical, social, and emotional) Unsure C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : What are your goals for student learning and why are they appropriate for these students at this time? B IG I DEA OR C ONCEPT BEING T AUGHT – C ENTRAL F OCUS W E USE NUMBER SENSE ( COUNTING AND PLACE VALUE COMPREHENSION ) TO ACCOUNT FOR AND REPRESENT OBJECTS IN OUR ENVIRONMENT IN REAL LIFE . R ATIONALE /C ONTEXT FOR L EARNING – J USTIFICATION FOR YOUR P LANS Why this lesson at this time, for this group of learners? How does it connect to previous learning or succeeding lessons? S TUDENTS WILL HAVE PRIOR KNOWLEDGE OF PLACE VALUE BEFORE THEY BEGIN THIS COURSE . T HIS LESSON WILL TEACH STUDENTS HOW TO USE THEIR EXISTING KNOWLEDGE TO FIGURE OUT WHAT EACH DIGIT IN A NINE - DIGIT NUMBER MEANS . P RIOR K NOWLEDGE AND C ONCEPTIONS What prior knowledge must students already know to be successful with this lesson? Students must know how to read, write and identify place value in a six digit number. What prior skills must students Addition and Subtraction

EDUC 510 already know to be successful with this lesson? What prior academic language must students already know to be successful with this lesson? Place Value Ones Tens Hundreds Thousands Ten Thousands Hundred Thousands S TANDARDS State Standards 4.1 The student will a) read, write, and identify the place and value of each digit in a nine-digit whole number. National Standards NCTM- Math Number & Operations Grade 3-5 Understand numbers, ways of representing numbers, relationships among numbers, and number systems. -understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals InTASC Alignment Standard #1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Given a blank place value chart, I can read, write, and identify the place and value of a digit in a number that is under one million. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Students must be able to verbally identify the place and value of digits on a place value chart. Students must be able to write digits on a place value chart. Language Support(s) For students who struggle with writing will be provided a word bank and allowed to verbally give the answer to the teacher to be written down for them. Essential Vocabulary Place Value Expanded form

EDUC 510 will be able to do something if they keep trying. Planned Supports -Anchor chart with essential vocabulary and place value concepts -Manipulatives: Place Value Disks and Place Value Blocks -Word Bank Resources and Materials -Document Camera -Whiteboard -Computer -Individual white boards -Youtube video -Projector -Place Value Charts -Manipulatives Technology Connection -Use the projector to display the video for engagement. -Video clip on place value: B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Show a place value rap video and display a blank place value chart and ask students who remembers what the lowest place value is. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modelin g Show the number 263 with disks on your document camera. How many ones? How many tens? How many hundreds? Write those digits underneath the columns. Teacher will discuss with group the difference between place and value. Place = where the digit is (the column name). Value = how much it is worth. Relate to money. (Can show students a $1 bill and a $10 bill. I have one of each type of bill, but are they all WORTH the same?

EDUC 510 No). If I have a group of ones, I will count by ones, if I have a group of tens I will group by (Tens), if I have a group of hundreds I will group by (Hundreds)? Etc. Show students 6,504 with dots. Discuss how there are no dots in the tens column - is that okay? Yes. When writing the digits underneath the column, starting in the ones place, think aloud - do I have to write anything under that column or can I leave it blank? Write it both ways - leaving the column blank and putting a 0. Are these numbers the same? No. When a place has no value but is between digits or is to the right of a digit in the number, you MUST have a placeholder - 0. After writing the number, talk aloud about how and where to place the comma. Bring this up throughout the rest of the lesson when applicable. Together, teacher and students will identify the place and value of these numbers shown with place value disk in the PV chart: 32,496 ⧫ 740,312 Guided Practice Teacher will give these as naked numbers and students will insert them into their PV chart and then identify the place and value of each digit 2,305,700 ⧫ 57,809 2, 305, 700 2=Millions 2,000,000 3=Hundred Thousands 300,000 0=Ten Thousands 5=Thousands 5,000 7=Hundreds 700 0=Tens 0=Ones 57,809 5=Ten Thousands 50,000 7=Thousands=7,000 8=Hundreds=800 0=Tens 9=Ones 9

EDUC 510 W HAT I FS Be proactive. Consider what might not go as planned with the lesson. What will you do about it? What if students... If students finish they can complete a place value activity with a partner. https://docs.google.com/a/lcps.k12.va.us/viewer? a=v&pid=sites&srcid=bGNwcy5rMTIudmEudXN8ZmlsZS1jY WJpbmV0fGd4OjM5NTNkNDEyOTViYzllM2M What if students cannot... If students do not understand how to identify the place and value of nine-digits they will be put into a small group with the teacher to receive additional help. R EFERENCES : M ATERIALS AND R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Place Value to Millions. (2011, July 12). [Video]. YouTube. https://www.youtube.com/watch? v=aTkW40v5USY R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. 10 Ways to Help ELLs Succeed in Math | Scholastic. (n.d.). Scholastic. Retrieved September 25, 2021, from https://www.scholastic.com/teachers/articles/teaching-content/10-ways-help- ells-succeed-math/