Lesson

Plan Direct Instruction Math

Unit 4: Lesson 10

Lesson Title: Estimate Products

Date: January 28, 2013

Objective: Students will accurately round whole numbers
Subject:
5th Grade Math

and decimal numbers to estimate the product in a
Length:
One day

multiplication problem.
Time:
11:15-12:10



Core State Standards:
Common

CC.5.NBT.4:
Use place value understanding to round decimals
Materials:
to any p lace.
Student Activity Books


Easel
CC.5.NBT.5:
Fluently multiply multi-digit whole numbers using

Dry-erase makers
the standard algorithm


Individual Dry-erase
Add, subtract, multiply, and divide decimals to
CC.5.NBT.7:
boards
hundredths,
using concrete models or drawings and strategies based
Activity cards 4-10
on place value, properties of operations, a nd/or the relationship
Dice/Timers/Calculators
between addition and subtraction; relate the strategy to a written

method and explain the reasoning used.





Behavior Management Procedures:


The students have a daily routine of starting math by
fixing their homework and working on the remembering
side of their worksheet. I will make sure to keep students
in this habit and demand that they do it as quietly as
possible. When I work with the entire class at the easel, I
will make sure to move the students that may get
distracted easily or behave inappropriately to areas in
which they will be less prone to do so. I will have students
who I know are struggling sit closer to me so that they can
see the board and hear me more clearly. Also, I will try my

best to address students who are off-task and direct them

back to their work and learning. When students are not

working on problems I will ask them to close their
markers and put their white boards down to better focus

on what I am modeling.

Procedure

Anticipatory Set (10-13 minutes): During my planning period in the morning, I will grade
the students homework (worksheet 4-11) to allow more time during the lesson. The
students will look over the problems they got incorrect and work on fixing them for five
minutes. Then I will have the students work on the remembering side on the back of their
homework to help them review what they have learned up to this point. This will serve as
great practice for the students for not only what they learned in the last section but in
sections and units before. It should take five to eight minutes for them to work on it. I will
walk around the room and check individuals answers and look for common mistakes that
may need reviewing. Then I will have the students come to the front of the class to begin the
lesson. They will sit in front of the easel with their whiteboards, markers, and erasers, and
ready to learn. I will spend 2-3 minutes reviewing what they learned last week.

1: Round whole numbers and decimals (10-15

Activity
minutes)

1. I will activate prior knowledge by asking the
students to relay what they know about
rounding numbers. I will remind them that
when they see the word about or = that it
means to estimate the answer not find the exact
answer.

2. I will demonstrate on the easel how to round
whole numbers

Examples: *Round 32 to the nearest ten. Which
ten is closer to 32? Answer: 30
*Round 45 to the nearest ten. Which ten is
closer to 45? (Round 5 up to the next number)
Answer: 50

*Round 836 to the nearest hundred. Which
hundred is closer to 836? Answer: 800
3. Then I will demonstrate how to round decimals.
Examples: *Round 0.76 to the nearest tenth.
Which tenth is closer to 0.76? Answer: 0.8
*Round 0.442 to the nearest hundredth. Which
hundredth is closer to 0.442? Answer: 0.400
4. What is the greatest whole number that can be

rounded to 40? What is the least? (Answer: 44;
35)
What is the greatest decimal in hundredths that
can be rounded to 13.5? What is the least?
(Answer: 13.54; 13.45)

Activity 2: Explore Estimation in Multiplication

(5-10 minutes):
Examples:
38 X 73 = 40 X 70 = 2800
Exact Answer: 38 X 73 = 2774
151 X 22 = 150 X 20 = 3000
Exact Answer: 151 X 22 = 3322
0.64 X 0.4 = 0.24
Exact Answer: 0.64 X 0.4 = 0.256
9.8 X 4.7 = 10 X 5 = 50
Exact Answer; 9.8 X 4.7 = 46.06

Do the answers of these estimations make
sense? It is not necessary that students
perform exact multiplications.
Examples:
For 24.5 X 4 = 98 use 25 x 4 = 100
(Answer makes sense)
For 0.56 X 30 = 1.68 use 0.5 X 30 = 15
(Answer does not make sense)
For 9.03 X 6.9 = 623.07 use 9 X 7 = 63
(Answer does not make sense)

Independent Practice: (10-15 minutes)

Students
will work on pages 137-138 in their

student activity books individually. During this
time I will ask for those students who need
additional
help to stay at the front and help them.

After that I will walk around and check answers to
sure individuals are understanding the
make
material. The homework will be worksheet 4-10

which covers everything that the students learned
in this
lesson.

Early Finishers/Extra Help:

I will pass out student activity cards
while students are working on the
student activity book because I
believe that students will finish early
and this will provide extra practice
and challenge for those students.
They can pick which activity of the
two that they want to do and work
with a partner on them around the
room.

Checking
for Understanding/Formative Assessment:

When
the students correct their homework and work on the remembering side, I will
observe the class to see who understands the previous material and who needs more work

on it and write names and things to go over before beginning the lesson on a sticky note.
During
the warm-up activity in front of the easel, I will review what the students struggled

with from the homework and/or the remembering side.

During the modeling portion of the lesson, I will check students boards as the practice to

make
sure individuals are getting the material. By calling on different students, I will better
be
able to see where the class is as a whole with understanding this new material.
When
the students work on pages 137-138 in their student activity books, I will leave the

option open to work through more problems on the easel with those who are struggling and
more practice. I will try to have those who missed the last lesson or who I noticed were
need
struggling stay to practice more.

For those students who finish earlier or need more of a challenge, I will have them work on

the activity cards.

The next day I will check the students homework and write down on a sticky note who I
think
will need more help during my lesson review, individually, or in a small group.

Plans for Differentiation:

Six out of the twenty students are in advanced 6th grade math and come to school
early to receive their lessons from Mrs. Bosma. During this hour the students work
on their homework at their desks.
I teach the remaining fourteen students 5th grade math. As a warm-up activity, I will
review what the class learned in the previous lesson(s) and make sure that those
who were absent understand what they missed. If they are not getting it right away,
I will work with them individually or in a small group afterwards. While teaching
the lesson, I will make sure to allow enough time for each student to work on the
problems, ask questions, and comprehend
the material taught. Also, I will make a
strong effort to call on several different students to give everyone the opportunity
to answer. After modeling the material, I will have the students work on their
workbook pages and ask for those who n eed more help with the material to stay at
the easel with me. During this time, I will make sure to answer questions for those
who are struggling but also be available to the rest of the class for help too. For the
early finishers, I will have them work with activity cards and explain to a

partner how they solved the problem. I could also use the activity cards with the
struggling students individually or in a s mall group too.