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Capstone 07

This lesson plan template provides details for a math lesson on place value for 4th grade students. The lesson plan aims to teach students to identify whether place value columns are correctly aligned in addition problems. Students will be informally assessed through observation and participation. Materials needed include a whiteboard, marker, workbook, and manipulatives. The lesson includes an anticipatory activity, modeling, guided practice, independent practice with differentiation, and reflection.

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160 views2 pages

Capstone 07

This lesson plan template provides details for a math lesson on place value for 4th grade students. The lesson plan aims to teach students to identify whether place value columns are correctly aligned in addition problems. Students will be informally assessed through observation and participation. Materials needed include a whiteboard, marker, workbook, and manipulatives. The lesson includes an anticipatory activity, modeling, guided practice, independent practice with differentiation, and reflection.

Uploaded by

api-405196113
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan Template

SPED 435/ED 427

Topic: Math

Standards:
3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
addition and subtraction.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.

Objective: SWBAT identify whether place value columns are aligned in a given problem.

Student-Friendly Objective: We will learn how to organize place values.

Assessment Plan: Students will be informally assessed through observation,


questioning techniques, and written work. I expect students to identify whether ones,
tens, and hundreds place values are correctly aligned. Students will share answers with
each other. Assessment will not count towards a grade but will serve to check
understanding.

Materials Needed: Whiteboard, marker, eraser, workbook, manual, manipulatives.

Key Vocabulary:
Add: increase a number.
Sum: the total.
Columns: the ones, tens, and hundreds place values.

Anticipatory Set:
• Read STEAM Stories: The Picnic Problem by Jonathan Litton & discuss.

Instructional Inputs:
• Discuss behavioral expectations: Safe, Responsible, Respectful.
• Begin reading the script from the teacher’s manual:
• “Find Part 3 on your worksheet. Touch the first problem and get ready to tell me
the answer.” (Pause.)
• “What’s the answer?” (Signal.) 14.
• “Next problem.” (Pause.) “What’s the answer?” (Signal.) 10.

Modeling:
• Write given problems on a whiteboard. Model how to solve it using counting on
and manipulative strategies.

Guided practice:
• Follow the script in the teacher’s manual to guide students through each
problem in section 3 of their workbooks.
• Ask students to give you a thumbs up if they feel good about these addition
problems, to give you a side-ways thumb if they kind of understand, and a
thumbs down if they’re confused.

Closure:
• Reiterate ones, tens, and hundreds place values.

Independent practice/application:
• Have students complete the rest of section 3 independently if they feel ready.

Differentiation
• Model counting on and manipulative strategies to solve addition problems.
• Provide an example problem to refer to.
• Students who finish early may play mathematic games or solve mathematic
puzzles. Students may also choose to read a library or class book.

Transition:
• Ding the chime 3 times.
• Ask students for materials back.
• Review their behavior chart with them.
• Return their folders.

Reflection:
• I asked students to think about the answers and answer chorally. It worked
pretty well as each student was engaged at the same time, but no one was
singled out for an answer. Time management was also a positive. I felt like the
pace moved along appropriately and students had time to complete their work.
I would separate certain students who I now know do not get along. Two of the
students got into an argument and it disrupted the lesson. I would reorganize
seating arrangements at the beginning.

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