annotated-Math%205E%20Lesson%20Planning%20Template%20Uodated%20RTI-1.doc (1)

STEM 433/533 Lesson Planning Template Name: Taylor Vernon Grade: 4 Topic: Mathematics Brief Lesson Description: In this lesson, students will learn how to read, write, and identify the place and value of each digit in a nine digit whole number by practicing using base 10 blocks and other educational extensions such as kahoot and bingo. Specific Learning Outcomes:  Students will understand how to use the base 10 blocks to determine place value  Students will understand why place value and position of commas is important  Students will be able to represent their understanding of the different place values (e.g., tens, thousands, hundreds, ten thousand, hundred thousands)  Student will be able to read, write, and identify the place and value of each digit upon being asked How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical strategies? This lesson was written upon the belief that the school will accommodate students who may require further assistance. These modifications could include visual aids and, if necessary, paraprofessional assistance. Narrative / Background Information Prior Student Knowledge:  Must know how to count,  Must understand how to read and write numerics (e.g., 21, 57, 837) Math VA SOL: 4.1 The student will read, write, and identify the place and value of each digit in a nine-digit whole number Visual Arts VA SOL: 4.11 The student will explore how artmaking skills can be used in the development of solutions to real-world problems. (in this case building base 10 models) NCTM Standard: In grades 3–5 each and every student should: understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals Specific Problem-Solving Strategy being used: The CRA ( Concrete, Representational, Abstract ) approach - this helps students connect a physical representation of a number (concrete manipulatives) to that same quantity as shown in drawings or graphics (representational), and finally to the actual written name and symbol for that number (abstract). Possible Preconceptions/Misconceptions:  When using place-value mats, if the number is forty-five and the student has written '40' in the tens and '5' in the ones they may interpret as 405.  Teen numbers do not follow the same pattern of other numbers so some students may struggle with this.  Students may transpose figures particularly for teens e.g., fourteen is written as 41 as the four is first in the number.  Students may not understand that zero is used as a placeholder and possibly ignore it. E.g., 504 could be considered as 54 by a student that does not understand zero as a placeholder.  Students may not be able to bridge to the next ten or hundred. LESSON PLAN – 5-E Model ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use here)  To begin the teacher will write number on the white board, for example 483.  White boards will be passed out to each student along with a marker.  The teacher will begin by stating: "If you were going to show me how much 483 is worth, how might you do that? I want you to think about tools and strategies that might work. Draw a picture or write down words and phrases that explain your thinking. Your answer doesn't have to be correct! I want you to think about what you know about place value to come up with some ideas.”  Students will be given a few minutes to discuss with their peers and write down their ideas.  Students will be given the opportunity to share their ideas in an open class discussion.  Probing questions may be asked such as: o Which strategy will be the easiest to use? o Which strategies show the values in a visual way? o Which strategy would you all want to try?  The teacher will then clarify that three-digit numbers are numbers with a value in the ones place, a value in the tens place, and a value in the hundreds place.  It will then be explained to students that they will be exploring how to use base-10 blocks to represent base-10 numerals.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:  The teacher will begin by explaining the value of each base 10 block o First a unit cube will be shown and defined as a "unit" or "one." o Ten unit cubes will be placed side by side and a ten rod placed next to it. It should be observed that they're the same length then the rod should be defined as a "ten." o Ten ten rods should be placed side by side. 100 unit cubes will be used to make a square. It will be explained that a hundred flat is the same size, the same quantity. The flat should be defined as a "hundred." o Ten hundred flats will then be stacked together. Then the teacher will show that a thousand cube is the same size, the same quantity. It will the be defined that the large block is a "thousand." The teacher should make a note that the shape of the thousand cube is the same as the shape of the unit cube, except that the thousand cube is a whole lot bigger. o Ten thousand blocks will then be stacked to illustrate ten thousand. The teacher should then make note that the shape of ten thousand is the same as the shape of a ten rod, only it's a whole lot bigger. o Lastly, the teacher should measure off or try to imagine the size a hundred thousand flat and a million cube. o The teacher may use a powerpoint presentation to enhance the visual learning of the students. (optional)  Base 10 group model game (Concrete) o Next, the class should be split into 4-5 different groups consisting of about 3-5 people each. o Each group will be given many base 10 blocks to use for their representations. o Students will then work together with their partners to create representations of a number the teacher announces with the base 10 models at their tables. For example the teacher may announce 483, then each group must use their base 10 models to represent that number. o If the group gets it correct they will be given a point. Points may be kept up with on the whiteboard/smartboard by the teacher. o The group at the end of the base 10 model game may receive a prize or candy. EXPLAIN: Concepts Explained and Vocabulary Defined:  After the conclusion of the game, the teacher will allow students to revisit the strategies they mentioned at the beginning of the lesson. o Do you think base 10 modeling is the easiest way to represent the value of these numbers? o Do you think base 10 modeling is easy or hard?  Students will complete a worksheet consisting of pictures of base 10 models. For example, the worksheet will show an image of two 10 blocks and 3 one blocks, the student will write “23.” (Representational).  The worksheet will be completed together as a class, worksheet should be projected on the board and if selected, students may come up and answer the questions on the board.  After the worksheet is completed students will place this worksheet in their interactive notebook for future reference. Vocabulary: Digit, Number, Ones, Tens, Hundreds, Thousands, Ten Thousands, Hundred Thousands, Represent, Base Ten Blocks (units, rods, flats), Skip Counting, Strategy ELABORATE: Applications and Extensions:  Students will play place value bingo o Each student will be given a bingo card and some markers o The teacher will call out a place value statement, for example “4 thousands” o If the student has a suitable number on their board, e.g. 4,532, then he/she should place a marker on that number o The game should be repeated a few times should time allow it o Winners may get a prize or a piece of candy EVALUATE: Formative Monitoring (Questioning / Discussion): Students will play kahoot. The teacher will place the kahoot game on the smart board. Students will individually be allowed to come up and answer a question. Kahoot questions examples may be:  The student being asked to select the correct number based off a picture of base 10 models  The student being asked to select the correct base 10 models based off a given number Summative Assessment (Quiz / Project / Report): (Abstract) The student will complete a final worksheet using no models and no pictures. This worksheet will be taken up at the end of class and checked for accuracy and understanding. Plan for differentiation: ( Be sure to specifically address the following learners)  In the case that the lesson has to be modified for a high-incidence disability, the student will be provided a partner or a teacher aide to assist in completing the activity and worksheet.  In the case that the lesson has to be modified for an ELL the vocabulary words will be defined in English and student's home language. Instructions will be written in English and the Students language. Students may be paired with a partner who speaks the same language, if possible. Students will be allowed to discuss their answers in their language with a small group of peers who speak the same language if possible, otherwise, a translator may be used should the school have one available.  In the case that the lesson has to be modified for gifted students, students will be challenged to explain the steps orally to figure out the values of each number using sequencing words. Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them: