Date: 10-21-13 Overall lesson topic/title: Estimating Products CCSS(s): 5.NBT.4, 5.NBT.

7 Learning Target(s)/Objective(s): Use place value to make magnitude estimates for products Rationale: By reaching this objective, students will be able to make estimates for large numbers and continue practicing rounding numbers. Estimation skills are important for students as it is a quick way to guess the value of numbers when they are multiplied. Materials: Student reference book, whiteboard, markers, pencils Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson ( 10-15 minutes)
To begin the days lesson, I will use the Math Message from the book. This involves the students taking several numbers and arranging them so they express an amount equal to 1, 10, and 100. This is simply an exercise to get the math juices flowing. Upon completion of this Math Message, the whole group will discuss the expressions they created. This will be done by having students tell me some of the equations they created and questioning the class to see if they created similar or very different expressions. Moving on from the Math Message, I will introduce the days topic by describing what magnitude estimates are. The difficulty of the vocabulary will require me to provide examples for the students. I will then ask the students to think about where they might use such an estimate. After a moment to think, I will then have the students share with a partner. Then as a whole group, I will field responses. I will expand on the relevant answers which students supply.

EXPLORE: Outline of Key Events During the lesson ( 30-45 minutes)

(5-10 min) After the intro, I will then have the students engage in an activity as a whole class. This activity will be done on the whiteboard as I write several numbers on the board for them to round. During this whole group activity, I will be emphasizing the importance of correctly rounding to the nearest multiple of 10. This is important because the students must meet the standard of understanding base-ten multiplication. For students who struggle with understanding what multiples of ten are, I will show them using whole numbers being multiplied by 10. Students can then see which multiple of ten a number is closest to. (5-10 min) After this introduction will hand the students a practice sheet which makes them choose a magnitude estimate. I will work through the first problem, explaining my thinking. As a class, we will work through the second problem. At this point, I will be asking students to explain their thinking. After the second problem is completed, I will allow the students to continue on to complete the page. As students work individually, I will be circulating and taking notes on the students. (5-10 min) Once this practice page has been completed, I will then introduce the class to playing Multiplication Bulls Eye. The purpose of this game is to provide practice in estimating products. The game

can be played individually or in pairs. As students finish the practice sheet, I will have students pair up. Students who are waiting for a partner can practice the game alone. (5-10 min) After the students have had time to play the game, I will regroup them and they will begin working to review previous material. The previous lesson was based on chance events (probability). To practice this skill, students will create a spinner to experiment with. With a partner, students will work together using the language of probability to describe how their spinner might land on certain areas. (5-10 min) As a final exercise, the students will individually complete the assigned math box for the lesson.

SUMMARIZE: Closing Summary for the Lesson ( 5 minutes)

I will wrap up the lesson by having the students address the rounding and base-ten work we created to begin the lesson. I will then ask the students if they have any questions for me to clarify. I will then ask the students to think about how they would use magnitude estimates at home and outside of school. This question will be addressed at the beginning of the next lesson.

Description of Formative Assessment I would like to attempt implementing a checklist in for my students as I track their progress. This would involve creating a graph based on each lesson topic. I am covering relatively few topics for the duration of my lead teaching, so I will be able to record the students progress very closely because each day will allow me time to review and expand the students skills. The graph would look like this: Name Not there yet On target Above and beyond Comments Steve X 10/21 X 10/24 Trouble with decimal placement Sally X 10/21 X 10/21 Understand place value and estimation