Name: Nicole Howard

Subject: Mathematics
Grade Level: Grade 4/5
Grade 4: Envision Lesson 2-4
Grade 5: Envision Lesson 2-4
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
4th Grade:
4.NBT.3. Use place value understanding to round multi-digit whole numbers to any
place.
4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
5th Grade:
5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times
as much as it represents in the place to its right and 1/10 of what it represents in the place
to its left.
2. OBJECTIVES
Content
4th Grade: Students will estimate sums and differences of whole numbers by rounding.
5th Grade: Students will add and subtract whole numbers by lining up their numbers by
place value.
Key Vocabulary
4th Grade: Place Value, Rounding, Estimate, Sum, Difference
5th Grade: Sum, Whole Number, Comma, Sum, Difference
3. ASSESSMENT
Informal or Formative:
4th Grade: Assess student responses and address misconceptions while conducting
interactive lesson on whiteboard. Review of student work while walking around room
during independent work period.
5th Grade: Review of student work while walking around room during independent work
period.
Formal or Summative:
4th Grade: Student homework from workbook
5th Grade: Student homework from workbook
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation: Grade 4/5: Students will complete a warm-up problem in their math
notebooks.

Activate Prior Knowledge:

Grade 4: I will ask students to review what we did in math on Thursday (rounding whole
numbers) and Friday (mental math), and ask if they have any ideas about how that would
connect to estimating.
Grade 5: I will ask students what we did on Friday (estimating sums and differences) and
how they might use that in todays lesson (adding and subtracting) - expected response: it
helps us check our answer.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Grade 4: We will go through the lesson on the Promethean board, making sure to stop to
have students work out the estimation for the height of the Empire State building as we
go along. They will do this work on the graphing side of their personal whiteboards so
that they know how to use the graph paper for guided practice. Make sure to ask students
to explain why they would round to the nearest hundred rather than nearest ten for this
problem. Discuss why we might want to overestimate in certain situations rather than
underestimate (like when buying a candy bar and accounting for sales tax). Have them
explain why they would round to the nearest ten rather than nearest hundred for the years.
Discuss the try it yourself part as a group.
Grade 5: Students will complete lesson 2-4 on their computers.
III. GUIDED PRACTICE
Grade 4: Page 32-33, #9-29 using graph paper
Grade 5: Page 35, # 1-4; 36, # 19-27 (skip 21); 37, #24-29
IV. CLOSURE (Student summary of learning)
Students will share with a partner what they learned today, then give me a thumbs
up/thumbs down as to whether they thought this was easier or more challenging than
what they did last week.
V. INDEPENDENT PRACTICE (Summative assessment)
Students will complete the reteach and practice sheet from their workbooks.
5. DIFFERENTIATION STRATEGIES
ELLs: We will review vocabulary before the start of the lesson. Students have the text
written as well as spoken in the video lesson.
IEPs/Struggling Students: Students who are struggling may come to the back table for
extra support in completing their work.
GATE/Fast Finishers: GATE students and Fast Finishers will be allowed to go on
Sumdog when they have finished their work.
6. INSTRUCTIONAL RESOURCES AND MATERIALS:
Warm-Up Problems (Labels)
Textbooks
Graph Paper
Math Notebooks

Math Homework Notebooks

Computers
Headphones