USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national
or state) relate to this MACC.4.NBT.2.5 Multiply a whole number of up to four digits by a one-digit whole
lesson? number, and multiply two two-digit numbers, using strategies based on place value and
(You should include ALL the properties of operations. Illustrate and explain the calculation by using equations,
applicable standards. Rarely rectangular arrays, and/or area models.
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or What strategies can you use to estimate products?
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to SWBAT round to estimate the product of two numbers
do after this lesson? Include SWBAT use mental math once the factors have been rounded to find the product of two
the ABCDs of objectives: numbers.
action, behavior, condition, SWBAT use place value understanding to perform multi-digit arithmetic.
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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to re-write the sentence in

future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following This objective is being taught to fit into a larger lesson on rounding numbers, estimating
questions: numbers, and the difference between rounding numbers and compatible numbers.
Why are you teaching this
objective? This objective is crucial to master in order to progress on to the following standard:
Where does this lesson fit MAFS.4.NBT.2.6 Find whole-number quotients and remainders with up to four-digit
within a larger plan? dividends and one-digit divisors, using strategies based on place value, the properties of
Why are you teaching it operations, and/ or the relationship between multiplication and division.
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
I will gradually release the students to do problems out of their math books in class after
the initial lesson. Walking the room I will note students who show they do not understand
the lesson. After we review the problems as a whole class I will be differentiating by
pulling a small group to the back of the room to re-teach while allowing the other
students to work further in their books.
After the math lesson is over I will do an exit ticket. The class will be provided with a
problem in which they will need to solve the problem and write a self-assessment score
of 1-4 on how comfortable with the lesson they are.
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What Content Knowledge

is necessary for a teacher
to teach this material? Place value, rounding, and operational sense.

What background The content knowledge necessary for this lesson is being able to round, memorized
knowledge is necessary for multiplication facts up to 12, and estimation skills.
a student to successfully
meet these objectives? Most of the students have a good grasp on multiplying whole numbers up to 12. Some
are not fluent in their multiplication knowledge and still use a multiplication chart.
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about Misconceptions that students have might be that compatible numbers and rounding are
this content? the same things.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? Begin lesson with allowing students to make sense of problems and persevere in solving
Examples include guided them by havig them try the first problem themselves.
release, 5 Es, direct Next I will use direct instruction followed by guided release.
instruction, lecture, After guided release I will pull a small group while allowing the others to partner work.
demonstration, partner word,
etc.)

Step-by-Step Plan Time
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
3 min
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
Introduce lesson and have the children paste the Unlock the
Students problem in their math notebook
Ask student to read the essential question.
Ask student to read the problem to the class.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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How will materials be Ask students what important information they need to solve this
distributed? 5 min problem.
Who will work together in Have students underline all the important information related to
groups and how will you rounding and estimation in the problem. (Especially About and 32
determine the grouping? 10 and 31)
How will students min Tell students you will give them 3 minutes to figure out the problem
transition between Teacher by themselves.
activities? Allow students to turn-and-talk with a partner about what they did.
What will you as the Pick two students work to model.
teacher do? Have all student model what you write.
What will the students do? Step-one: round each factor, Step-two use mental math.
What student data will be Explain that in this problem we rounded. Explain the difference in
collected during each rounding and compatible numbers (numbers that are easy to
phase? compute mentally.)
What are other adults in Start a class discussion and ask students how they know when to
round and when to use compatible numbers?
the room doing? How are
Set up the problem 24 x 28.
they supporting students
Tell students we will use compatible numbers to solve this.
learning?
3 min 24 25 and 28 30
What model of co-teaching
Remind students what we know about place value from lesson 2.1
are you using?
3 min From this they will be able to find that 25x3 = 75 and then we carry
over the 0.
Ask students how they feel about the content by showing 1-4 with
10 their fingers. If majority of the students have a 1 or 2 go to problem
min A and B on page 106. If the class is majority 3 or 4 move on and pull
students with 1 or 2 later in the lesson when students are pulled for
a re-teach lesson.
Have the students work with their shoulder partners on A and B on
page 106.
Rotate room then ask for 2 students to explain what they did.
Have students open their big math books to page 107 and have
them work alone on numbers 2 through 4. They will have 3 minutes.
Walk room and put a star on every student who seems to be
struggling with the content.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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When three minutes is up have students who have a star on their

page go to the back table to do a reteach lesson (Small math book
lesson 3.2) have other students work quietly with a partner on
numbers 11- 22 on page 107.
5 minutes before the end of the lesson have students go back to
their desk and write the homework down.
Then have students grab a sticky note with their name on the back
of it. Have students estimate the product of 61 x 31 and hang it on
the show-what-you-know board.
Have students write their homework in their planner and hand out
homework.
Dismiss students.

What will you do if a student struggles with the content?

Students who struggle with this content will be pulled for a small group re-teach. We will
be working on page R22 in their packet for additional support.

What will you do if a student masters the content quickly?

Students who master the content quickly will be allowed to work in pairs on an
enrichment page. This enrichment page provides additional practice with estimating
products as well as comparing them.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Every day life estimation problems can occur.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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If applicable, how does this lesson connect to/reflect the local community?

Estimating products is something the children will be able to use in their communities.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Students who need additional enrichment will be asked to move on to the lesson H.O.T.
questions while I pull small groups.

How will you differentiate instruction for students who need additional
language support?

Cuing and asking for clarification on directions. Vocabulary clarification

Accommodations (If L.M. Prompting and cuing. Additional time.

needed) A.S., H.N., D.V., R.D. are all ELL if needed they will be allowed to have text read to them
(What students need specific as well as additional time.
accommodation? List L.M, H.N, E.S. have students repeat directions.
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? GoMath! Textbook
Why did you choose these Math journals
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

materials? Include any Pencils

resources you used. This can Sticky notes.
also include people!