UNLV/Department of Teaching & Learning

Elementary Unit Plan Template

UNLV Student: Raegan Nakama PSMT Name: Tammy Wolfe

Problem Solving with Unit 1 – Place Value and
Lesson Plan Title: Lesson Plan Topic:
Greater Numbers Operations
Date: 9/5 Estimated Time: 75 minutes
Grade: 4 School Site: Reeder ES

1. State Standards
a. MA S 4.1.2.a Add and subtract multi-digit numbers using the standard algorithm.
b. MA S 4.2.2.a Solve one- and two-step equations which use any or all of the four basic operations
and include the use of a letter to represent the unknown quantity.

2. Teaching Models
a. Direct instruction
b. Independent work
c. Group work

3. Objectives
a. SWBAT solve problems involving subtraction with money.
b. SWBAT solve problems involving subtraction of greater numbers.

4. Materials and Technology Resources

a. Math notebooks
b. Math workbooks
c. Pencils
d. Quick practice problems
e. Anytime problem
f. Challenge, Practice, Reteach worksheets
g. Play money

5. Instructional Procedures
i. Motivation/Engagement (25 minutes)
1. Anytime Problem (10 minutes)
a. SW get out their math notebook and a pencil
b. TW display problem on the board
c. SW solve the problem and show their work in their math notebook (5 minutes)
d. TW walk around the room to answer any questions (Lemov – Circulate)
e. TW call on a volunteer to share their work and answer
f. TW ask if someone else solved it differently and call them up
2. Quick Practice (5 minutes)
a. TW display quick practice on the board
b. SL will choose a new SL
c. SL will come to the board and read the problem to the class
d. SW answer back with “___ is ___ than ___.”
3. Challenge, Practice, or Reteach worksheets (10 minutes)
a. TW will have the mail carriers pass out worksheet to each student
i. Challenge worksheets will go to Allie, Brooklyn, KJ, Brayden, Cadence,
Ty, Grayson, Keaton, Dakota, Sami
 ii. Practice worksheets will go to Autumn, Cassie, Erika, Emma, Levi,
Jayden, North, Kaden, Landon, Ryan, Katie, Brady, Fiona
iii. Reteach worksheets will go to Conner, Evalee, Laela
b. TW work with the reteach group at the back table
c. TW bring students back to their desks
4. “Who can tell me what we learned yesterday?” (DOK 1 Routine Thinking, Lemov – Cold
Call)
5. “How do we solve two-step problems?” (DOK 1 Routine Thinking, Lemov – Cold Call)
6. “Today we will continue problem solving with greater numbers.”
ii. Developmental Activities or Learning Experiences (30 minutes)
1. Activity 1 (10 minutes)
a. SW turn to page 37 in their workbooks
b. “Who remembers what these drawings are called?” (DOK 1 Routine Thinking,
Lemov – Cold Call)
c. TW discuss the 4 different problem types
d. TW model how to solve each problem types (problems 1-4)
e. “How are these similar and how are they different?” (DOK 2 Conceptual
Thinking, Lemov – Cold Call)
2. Activity 2 (10 minutes)
a. TW model problem 5
b. “What is the question asking us to do?” (DOK 1 Routine Thinking, Lemov – Cold
Call)
c. “What type of problem is it?” (DOK 1 Routine Thinking, Lemov – Cold Call)
d. SW solve problems 6-12 independently (Lemov – Circulate)
e. “How did you determine your equation and drawings?” (DOK 2 Conceptual
Thinking, Lemov – Cold Call)
3. Activity 3 (10 minutes)
a. TW read introduction on page 39
b. “How is the model for Sondra’s subtraction like a place value drawing?” (DOK 2
Conceptual Thinking, Lemov – Cold Call)
c. “How can you exchange a hundred-dollar bill for 10 ten-dollar bills?” (DOK 2
Conceptual Thinking, Lemov – Cold Call)
d. SW work with partners on problems 13-16 (Lemov – Circulate)
e. Mail carriers will pass out play money to each partner
f. TW model problem 17
g. SW solve problem 18 independently
h. SW share their answer and work
i. “How did you decide if Terrell would make his goal?” (DOK 2 Strategic
Reasoning, Lemov – Cold Call)
j. TW model problem 19
k. SW solve the check for understanding independently
iii. Review and Closure (20 minutes)
1. TW have mail carriers pass out remembering page to each student (Lemov – Circulate)
a. TW tell students that if they are struggling with it, to meet at the back table
iv. Extension
1. If students complete the remembering page, they may do ExactPath math
2. If students do not complete the remembering page, they must take it home for homework

6. Accommodations, Modifications, and Differentiations for Diverse Learners

a. Accommodations
i. Show a model of the end product
ii. Provide additional time to complete a task
 b. Modifications
i. Focus on mastery of more functional math concepts
c. Differentiations
i. Challenge, practice, and reteach worksheets

7. Assessment and Evaluation of Learning

a. Formative
i. Remembering page
ii. Student answers to questions
iii. Math workbook

8. Homework Assignment
a. Remembering page if not done in class

9. Reflection
a. Strengths
i. This lesson went very smoothly. The students knew the procedures of math, so transitions
went well. Students were very familiar with the concept, so there were very few students
who needed extra guidance. Having students move around the room throughout each
activity was a great way to get their energy out and help them focus. It was also a great
lesson because it gave them real world applications.
b. Concerns
i. Classroom management is my main concern. I need to work on keeping an eye on
everyone in the classroom to ensure that they are on task and not fooling around. It is
difficult to ensure people are on task when I’m working with a small group as well.
c. Insights
i. To better my classroom management skills to ensure students are on task, I will place
myself in a better position to have a better view of all students. I will also make sure that
before the lesson starts, students are making a good choice of choosing a spot on the
carpet that is not next to someone that could distract them or make them be a distraction
to others.