marlenaoppedisano.weebly.com€¦ · Web viewBONICH: Adelphi School of Education edTPA Math Lesson Plan TemplatePage 34. Adelphi School of Education – STEP. Math and Literature

Adelphi School of Education – STEPMath and Literature Connection

Mathematics Lesson Title: Estimate ProductsTeacher Candidate Marlena OppedisanoGrade 4Subject Elementary Mathematics1. Context for Learning – Who are the students you are teaching in this class?

1.1 – What is the name of the course you are documenting?The subject area is mathematics and is being taught in a fourth grade elementary school classroom.1.2 – What is the length of the course?The mathematics block of time is 60 minutes.1.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart.

1.10 – Describe the range of abilities in the classroom. There is a wide range of academic capabilities in the classroom. There is one student in the class who is an ELL (English Language Learner), one student who has an Individualized Education Plan (IEP), and seven students who receive AIS (Academic Intervention Services). There are many types of learners in the class, as many of the students learn best visually, auditorily, or through writing. In sum, the students are performing at, or one or two years below grade level.1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)Students enter the fourth grade with math knowledge from their earlier school years, specifically, the second and third grade. From second grade, students bring with them their knowledge of number and operations in base ten, specifically, extending the counting sequence, and understanding place value. From third grade, students bring with them the knowledge of operations and algebraic thinking, specifically representing and solving problems involving multiplication and division, as well as understanding properties of multiplication and the relationship between multiplication and division. Students also bring with them from third grade knowledge of number and operations in base ten, specifically using place value understanding and properties of operations to perform multi-digit arithmetic, which will be of great importance in this lesson. The prior knowledge that has been acquired, as well as the skills and academic background that the students have developed in their earlier school years, and which they will now use throughout fourth grade mathematics, will help them greatly in this lesson.

BONICH: Adelphi School of Education edTPA Math Lesson Plan Template Page 1

Accommodation/Modification

One student is an English Language Learner (ELL), one student has an Individualized Education Plan (IEP), and there are four students with 504 Plans. Of these four students, one student has health related issues, and three students have difficulty focusing on the subject at hand. The student with an IEP has difficulty processing information, and therefore must receive extra time when completing exams. Four students take part in the STAR Program to receive remedial help in various subjects. Additionally, seven students receive Academic Intervention Services (AIS).

Classroom Implementation

The three students who have difficulty focusing, as well as the ELL student and the student with an IEP, are seated in the front of the classroom, close to the Smart Board, and near the teacher, so that the five students can be observed closely throughout the lesson. If any of the students who receive services miss any portion of the lesson, I will sit with this group of students while the students are working with their partners, during the Talk and Turn activity, Think, Pair, Share activity, or while the students are working independently, to catch then up on what they missed. The ELL student will have the book read to him before the lesson begins, as another student who is fluent in Spanish will translate the book for him. The ELL student will have the same worksheets as the other students but the questions will be translated for him, and he will be partnered with another student at his table who is fluent in Spanish and in English. The student who has an IEP and who requires extra time will be asked to complete only questions one through five on part one of the pre-assessment worksheet, and numbers one through three on this same worksheet. Additionally, this student will only be asked to complete numbers five through seven on page 107 of the Go Math textbook, as opposed to numbers five through ten. The students who perhaps miss any portions of the lesson will also receive the same amount of work to complete; however, they will be asked to complete only half of the questions on the pre-assessment worksheet in parts one and two, and will only be asked to complete three of the six problems from page 107 in the Go Math textbook.

1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.Because the students are in fourth grade and have participated in standardized testing in mathematics and English Language Arts, there is ability grouping in the class, specifically in the subject areas of mathematics and literacy. There are two groups in the subject of mathematics, as there are students who are a part of the higher-level math group, and a lower level math group. There are also three reading groups in the class as well. Based on the results on these standardized exams, it has been determined that seven of the 21 students in the class receive AIS (Academic Intervention Services).1.16 – What additional needs might students have?Students may need to review their basic multiplication facts and place value, in order to be able to successfully engage in the lesson and take part in all lesson activities. Therefore, students will hear the story The Best of Times by Greg Tang, in order to review the students’ basic multiplication facts.1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.This specific public school prescribes mathematical instruction based on the Common Core standards. Teachers are required to follow all New York State Common Core Math Standards when planning for math instruction. The students use the Houghton Mifflin Harcourt Go Math Common Core Math Edition for their mathematical instructions. Each student has two Go Math books, a textbook, and a Go Math workbook. The textbook is primarily used for teaching during the school day and the workbook is used to assign homework. Since the students must be taught through the standards and specific guidelines, implementing creativity and topics of interest to the students will help to engage and stimulate them to focus on the instruction at hand.1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?For this particular lesson, the students will be engaged in both independent work, and partner work. The students are aware of the classroom rules when working independently, or with partners. Because there are four students at each of the five groups in the classroom, students will be assigned, prior to the beginning of the lesson, who exactly they will be working with when it is time for students to participate in the Think, Pair, Share activity. The students do not need to move at all to be near their partners, since they will be sitting in their classroom teams during the lesson. This, therefore, helps avoid any distractions such as students getting up from their seats or speaking to one another across the room to their partner. The students are well aware of the expectations during such activities, such as partner work; however, before I invite the students to participate in the Talk and Turn and Think, Pair, Share activities during the lesson, students will be reminded of how they should conduct themselves during group activities. At this point I will remind them of the cooperation that must occur during this activity. Students will also be reminded that they will be asked to complete the Talk and Turn and Think, Pair, Share activities for the remainder of the lesson independently if they cannot act like appropriately as fourth graders. Students will be reminded that they must raise their hand to ask a question, wait patiently to be called on, and not talk out of turn. There are students in the class who receive ESL, AIS, and STAR services; therefore, if there are students who miss a portion of this lesson due to AIS, STAR or ESL, I will be sure to help these students get on task when they return to the classroom, while the students are completing work with their partners, or independent work, so that the students who have just returned will transition smoothly into the lesson. I will be sure to ask the students who are higher in math to also assist these students if needed, and possibly be their partner for the Talk and Turn or Think, Pair, Share activity. Furthermore, I will be walking around as students complete their independent work to check for understanding, and assist those students who are having any difficulty with the math.


1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.This district uses Go Math! Common Core Math for grades kindergarten through sixth grade mathematics. This edition of Go Math! is published by Houghton Mifflin, and was published in 2012. For this lesson, students will use their Go Math! textbooks to complete the On Your Own section of page 107, during the independent work portion of the lesson before the Talk and Turn activity.2. Lesson Plan Explanation – Why are you teaching this lesson?

2.1 – Upon what assessment data or previous lessons are you building?This lesson will be building upon students’ prior knowledge of understanding place value, and rounding, specifically, to the nearest ten. In addition, this lesson will also build upon multiplying a multi-digit number by a one-digit number, because students will review the lattice method of multiplication as well as a mental math method for multiplying to find the estimated product. Furthermore, this lesson will build upon students’ knowledge of place value, as students will be required to use their knowledge of place value and rounding to the nearest ten to multiply two, two-digit numbers.2.2 – What requisite skills do students need in order to access the lesson and participate fully?In order for students to feel fully engaged in the lesson, and thoroughly understand what is taking place throughout the lesson, students must be comfortable with their multiplication facts, and they must also have a confidence in understanding place value and rounding in order to truly demonstrate their knowledge and capability throughout the lesson. Furthermore, students must have a solid understanding of estimating products by multiplying two factors, with one factor being a multi-digit number, and the second being a one-digit number.2.3 – How does the content build on what the students already know and are able to do?Students have a foundation in multiplication, as they are familiar with their multiplication facts. Additionally, students have a solid foundation in place value and rounding. Students are able to multiply two-digit numbers by one-digit numbers, and have also had experience with estimating the product of two factors, with one factor being multi-digit number, and the second factor being a one-digit number. This lesson will build upon students’ ability to estimate the product of two two-digit factors, using the lattice method of multiplication, as well as the method of mental math. Students have had practice estimating products in the past through multiplying two two-digit factors, with one factor multi-digit number, and the second factor being a one-digit number. Therefore, this lesson will require students to multiply two two-digit numbers, by rounding each number to the nearest ten, and multiply to find the estimated product.2.4 – How does this lesson fit in the curriculum?This lesson fits into the curriculum because it adheres to the New York State math common core standards and guidelines for fourth grade. This lesson is based on what is taught in the students’ Go Math textbook, which is aligned with the New York State common core standards. Prior to this lesson students have learned their basic multiplication facts and how to multiply a two-digit number by a one-digit number. Students have also learned about place value of ones, tens, hundreds, etc., as well as estimating to find a product given two factors, with both factors being two-digit numbers. Through this lesson, students will therefore build upon what they have already been taught, and will strengthen their skills in multiplication, place value, and rounding. Through this lesson, students will build upon their current knowledge of estimating products, and acquire the skills needed to multiply two two-digit numbers and estimate the product of two, two-digit factors.2.5 – How does this lesson build on previous lessons or previous learning?This lesson builds on previous lessons or previous learning. This lesson adds another important skill to the students’ learning, as it builds upon their ability to simply multiply one-digit numbers by one-digit


numbers, multiply two-digit numbers by one-digit numbers, round to the nearest place value, and estimate the product of two factors, with one factor being a two or three digit number, and the second factor being a one-digit number. Additionally, when taught strategies for multiplying by tens, students have been taught the lattice method of multiplication. For this lesson, students will use their prior knowledge of the lattice method of multiplication, as well as their knowledge of basic multiplication facts to multiply two-digit numbers by two-digit numbers and estimate the product. Through this lesson, students will therefore build upon what they have already been taught, and will strengthen their skills in multiplication, place value, and rounding. The students currently have the knowledge to estimate products, as they have been taught to estimate a multi-digit number by rounding to the nearest place value, and then multiplying this estimated factor by a one-digit factor. Furthermore, students will build upon their current knowledge and acquire the skills needed to multiply two two-digit numbers and estimate the product of these two factors.2.6 – How will the learning in this lesson be further developed in subsequent lessons?During this lesson, students will use their knowledge of basic multiplication facts, as well as their knowledge of place value and rounding to estimate products. This lesson will be further developed in subsequent lessons, as acquiring the knowledge that is necessary to estimate products and round factors to determine an estimated product, will allow students to multiply using partial products, and multiply with regrouping. When students are introduced to methods of division in future lessons, they will be able to estimate quotients, just as they will be able to estimate products by the end of this lesson.3. Learning Targets – What are the objectives for the lesson?

3.1 – What is the title of your lesson?The title of the lesson is “Estimate Products.”

3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”The essential question for this lesson is “What strategies can be used to estimate products?” In this lesson, the focus or “big idea” will be using the concepts of rounding, the lattice method of multiplication, and the mental math method of multiplication to estimate the product of two two-digit factors.3.3 – Cite the CCSS/standards using the numbers and text.CC.4.NBT.3 Generalize place value understanding for multi-digit whole numbers. Use place value understanding to round multi-digit whole numbers to any place.

CC.4.NBT.5 Use place value understanding and properties of mathematics to perform multi-digit arithmetic. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

CC.SS.ELA.4. Literacy. RL. Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade 4 topic or subject area.

CC.SS.ELA.7.Literacy.RL. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be


measurable. Use action verbs. They need to be aligned with the CCSS/standards. Students will use their knowledge of place value, rounding to the nearest ten, and multiplication

properties to multiply two-two digit numbers and estimate products. Students will be able to use place value to multiply two, two-digit numbers. Students will be able to use the lattice method of multiplication and a mental math method of

multiplication to multiply two, two-digit numbers. Students will use their knowledge of place value, rounding, the lattice method of multiplication

as well as a mental math method to solve five multiplication problems. Students will use their knowledge of place value, rounding, the lattice method of multiplication

and the mental math method of multiplication to estimate products and create and solve their own word problem.

3.6 – Re-phrase your learning targets using student-friendly language.I (the student) will use my knowledge of place value, rounding to the nearest ten, and multiplication properties to estimate products. I will use the lattice method of multiplication as well as a mental math method of multiplication to multiply two two-digit numbers, and essentially estimate the product of this multiplication problem. I will then create and solve a multiplication problem of my own using the knowledge that I have gained in this lesson to estimate products.3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to CCS/Standards).Students will display their learning through various activities. The lesson will begin with a story that is read to the students, in order to get the students thinking mathematically. Through this motivation, the students will be able to review their basic multiplication facts before the lesson officially begins. Students will listen to the story The Best of Times by Greg Tang. Students will demonstrate their attentiveness by sitting quietly, keeping eye contact, and listening attentively to the story that is being read. After the students listen to this story, I, the teacher will then allow students to go back to their seats, and begin with the pre-assessment of the lesson. This pre-assessment will build off of previously learned material, specifically, rounding to the nearest ten, and an assessment of the students’ basic multiplication facts. Students will complete a worksheet independently that will be broken up into two parts. The first part will them to use their knowledge of their basic multiplication facts to multiply one-digit numbers by one-digit numbers as well as multiply one-digit numbers by two-digit numbers. The first part of this worksheet, which will ask students to multiply using their basic multiplication facts, will build upon the story that was read to the students heard during the motivation or hook of the lesson. Furthermore, this worksheet will reinforce what was heard during the story as well. The second part of the worksheet will ask students to round a series of two-digit numbers to the nearest ten. While students are completing this activity independently, I, the teacher, will be walking around and assessing the classroom for students who are struggling, have questions, or need additional help. I will be sure to take note of students who are completing this pre-assessment with ease, and those students who may be struggling to complete this activity. After students complete this worksheet I will then prompt the students and review the worksheet as a class with the students. Students will be asked to participate and engage in this discussion of the worksheet, as I ask the students what answers they received for each of the questions on the worksheet. After reviewing the pre-assessment with the students, I will then begin the lesson by introducing the steps to estimate products. During this time students will be asked to listen attentively and pay close attention to the modeling that I perform at the Smart Board. As I write a sample problem on the board and model for the students the steps for completing this math problem, I will ask that students copy down my method of instruction in their math notebooks, as I write on the board. During this time I will model two problems, using the lattice method of multiplication to solve the


first problem, and then introduce the mental math method of multiplication to solve the second problem. During this time, I will assess the behaviors of the students and check for their understanding, as I am modeling a problem at the board. After the modeling is complete, students will then be given the opportunity to complete a series of practice problems on their own. Students will be asked to complete the On Your Own section on page 107 of their Go Math textbook. For numbers five, six and seven, students will be asked to round each factor to the nearest ten, and then use the lattice method of multiplication to multiply the factors and arrive at an estimated product. For numbers eight, nine, and ten, students will be asked to, again, round each factor to the nearest ten, and then use mental math to determine the estimated product. I will ask that students show their work in the their math notebooks and number each problem in their math notebooks as well, so that they can refer back to their work if necessary. Students will then participate in a Talk and Turn activity in which they will be given the opportunity to share their answers with their partners. While students are sharing their answers with their partners, I will walk around and continue to asses the room. I will also check students’ work as I walk around. After students have been given ample time to review their answers with their partners, we will go over these six problems as a class. At this time, various students will be given the opportunity to go up to the Smart Board and chalkboard and solve the problems from the textbook for the class. The Think, Pair, Share teaching strategy will be used in the final assessment or final learning activity of the lesson. In this portion of the lesson, students will be given a second worksheet that will ask students to solve a word problem using the concepts learned throughout the lesson to estimate products. We will go over the first word problem on the worksheet as a class. I will solve this problem on the Smart Board as I scaffold the students to help me solve the problem. Students will then be asked to work with their partners to complete the second question on the worksheet, which will ask students to create and solve a word problem of their own. During this time, students will participate in a Think, Pair, Share activity. Students will be given time to independently think about the word problem that they would like to create. Students will then turn to their partner, share their ideas, and create a word problem together. When creating their word problems, students will be expected to round their factors to the nearest ten, and then choose either the lattice method of multiplication or mental math method to arrive at their answers. Then, a pair of students will be asked to share their word problems with the class. This pair of students will be asked to go up to the Smart Board and read their word problem out loud to the class. During this time, both students in the pair will approach the Smart Board, as one student reads the word problem, and another student solves the problem on the Smart Board. After the problem is solved, the students will explain to the class how they arrived at their answer. After this final learning assessment, students will complete an Exit Slip. This Exit Slip will serve as a way for students to reflect upon the learning. Students will be asked to answer four questions about the math lesson, and will be asked to write about their feelings of the lesson. Students will then hand in their Exits Slips. I will review them and hand them back to the students the following day. Students will paste the Exit Slips in their journals.3.8 – What do you as the teacher know about this particular concept/topic etc.?Children must learn how to estimate products because multiplication and estimation are essential parts of mathematics, and is used in everyday life as well. Additionally, whether one is in the classroom setting or taking part in everyday life activities, utilizing multiplication and estimation may go unnoticed but do certainly does occur. For example, multiplication can be used for comparison, to determine area, to create equal groups, and determine combinations. In terms of estimation, this concept is a part of our everyday experience. When you’re shopping, for example, and trying to stay with in a budget, you estimate the cost of the items you put in your cart to keep track of a total. Contractors or consultants often also utilize estimates in their everyday lives. Estimation is important because it is a higher level thinking skill that requires students to conceptualize and manipulate numbers. Through estimation, students are also able to determine if their answers are within a reasonable range.


3.9 – Where did you find this information? (List specific resources, using APA style.)The following websites were used to help further understand this particular concept in regards to classroom mathematics, and real-world applications.(2011, December 11). Why Teaching Both Estimation and Accuracy is Important in Math Instruction. Retrieved from http://mylearningspringboard.comGoh, Cisilia. (2006, December 5). Extranet: Science and Math Education. Retrieved from https://extranet.education.unimelb.edu.au/Houghton Mifflin Harcourt, Find Textbook Support Materials. Retrieved from http://www.eduplace.com/math/mthexp/g5/mathbkg/pdf/mb_g5_u1.pdf3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)Students will need to understand the concept of estimation for this lesson in order for the students to demonstrate competency on the learning targets successfully. The students will also need to understand the lattice method of multiplication as well as the mental math methods of multiplication. Students will need to understand that when estimating a two-digit number, they will need to first round the number to the nearest ten, and then use either the lattice method of multiplication or the mental math method to multiply the two two-digit numbers. The students will need to be able to know their multiplication facts, as well as round to the nearest ten to further understand how to estimate products successfully.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?For this lesson, the students will be learning key vocabulary terms that are content-specific. Because the students have learned multiplication and rounding to the nearest place value in previous lessons, these key vocabulary terms will be building upon their current academic language. These key vocabulary terms will also be a review of academic language as well, as the students will review the terms factor, product, rounding, and place value. New terms for the students to learn are the terms estimation and mental math, as students will be introduced to the mental math method of multiplication when they are introduced to this strategy for solving the multiplication problems. Throughout the lesson, the students will repeat the terms to me so that they become familiar with using this academic language.3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?Language is going to be a large part of this lesson, as students will be given the opportunity to use this academic language while they are working their partners, and when they are discussing how they approached the problems during the Talk and Turn activity, which will assess their knowledge of what they have learned. By using the Talk and Turn teaching strategy, students will be given the opportunity to share and discuss with their classmates how they solved the multiplication problems and estimated products. This will allow them to compare answers with their classmates, and make use of mathematical terminology used throughout the lesson. I will ask that students repeat this academic language back to me when I introduce new terms to the class. Through the Talk and Turn activity, the Think, Pair, Share activity, as well as through the repetition of this language, I, the teacher will be able to check if students are using the terms correctly and in the correct context. For homework, students will be asked to solve a series of problems and then create and solve a problem of their own, and this will also be a way of assessing the student’s academic language and function of key terms, as students will in writing apply what they have learned.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?As stated previously, students will become familiar with the terms estimation and mental math. These


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http://mylearningspringboard.com/

terms will be essential terms for the students to know and understand, as they will be estimating products by rounding to the nearest ten and using the lattice method of multiplication and mental math to multiply two two-digit numbers. Students will also use the terms factors, product, and lattice method, as they have already become familiar with this terminology in previous lessons, and will demonstrate prior knowledge of multiplication using these terms.3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?Students will be given various opportunities to practice the new language and develop written and oral fluency. As previously stated, students will be able to, with their peers, share and discuss their answers. They will also be able to create and solve a problem on their own, and introduce this problem to the class, and explain orally how they solved it.4. Lesson Assessment – How will students demonstrate their learning?

Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?I will know that the students are learning/working towards the learning targets by continuously asking questions throughout the lesson, such as making use of scaffolding to way to check for understanding. I will also evaluate the students’ progress by walking around the classroom as the students work with their partners and while they work individually. Furthermore, I will listen to the students’ verbal or oral responses, and closely observe their interactions with their classmates during group activities such as working with a partner. I will know that the students are learning by evaluating the students’ participation throughout the lesson by observing if the students answer or ask questions. Additionally, I will know that the students are learning and working towards the learning targets by looking closely at their final work, specifically their final assessment activity that they complete independently in this lesson, as well as review their homework to ensure that they understand the material taught.4.2 – How will students demonstrate their understanding?Students will demonstrate their understanding in various ways. Students will demonstrate their prior knowledge of multiplication facts as they complete a series of math problems pre-assessment worksheet that will be provided for them. This will demonstrate their ability to multiply a two-digit number by a one-digit number. After then steps for estimating products is introduced to the students, the students will be given the opportunity to complete practice problem in their math textbooks using each of the methods taught in the math packet that is provided for them. The students will then discuss their answers with their partners. This will be an assessment for the students, as while they are completing this Talk and Turn activity with their partners, I, the teacher, will be assessing the room by walking around, answering questions, and checking for understanding and comprehension of the material. The students’ final assessment and final learning activity for the lesson will be to create and solve a word problem of their own with their partner. Students will engage in a Think, Pair, Share activity, and again I will be assessing the classroom, and checking for understanding as I walk around the room assisting the students and answering any questions that they may have. The students will demonstrate their knowledge of understanding, as I will choose various students to go up to the Smart Board as well as the chalkboard, and show and explain orally how they created and solved their word problem. Students will therefore, be assessed in various ways throughout the lesson. The homework activity that I will ask the students to complete will allow the students to use the skills that they have acquired from this lesson, and apply them to complete homework problems similar to the ones that they completed independently in class, making sure to use the methods that were taught as well as the academic language gone over in class.4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions


during the lesson.Students will demonstrate their prior knowledge of multiplication facts as they complete a pre-assessment worksheet that I will provide for them. This will be a pre-assessment for the students, and will demonstrate their ability to multiply two one-digit numbers, and a two-digit number by a one-digit number. After students have completed these math problems, we will, as a class, will go over the problems and students will be expected to volunteer to answer. This will allow me to assess students’ prior knowledge of their multiplication facts and basic multiplication problems. I will if necessary, stop and go over specific problems that I see the students have trouble with. We will then move on, and I will introduce strategies needed to estimate products. While introducing each step, I will ask that students watch me complete sample problems, and write down what I write on the Smart Board. After I introduce the steps to estimate products, I will stop and allow the students to ask questions about the methods that I used. After the steps are introduced, the students will be given the opportunity to complete practice problems using each of the methods taught on page 107 in their Go Math textbooks. The students will then discuss their answers with their partners through a Talk and Turn activity. This will be an assessment for the students, and during this time, I will be assessing the room by walking around, answering questions, and checking for understanding and comprehension of the material. Before the students go on to complete their final assessment and final learning activity for the lesson, which will be a Think, Pair, Share activity, the students will explain their work on the Smart Board. We will spend as much time as needed going over the problems that the students have done independently, and then discussed with their partners, to ensure that the students have a solid understanding of the material. Once I feel students can move forward and complete their final assessment, the students will then engage in the Think, Pair, Share activity, and again I will be assessing the classroom, and checking for understanding as I walk around the room assisting the students and answering any questions that they may have. During this time, we will as a class review the first problem on the worksheet, and then . students, in pairs, will create and solve a problem of their own. The students will demonstrate their knowledge of understanding, as I will choose various pairs of students to go up to the Smart Board as well as the chalkboard, to show and explain orally how they created and solved this word problem that they have created. I, again, will move at the pace of the class, and stop if needed, to go over any questions that the students have about the problems that they completed. Students will complete an Exit Slip that will give them the opportunity to reflect upon their feelings about the lesson that day. I will look at these Exit Slips and assess the lesson accordingly based on the information that I have gathered through assessing the lesson.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?There will be much evidence documenting student achievement. This does not necessarily indicate that everything the students complete during the lesson will be graded and put into my grade book. However, the first piece of evidence documenting student achievement will be seen through the students’ pre-assessment when they complete the pre-assessment worksheet asking students to round numbers to the nearest ten, and multiply one-digit numbers by two-digit numbers. After this pre-assessment is completed, we will be reviewing the answering as a class and during this time, students will be self-checking their work. Because students will be self-grading themselves on their pre-assessment, this will demonstrate to me and the student alike, the student’s achievement of prior knowledge. Student achievement will also be seen when the students complete the problems on page 107 in their Go Math textbooks. After I review the steps for estimating products, the students will first independently complete the problem using this method, and then discuss with their partner their answer. This work is not something that will collected and graded, but will demonstrate to me, if the students have been able to understand the methods that were taught. While the students are


completing the Talk and Turn activity, I will be assessing the room and checking for understanding, this is another way that I will be shown student achievement. During the final phase of the lesson, the final assessment or learning activity will require that students will complete a second and engage in a Think, Pair, Share activity. I will again, walk around the classroom checking each student’s worksheet, and once I see that students have written a word problem, I will allow them to write how they arrived at these answers on the Smart Board and the chalkboard. This will demonstrate student achievement, because it will again, tell me, the teacher if students now have a solid understanding of the material, and if they are capable of creating and solving a problem of their own.4.5 – How might you modify your assessment(s) for the students with whom you are working?Because I will not be asking the students to hand-in any work to me at the end of the lesson, as all of the assessments are formative assessments, there is no need to modify the assessments. I will, however, be assessing the students through questioning and will also take on which students have a solid understanding of the material, and which students will need additional help. This does not indicate however, that I will not differentiate instruction, and modify this lesson to meet the needs of my students. Since there is an ELL in the class, who speaks very little English, and who is limited in reading in the English language, I will certainly have to modify the worksheets that I provide for the students in the math packet that I will be giving to them for the lesson. I may need to translate directions, for example, so that the ELL in the class will better understand the material that I am teaching and that tasks that are asked of him.4.6 – How will students be able to reflect upon and self-assess their learning?Students will get the opportunity to reflect and self-assess their own learning beginning with the pre-assessment at the start of the lesson, after I have read them a story. During this time, I will encourage student participation, and through participation, the students will be able to assess their knowledge of the material. Additionally, students will be able to complete math problems on their own after they are taught each of the steps necessary to estimate the product of two, two-digit numbers. Students will be able to assess their learning by completing these problems independently, and then again by working with their partner to discuss their answers. Students will then participate in a Talk and Turn activity. Through this Talk and Turn activity, students will be able to compare their answers with the answers of their partners. If students do not arrive at the same answer, this gives students the opportunity to discuss what they did to arrive at the answer that they received. Students will be given the opportunity to write their answers on the Smart Board and chalkboard, and they will be required to show and explain how they arrived at their answer. This will allow students to reflect upon their own work, and allows the students to understand if they have a solid understanding of the material. Students will then take part in a final assessment activity, in which they will be asked to create a problem of their own using the knowledge that they have gained throughout the lesson. Students will engage in a Think, Pair, Share activity to create this word problem. Specific students will be asked to read their word problem aloud, and then solve their word problem on the Smart Board. This will further confirm for the students their understanding of the material.4.7 – To what extent are your assessments aligned with your objectives?Each of the assessments done throughout this lesson is aligned with the lesson’s objectives. I, the teacher, will be attentive and observant, and will pay close attention to the student’s responses in the class discussions, as well as during the Talk and Turn and Think, Pair, Share activities with their partner. Furthermore, I will be able to assess if the students have gained a solid understanding of the material that was taught through assessing the students’ final assessment, which requires the students to utilize skills and academic language from the lesson in order to estimate products. This assessment will also tie into the students’ homework for that evening, which will ask the students to use the methods learned in class to solve numerous math problems that involve estimating, and also create and solve another


problem of their, as well as a word problem of their own to round and multiply using either the lattice method of multiplication or the mental math method to estimate products.4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:

Formative Assessments

Summative Assessments

Description of formative assessment

activity

A. The pre-assessment worksheet that will

evaluate students on their basic

multiplication facts, what they had listened

to in the story, and their rounding skills.

B. The class discussion that will take place after

the students have completed the pre-

assessment worksheet (Discussion).

C. An independent work activity, which will ask students to complete a

series of math problems in the On Your Own

section of page 107 of their Go Math

textbooks. (This leads into the Talk and Turn activity that will take place shortly after)

D. The Talk and Turn activity that the

students will engage in after they have completed the

Evaluative criteria

A. I will be assessing the classroom and

monitoring student progress at this time. I

will assist students while they work

independently to complete this pre-

assessment activity.

B. I will be listening closely to the students’ questions that students

ask during this discussion.

C. I will continue to walk around the room and

check for understanding by answering any

questions that students may have. I will also be checking the work that

the students are completing, as this is will be independent

work.

D. I will assess the classroom listen closely

to student responses and pay close attention

to peer interaction. I will ensure that the

students have a solid

What the assessment is designed to assess

A. This will evaluate students on their basic

multiplication facts, what they had listened

to in the story, and their rounding skills.

B. This assessment is designed to answer

student questions as we discuss as a class the

answers to each of the questions on the pre-

assessment worksheet. This will allow students

to reflect on their answers, ask questions, and correct their work if

necessary.

C. I will be able to walk around the classroom

and monitor and assess student progress. I will

be able to assist students who have

questions during this independent work

activity. I will assess student progress, and

will be able to truly tell if students have a solid understanding of the material, especially as they will be asked to

Feedback to students

A. I will be able to see student progress as I

walk around the classroom.

B. I will be able to discuss and review with

the students any questions about the

pre-assessment worksheet regarding

multiplying or rounding.

C. Through completing this independent work, I

will be able to again, gather information

about how the students are building a solid

understanding of the material. This will

indicate what I need to review when going over the questions with the

students after their independent work time

is complete.

D. Through observing and hearing students

reflect upon their own work through

conversing with their partner, I will be able to


questions on page 107 of their textbook.

E. The students’ explanations of how they arrived at their

answers when students are asked to go up to the Smart Board and chalkboard to solve a

problem from page 107 of their Go Math

textbooks. (Discussion & Questioning).

F. The Think, Pair, Share activity. The final

assessment or learning activity of the lesson,

which will require students to complete

the second problem on a Estimating Products

understanding of the material. I will make

note of students who are having difficulty and be sure to continue to

assess their work throughout the

remainder of the lesson. I will also be

sure to make note of students who

demonstrate a thorough understanding

of the material.

E. I will be listening closely to the students’

explanations, and questions that their

classmates ask during this time.

F. I will assess the classroom, and listen

closely to student responses and pay close

attention to peer interaction. I will ensure that the students have a solid understanding of

create and solve a problem of their own.

D. The Talk and Turn activity is designed to assess the students’

ability to round to the nearest ten, and to

multiply using each of the two multiplication

strategies reviewed during the lesson,.

Students will also be able to self-reflect on

their work as they converse with their

partners. I will be able to walk around the

classroom and observe the students as they

work with one another, and gain an

understanding of their understanding of the

material.

E. This assessment is designed to answer

student questions as we discuss as a class the

answers to each of the questions on page 107

in their Go Math textbooks. This will

allow students to reflect on their answers, ask

questions, and correct their work if necessary.

F. The Think, Pair, Share activity is designed to assess the students’ ability to estimate products using the

rounding and multiplication strategies

taught during the

take note of who needs additional help with the material, and who has

gained a solid understanding of the

topic. I will then be able to tailor my instruction to meet the needs of students who need

additional assistance.

E. Through hearing students explain their

work at the Smart Board/chalkboard, I will be able to understand if students have gained a solid understanding of the material, as they orally explain their work. This will also

allow for time to assess and reflect upon the

student’s work.

F. Through observing and hearing students converse with their

partner to create and solve a word problem of their own, I will be able

to take note of who needs additional help


worksheet with their partner.

G. The students’ explanations of how

they created and solved their own word

problem using the skills learned in the

assessment. This will take place at the Smart Board and chalkboard.

(Discussion and Questioning)

the material. I will make note of students who

are having difficulty and be sure to continue to

assess their work throughout the

remainder of this final assessment activity.

G. I will pay close attention to the

explanations that students give during

this time, and I will ask them questions about

how they arrived at their answers, and how

they came up with a word problem of their own. Through asking

the students to create and solve a word

problem of their own, I will be asking students to think using higher order thinking skills.

lesson. Students will also be able to self-

reflect on their understanding of the

material as they converse with their

partners. They will also be able to demonstrate their knowledge as they must create and solve a word problem that they create in pairs. I will be able to walk around the classroom and observe

the students as they work with one another,

and gain an understanding of their understanding of the

material.

G. This assessment is designed to again, confirm students’

understanding of the topic, as they explain their answers and we discuss as a class how they arrived at their

answers. I will be able to assess student progress through

student participation, and through any

questions that the students ask.

with the material, and who has gained a solid understanding of the

topic.

G. Students will receive instant feedback and

comments from me, as I will go over with the

students who have been asked to place their

word problems on the Smart Board and

chalkboard, how exactly they created their word

problems, and how exactly they arrived at

their answers. This form of assessment will

confirm for me who has gained a thorough

understanding of the material, and who may need additional support with the topic. Students

who will not go up to the Smart Board and

chalkboard to present their word problems will be able to reflect upon and evaluate their own work at their desks, and

determine if their answers are correct or

incorrect.

Description of summative assessment

activity

Because I will not be collecting or grading

any of the work done by

Evaluative criteria What the assessment is designed to assess

Feedback to students


the students at the time of the lesson, there will

not be a summative assessment. At the end

of this math unit, however, the students will take a test in which

they will be asked to estimate products using

the methods that are taught in class during

this lesson.4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified.To ensure that all the students will understand the academic content presented in this lesson, students will be reminded that they must show all work to the questions that they are asked, and must also be sure to indicate which method they are using when solving the math problems that I will present to them in their worksheets. This will be modeled for the students, as I will follow the same format when modeling the methods on the Smart Board. Additionally, I will also reflect several times on the activities being asked of the students to make sure my teaching is on target with the student’s learning. This can be easily modified during my teaching, as from walking around the room and assessing the students, observing their peer interactions and their independent work, I will be able to pace my instruction accordingly. If I observe that students are not thoroughly understanding or grasping the material, I will be sure to take a moment and spend more time on the present information, and not move forward and present new material to the students before they understand what is currently being taught.4.9 – Academic Language – How is the understanding of academic language being assessed?Students will be given many opportunities throughout the lesson to use academic language to develop fluency. This academic language will be assessed through listening to their oral responses and interactions with their peers during the Talk and Turn activity that the students will engage in, as well as through the Think, Pair, Share activity. Their academic language will also be assessed through listening for the usage of language related to the lesson that was discussed earlier in the lesson while the students are working in pairs, and when the students explain how they arrived at their answers to the problems that they will complete independently. Having the students repeat the academic vocabulary back to me during the lesson plays a major role in this assessment. Furthermore, the academic language will be assessed through the completion of the homework assignment that students will receive. The homework that I ask the students to complete that evening will require the students to complete various math problems using the method or strategy of their choice in order to estimate products. The students will also be asked to create and solve a math problem that they create, and this will, once again, reinforce the understanding of academic language being assessed.5. Instructing and Engaging Students in Learning – What will happen in the lesson?

5.1 – What co-teaching strategy will be used during this lesson?(if applicable, check appropriate method)One Teach, One Observe (lead) One Teach, One Drift (lead) Station TeachingOne Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental TeachingParallel Teaching Team Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? Yes No X


5.2 – What learning activities do you have planned for the students? (This describes what the students do.)

Students will listen to the story The Best of Times by Greg Tang. Students will demonstrate their attentiveness by sitting quietly, keeping eye contact, and listening attentively to the story that is being read.

After the students listen to this story, they will go back to their seats, and begin the pre-assessment of the lesson. This pre-assessment will build off of previously learned material, specifically, rounding to the nearest ten, and an assessment of the students’ basic multiplication facts. Students will complete a worksheet independently that will be broken up into two parts. The first part will them to use their knowledge of their basic multiplication facts to multiply one-digit numbers by one-digit numbers as well as multiply one-digit numbers by two-digit numbers. The second part of the worksheet will ask students to round a series of two-digit numbers to the nearest ten. Students will be given ample time to complete this activity independently.

Students will be asked to participate and engage in the class discussion of the worksheet, as I ask the students what answers they received for each of the questions on the worksheet.

Students will then be asked to listen attentively and pay close attention as I begin the lesson. Students will be expected pay close attention to the modeling that I perform at the Smart Board.

As I write a sample problem on the board and model for the students the steps for completing this math problem, students will copy down my method of instruction in their math notebooks, as I write on the board.

Students will then be given the opportunity to complete a series of practice problems on their own using the method reviewed, and the steps learned to estimate products. Students will be asked to complete the On Your Own section on page 107 of their Go Math textbook. For numbers five, six and seven, students will be asked to round each factor to the nearest ten, and then use the lattice method of multiplication to multiply the factors and arrive at an estimated product. For numbers eight, nine, and ten, students will be asked to, again, round each factor to the nearest ten, and then use mental math to determine the estimated product. Students will be asked to show their work in the their math notebooks and number each problem in their math notebooks as well, so that they can refer back to their work if necessary.

Students will then participate in a Talk and Turn activity in which they will be given the opportunity to share their answers with their partners. After students have been given ample time to review their answers with their partners, we will go over these six problems as a class. At this time, various students will be given the opportunity to go up to the Smart Board and chalkboard and solve the problems from the textbook for the class. The Think, Pair, Share teaching strategy will be used in the final assessment or final learning activity of the lesson. In this portion of the lesson, students will be given a second worksheet that will ask students to solve a word problem using the concepts learned throughout the lesson to estimate products.

Students will be asked to work with their partners to complete the second question on the worksheet, which will ask students to create and solve a word problem of their own. During this time, students will participate in a Think, Pair, Share activity. Students will be given time to independently think about the word problem that they would like to create. Students will then turn to their partner, share their ideas, and create a word problem together. When creating their word problems, students will be expected to round their factors to the nearest ten, and then choose either the lattice method of multiplication or mental math method to arrive at their answers. Then, a pair of students will be asked to share their word problems with the class. This pair of students will be asked to go up to the Smart Board and read their word problem out loud to the class. During this time, both students in the pair will approach the Smart Board, as one student reads the word problem, and another student solves the problem on the Smart Board.


After the problem is solved, the students will explain to the class how they arrived at their answer.

After this final learning assessment, students will complete an Exit Slip. Students will be asked to answer four questions about the math lesson, and will be asked to write about their feelings of the lesson. Students will then hand in their Exits Slips, and students will paste the Exit Slips in their journals the next day after they have been reviewed.

5.3 – What instructional strategies will you use? (This describes what the teacher does.) I will read students the story The Best of Times by Greg Tang. During this time, I will check to

make sure that students are listening attentively to the story, as the story will be a review for their pre-assessment activity worksheet.

I will then distribute the worksheet that students will be using for the pre-assessment of the lesson. This pre-assessment will build off of previously learned material, specifically, rounding to the nearest ten, and an assessment of the students’ basic multiplication facts.

I, the teacher, will walk around and assess the classroom while the students are completing this independent activity. I will be assisting students who are struggling, have questions, or need additional help. I will be sure to take note of students who are completing this pre-assessment with ease, and those students who may be struggling to complete this activity.

I will use direct instruction in my lesson when review the worksheet as a class with the students. Students will be asked to participate and engage in this discussion of the worksheet, as I ask the students what answers they received for each of the questions on the worksheet.

I will use modeling in my lesson when I write a sample problem on the board and model for the students the steps for completing this math problem, I will ask that students copy down my method of instruction in their math notebooks, as I write on the board. During this time I will model two problems, using the lattice method of multiplication to solve the first problem, and then introduce the mental math method of multiplication to solve the second problem. During this time, I will assess the behaviors of the students and check for their understanding, as I am modeling a problem at the board.

I will then ask students to complete the On Your Own section on page 107 of their Go Math textbook. For numbers five, six and seven, I will ask students to round each factor to the nearest ten, and then use the lattice method of multiplication to multiply the factors and arrive at an estimated product. For numbers eight, nine, and ten, I will ask that students, again, round each factor to the nearest ten, and then use mental math to determine the estimated product. I will ask that students show their work in the their math notebooks and number each problem in their math notebooks as well, so that they can refer back to their work if necessary.

I will use a student-oriented approach in my lesson when I ask students to participate in a Talk and Turn activity in which they will be given the opportunity to share their answers with their partners. I will walk around and continue to assess the room. I will also check students’ work as I walk around. I will use direct instruction in my lesson when I review the problems with the students.

I will then distribute a second worksheet for the Think, Pair, Share activity, and final assessment of the lesson. I will ask that students solve a word problem using the concepts learned throughout the lesson to estimate products. I will use modeling to solve this problem on the Smart Board as I scaffold the students to help me solve the problem.

I will use a student-oriented approach in my instruction when I ask students to engage in a Think, Pair, Share activity. Students will be given time to independently think about the word problem that they would like to create. Students will then turn to their partner, share their ideas, and create a word problem together.


I will then ask a pair of students will be asked to share their word problems with the class. This pair of students will be asked to go up to the Smart Board and read their word problem out loud to the class. Students will solve this problem on the Smart Board, and after the problem is solved, the students will explain to the class how they arrived at their answer. During this this I will be assessing the students on their ability to use correct mathematical terminology as they explain how they arrived at their answer.

I will ask that students complete an Exit Slip that I will provide for them. This Exit Slip will serve as a way for students to reflect upon the learning. I will collect and review the Exit Slips and give them back to the students the following.

I will provide the students with their homework assignment. I will review the class’s homework assignment with the students.

5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?Students, through engaging in the Talk and Turn and Think, Pair, Share activities, will be given the opportunity to interact with their classmates, and more specifically their partner for the lesson. They will be able to share their knowledge on the topic by discussing their answers to the questions on the first page of their math packet. Through taking part in individual work and working with their partners, students will be given numerous opportunities to talk about what they are learning, ask any questions they may have, and self-reflect on their understanding of the material that they are taught. During the Talk and Turn and Think, Pair, Share activities, as well as during independent work, if I observe students having difficulty understanding the material, I will approach the students and provide them with another explanation of the task, or simply explain to them again, how they should approach the math problems at hand. For their final assessment and learning activity, students will be given the opportunity to work independently, and then also explain orally how they have arrived at their answers. They will also be given the opportunity to create and solve their own math problem. This final assessment for the lesson, will allow students to demonstrate whether they have gained strong understanding of the material taught, or if I will need to review this concept with the students the next day before beginning another math lesson. The homework that the students are assigned for that evening will be similar to what the students will be completing in class during the lesson. This will also allow the students to see, whether or not they have gained a strong of the material, and have met their learning targets for the lesson.

5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.MaterialsThe Best of Times by Greg Tang (Hook/Motivation)Basic Multiplication and Rounding Worksheet (Pre-assessment)Go Math TextbookEstimating Products Worksheet (Final Assessment)Smart BoardChalkboardMath NotebookExit Slip (Closure Activity)

Hook/Motivation/Anticipatory set (Takes place at the carpet) Time: 10 minutesThe hook or motivation of the lesson will be a story that, I, the teacher, will read to the class. The students will be seated at the carpet when I read them the story. The story that I will read to the


students is The Best of Times by Greg Tang.

Teacher:"Today in math we are going to learn how to estimate products. Before we begin the lesson I would like everyone to go to the carpet.”

Teacher (After students have been given time to go to the carpet in the classroom)“I am going to read you the book, The Best of Times by Greg Tang. This book will be a review of your basic multiplication facts. I know that you all are great at your multiplication facts, but this book will make you even more prepared for the math lesson today, when we apply our multiplication and rounding skills to estimate products. Please sit quietly and listen closely to the story, as this will also help you with a worksheet activity that you will complete after the story is read.”

After the story is read students will go back to their seats and I will distribute the students’ pre-assessment worksheet. This worksheet will allow students to demonstrate their multiplication skills, and after having listened to a story reviewing their basic multiplication facts, students will be able to complete the first part of the worksheet, as this part of the worksheet will be a review of the students’ ability to multiply one-digit numbers by two-digit numbers.

Teacher: (after allowing the students to work independently for a few minutes)"Ok boys and girls, we will now begin to go over the questions as a class. Please raise your hand quietly. When called on, read the question and answer out loud to the class. Be sure to check your answers as we go along, and be sure to correct any answers that are not correct.”

Teacher:Revoicing (asking several different students to share their answers by raising their hands quietly and participating as we go through each problem in the pre-assessment activity.)Who can repeat? (ask students to repeat what the answer was to the previous question so students can follow the pace of instruction)Who can add on? (ask if the students have any questions about the material, and allow students to ask questions about the activity completed)Wait Time: Give students time to think about questions that they may have about the pre-assessment just completed.

Objective & Purpose (Takes place student’s desk) Time: 15 minutesObjectives

Students will use their knowledge of place value, rounding to the nearest ten, and multiplication properties to multiply two, two-digit numbers and estimate products.

Students will be able to use their knowledge of place value to multiply two, two-digit numbers. Students will be able to use the lattice method of multiplication and a mental math method of

multiplication to multiply two, two-digit numbers. Students will use their knowledge of place value, rounding, the lattice method of multiplication

as well as a mental math method to solve multiplication problems. Students will use their knowledge of place value, rounding, the lattice method of multiplication

and the mental math method of multiplication to estimate products and create and solve their own word problem.

Teacher:


"Today in math we will be applying skills that we have already learned when learning how to multiply. Since everyone here is able to round to the nearest ten and multiply using their basic multiplication facts, we are going to learn how estimate products using two different methods that I am going to teach you in a few moments. We will use our knowledge of basic multiplication facts, place value, rounding, and the lattice method of multiplication and the mental math methods of multiplication to estimate products. Once we understand how to estimate products, we will use the lattice method and the mental math method of multiplication to complete a series of math problems independently, and then create and solve a math problem that we create with a partner.”

Student stated objective: (have students recite)“I will use my knowledge of place value, rounding to the nearest ten, and multiplication properties to estimate products. I will use the lattice method of multiplication as well as a mental math method of multiplication to multiply two two-digit numbers, and essentially estimate the product of this multiplication problem. I will then create and solve a multiplication problem of my own using the knowledge that I have gained in this lesson to estimate products.”

Teacher:“I would like everyone to open up to a new page in their math notebooks. Please write your heading at the top, and put your pencil down when you are done.”

Allow students to write the heading at the top of their page.

After students have written their heading, I will then ask students to copy down the notes that I write on the Smart Board. I will then model for the students two sample problems and show them the steps to take to estimate products. During this demonstration, I will emphasize to students that they must round each factor first before multiplying, if not they will not receive an estimated product. I complete the first sample problem using the lattice method of multiplication, and then complete a second sample problem using the mental math method of multiplication.

Teacher:“I am now going to demonstrate how to estimate products. I need everyone to listen attentively and copy down in your notebooks what is written on the board. I will first show you all how to estimate the product of two factors using the lattice method of multiplication. This method will be a review for the class since we learned the lattice method when we learned how to multiply by tens. I will then show you all how to use the mental math method of multiplication to estimate products. Just a reminder that I am going to show all work on the Smart Board. When I am showing you how to use each method to estimate products, please be sure to copy in your math notebooks what I am writing down. Please keep your eyes on the Smart Board and please listen carefully to how I will use each step.”

After I model each of the methods, and give students the steps that they need to estimate products, I will then ask them to complete an independent work activity. Students will complete the On Your Own section of page 107 in their Go Math textbooks. I will ask them to show their work in their math notebooks as they answer each of the questions. Students will be allowed to choose the method of their choice, and complete the problems in their notebooks, but also record their answers in their math textbooks. This phase of the lesson will lead into the Explore portion of the lesson.

Teacher:“Learning about how to estimate products will help us in a few weeks when we multiply with regrouping,


and we are asked to estimate the product and compare the estimated product with the actual product.”

Explore (takes place at student’s desk) Time: 10 minutesTalk and Turn ActivityAfter modeling the steps needed to estimate products, I will give the students a few minutes to complete the On Your Own section of page 107 of their Go Math textbooks independently. I will tell them that they can now engage in the Talk and Turn activity. The students will work with the person sitting next to them and discuss the answer that they arrived at with their partner. At this time I will walk around the room and assess the students. I will listen for peer interaction as well as correct usage of terminology used.

Teacher:“Now that I have showed you all of the steps needed to estimate products, you will all have an opportunity to show me what you have learned. I would like everyone to turn to page 107 of their math textbooks. Please complete numbers five through ten in the On Your Own section of the page. Be sure to show all work in your math notebooks, and record your answers in your math textbook as well.”

While giving the students time to turn to page 107 of their math textbooks, I will ask one of the students to repeat back to me the task of the students, to ensure that all students understand what they will be doing for the next few minutes. I will then ask students to complete the two problems independently. After giving them a few minutes to complete the problems, I will ask that they talk and turn, and discuss their answers with their partner.

Explain (takes place at student’s desk) Time: 10 minutes

Review of Page 107 of the Go Math TextbookWhile students are finishing up their Talk and Turn activity, I will walk around and check students’ work so that they may go up to the Smart Board or chalkboard and complete the problem that I ask them to solve for the class. Students will explain how they solved the problem using the method of their choice. I will also ask various students to write the problem that they solved on the Smart Board or chalkboard.

Teacher:“Boys and girls, please turn your attention to the Smart Board and the chalkboard, as your classmates are going to review and explain with you the answers to each of the practice problems on page 107. Please be sure to correct your work as you go along.” (Self-assessment)

While the students are at the Smart Board and chalkboard explaining their designated problem, I will be sure to scaffold the students as the explain how they arrived at their answers in order to check for understanding, and help this portion of the lesson run smoothly.

Questions to ask after everyone has explained their answers and students have listened attentively to their classmates explain how they have arrived at their answers:

1. Who can raise their hand and tell me what method your classmate chose to use to complete the problem they came up with2. Does his or her work appear to be correct?3. Before we move on, does anyone have any questions?


Group Work/Problem Solving (takes place at student’s desk/Smart Board/chalkboard Time: 10 minutesThink, Pair, Share Activity

After we have reviewed questions five through ten on page 107 of the Go Math textbook, I will ask that students who are at the Smart Board return to their seats, as we will now begin a second worksheet that I have planned for the students. This worksheet will be a problem solving worksheet that will ask students to solve two word problems using either of the two methods reviewed in class. The first word problem will be completed as a class. During this time I will scaffold the students from the Smart Board and ask for student participation. When completing the second word problem, students will be able to engage in a Think, Pair Share activity. They will be required to first brainstorm ideas on their own for a word problem that they would like to create. Then, I will ask that students discuss their ideas with their partners, and come up with a word problem that they will create and solve using the steps required to estimate products.

Teacher:“Boys and girls, I am now going to give you all a worksheet that we will be using as a final activity for the lesson. Please put your name and the date on the top of the worksheet.”

While distributing the worksheet, I will ask one of the students to repeat back to me the students’ task, to ensure that all students understand what they will be doing for the next few minutes.

“ Boys and girls, for this activity we will be completing a word problem together as a class, and then you will be creating and solving a word problem of your own with a partner. With your help, I am going to demonstrate how to go about solving this problem, and I will write out the steps on the Smart Board. I need everyone to have their eyes and ears focused and listening while we are going over this first problem. Please copy down what I write on the Smart Board in your math textbooks.”

I will then demonstrate for students how to complete the first problem of the worksheet. I will complete the problem on the Smart Board and scaffold the students as I complete the problem so that, they too, will be engaged in the activity and gain a solid understanding of what steps to take when solving a word problem such as this one. I will then ask them to turn to their partner, and complete the second problem on the worksheet, by engaging in the Think, Pair, Share activity. I will give students ample time to complete the second problem independently as they brainstorm ideas for a word problem. I will then ask that students work their partners and create and solve a word problem. While the students are working in pairs, I will be assessing the classroom and monitoring student progress. After students have been given ample time to discuss ideas with one another and create and solve a problem of their own, I will then ask two pairs of students to approach the Smart Board and the chalkboard and solve their word problem using the strategies taught in the lesson. One at a time, each pair of students will read their problem aloud, and then answer then explain the problem that they have solved for the class.

Teacher:“Boys and girls, please turn your attention to the Smart Board and the chalkboard, as your classmates are going to review and explain with you the answers to each of the practice problems on page 107. Please be sure to correct your work as you go along.” (Self-assessment)


While the students are at the Smart Board and chalkboard explaining their designated problem, I will be sure to scaffold the students as the explain how they arrived at their answers in order to check for understanding, and help this portion of the lesson run smoothly. After each pair presents their word problems, I will ask the students what they have thought of each of the word problems.

Questions to ask after everyone has explained their answers and students have listened attentively to their classmates explain how they have arrived at their answers:

1. What was the method used in your classmates’ work?2. What method would all prefer to use when solving a word problem such as the one created? Why?3. Before we move on to the final activity of the lesson, does anyone have any questions?

Closure Time: 5 minutesTeacher:“Boys and girls, for the final part of the lesson I would like you all to reflect upon what we learned today. I am going to hand out an Exit Slip that I would like you all to complete. Please answer each of the four sentences.”

As I hand out the Ext Slip I will ask one of the students to repeat back to me the directions for the activity. This will let me know that the students are aware of what is expected of them for this activity.

For the closure activity, students will be asked to complete an Exit Slip after the lesson is complete. The students will answer a series of four questions to reflect upon what they have learned during the lesson. They will also provide evidence from what was learned and discussed in the lesson to support their answers. The Exit Slip is an alternative closure activity to having students write a journal entry in their math journals. After students complete the Exit Slip at the end of the lesson, I will collect it, read it, and provide comments on it. The following school day I will redistribute the Exit Slips and students will be able to read my comments and then paste the slip into their math journals. Students will answer the following four questions on their Exit Slips:1. What is one thing that you learned during today’s math lesson2. Is there anything that is unclear to you from today’s math lesson?3. What did you find challenging about today’s math lesson?4. What is one thing that we learned today that you would like to review or learn more about?

Restate all the above in Table FormatTime Learning experiences Purpose

10 min. Introduction to the lesson. A read-aloud of the story The Best of Times by Greg Tang.

Hook/Motivation: The hook/motivation for this lesson is the book The Best of Times by Greg Tang. I will read this story aloud to the students and then they will complete a pre-assessment worksheet to follow, This worksheet will review students’ basic multiplication facts, and what was read in the story. It will also review students’ knowledge of rounding.


15 min.

10 min.

10 min.

10 min.

5 min.

Students will restate the lesson objective, and then direct instruction will take place, as I will model for the students the strategies used to estimate products.

In pairs, students will engage in a Talk and Turn activity in which they will be given the opportunity to share and discuss the problems that they have completed, with their peers.

Students will be required to use the skills that they have learned throughout the lesson and apply these skills as they share and discuss their answers to numbers five through ten on page 107 of their Go Math textbooks with their partner. During this time I will assess the classroom and check students’ work. I will then ask various students to complete the questions that they completed on the Smart Board and chalkboard.

Students will engage in a Think, Pair, Share activity after they have been given a final assessment worksheet about Estimating Products. Students will first work independently to brainstorm ideas about a word problem that they would like to create. Students will then be asked to turn to their partner and share their ideas and create and solve a word problem using the skills taught during the lesson. Students will then be asked to place their problem on the Smart Board and explain to the class how they solved this math problem and explain how they arrived at their answer.

Students will be asked to complete an Exit Slip after

Objective/Purpose: This will allow students to gain a visual understanding of the strategies and methods that will be taught, and will also provide students with the knowledge and skills that they need in order to complete the On Your Own section of page 107 of their Go Math Textbooks, which will ask students to estimate products after choosing their method.

Explore: Students will be able to reflect upon their work by conversing with their classmates, and discussing their methods problem solving. This process will allow students to assess their work, as they compare their work with that of their peers.

Explain: By writing their answers on the board, and explaining their answers to their peers, students will be able to assess themselves on the content material that they have learned. This will also allow me to see where the students stand in regards to if they have met their learning targets for the lesson.

Problem-Solving: By engaging in problem solving and creating and solving problem of their own, students will be able to assess their understanding of the material taught during the lesson.

Closure: Students will be asked to


the Think, Pair, Share activity is complete, and the lesson has ended. Students will be asked to answer four questions about the lesson that they learned that day.

reflect upon their learning and write their reflections on the Exit Slip provided for them. They will be able to write down their feelings about the lesson as well as any questions that they have.

5.6 – Closure – How will the key points of the lesson be articulated? The key points of the lesson will be articulated when I have the students recite the learning objectives of the lesson. Throughout the lesson, there will be many different ways in which the key points will be highlighted. The final assessment and learning activity as well as the Exit Slip that will allow students to reflect on their learning.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?Students will be asked to complete an Exit Slip after the lesson is complete. The students will answer a series of four questions to reflect upon what they have learned during the lesson. They will also provide evidence from what was learned and discussed in the lesson to support their answers. The Exit Slip is an alternative closure activity to having students write a journal entry in their math journals. After students complete the Exit Slip at the end of the lesson, I will collect it, read it, and provide comments on it. The following school day I will redistribute the Exit Slips and students will be able to read my comments and then paste this slip into their math journals.5.8 – Closure – How will students rethink and revise their understanding and work?After the students have the pre-assessment worksheet, we will go over the questions on the worksheet as a class. After students have completed the On Your Own section of page 107 of their Go Math textbooks independently, and then with their partners during the Talk and Turn activity, we will then go over the questions as a class. The students will be able to demonstrate their knowledge on the Smart Board as we go over these questions. The students will be able to reflect upon their learning as they check their work throughout the lesson. They will also be able to create and solve a problem of their own using a multiplication method of their choice as well as following the steps taught during the lesson to Estimate Products. Creating and solving a problem of their own will allow students to demonstrate their understanding of the material taught during the lesson. The closure activity of the lesson will be the Exit Slip that will allow students to reflect upon what they have learned during the lesson that day.

5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?In order to teach this lesson I will need a computer and a Smart Board.

5.10 – Materials – What materials will students need for this lesson?The Best of Times by Greg Tang, Multiplication and Rounding Worksheet, Go Math Textbook, Estimating Products Worksheet, Smart Board/Chalkboard, Math Notebook, Exit Slip, and Homework Sheet.

5.11 – Grouping of students for learning – How will student learning groups be formed?Learning groups for this lesson will be formed based on a few different factors. The students will engage in only one portion of the lesson with a partner, for the Talk and Turn and Think, Pair, Share activity. Therefore, the students did not need to be placed in large groups. The Talk and Turn and Think, Pair, Share partners will have already been predetermined before the lesson begins, and because the students are seated in groups of four, the person sitting right next to them will be their partner.


However, I will do my best to make sure each that the students are cooperating. If I do not sense cooperation among the pairs, I will then ensure that each and every student is able to get the most out of the lesson activity.5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?There are no management and/or safety issues that need to be considered with teaching this lesson. Before the lesson begins, the students will be reminded of proper behavior, especially when taking part in group work, as the students will be working with partners during a Talk and Turn activity as well as a Think, Pair, Share activity during the lesson.5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the planThis lesson does not necessarily require family involvement; however, when completing their homework at home, students may ask their parents to assist them with basic multiplication if needed. Because the parents of the students come from many diverse backgrounds, it may be difficult for the parents to assist students with their homework if the techniques that they are familiar with are not necessarily the techniques or methods that the students have learned in class. Therefore, parents will be able to assist students with mastering facts such as multiplication facts, and may be of assistance to the students during homework completion.6. Analysis of Student Work – What was the positive impact of your teaching?

APPLICABLE FOR RE-TEACH A LESSONChoose three samples of student work representing the full range of student performance. To the extent possible, at least one of these must be from an English language learner and one from a student who represents a particular teaching challenge related to your expectations for this lesson. The third is a sample of your choice.6.1 – What kind(s) of feedback did you give the students?After re-reaching the lesson “Estimate Products” to a group of four students, I was able to observe if they had understood the content of the lesson through their understanding of the worksheet that I provided for them to complete. The four students who I worked with had not fully gained an understanding of the content when their teacher had taught this formal lesson the day before. The teacher felt that these four students, in particular, needed additional assistance with the lesson that she had taught. Based on the work that these four students had completed the day before, when their teacher taught the formal lesson, they demonstrated through their textbook work, that they required additional help with understanding the content. Therefore, I worked with the students at the back table and re-taught this lesson to them. After spending ample time re-teaching the content, I then asked the students to complete the worksheet that I had provided for them. The students were asked to work with a partner to complete the Estimating Products Worksheet that I provided for them. Through observing and hearing students converse with their partner to create and solve a word problem of their own, I was able to take note of who needs further assistance understanding the material, and who has gained a solid understanding of the topic. I observed them work independently to solve a word problem involving estimating products, and then I paired the students so that they could create and solve a word problem. While the students were given time to work independently and on with their partner, I was able to answer any questions that they had, and also monitor if the steps that they were taking were leading them to a correct answer. If a student had any trouble completing the word problem, I would then scaffold this student to help he or she answer the problem correctly.


6.2 – How did your feedback encourage students to monitor their own progress and identify support needed to achieve the learning targets?By providing students with positive feedback while they work, as well as assisting them by answering questions they had while working, I was able to guide them through the worksheet. I observed that while the students were working, and using my constructive feedback, they were able to correct any mistakes that they had made, such as multiplication or arithmetic mistakes, and then continue solving the word problem, for example. When creating a word problem of their own, I spoke with each of the pairs of students while they were brainstorming ideas for a problem to create and solve. I was able to guide them through this portion of the worksheet, and also allow them to guide themselves, and work together, after I had provided them with advice about their ideas. The students acknowledged this advice and used it while creating and solving a problem of their own. They had demonstrated the ability to take into account my feedback, and use it positively when creating and solving their own problem.6.3 – For each work sample, discuss what it illustrates about the students’ developing skills and understandings of the academic content as well as growth in academic language. Consider the following questions:Because I worked with four students, I was able to obtain four work samples. The worksheet that was provided for the students asked them to first solve a problem, and then create and solve a problem of their own. The students completed the first question on the worksheet independently, and then they worked in pairs to create and solve a problem of their own. After reviewing each of the four samples that I obtained from the reengagement lesson, I am able to conclude that the four students, who were struggling with this material when it was first taught, now had a greater, more solid understanding of the content. This understanding is demonstrated through the students writing, the steps that they took to answer the questions on the worksheet, and their ability to create and solve a problem of their own. Creating a problem of their own is certainly higher order thinking, and because these students were able to accomplish this task, I feel that they have a better understanding of estimating products. Although each pair of students did seek a bit of assistance when creating a problem of their own, the students came up with the premise of the problems that they created. Additionally, they were able to execute the problems well, and solve them. For the first work sample, Student L was able to show her work for the first problem, and she worked well with her partner when creating and solving a problem. Her work is correct, and she estimated correctly before solving. Her final answer is correct, however, her language needs more development. For the second question, her work is correct, and her word problem flows well, and is logical; however, as previously stated, she needs additional help with her writing. Additionally, her math is correct; however, she did not include the number “15” in her word problem, but did include this factor in her work. Therefore, her word problem can be understood, as although she left out this factor in the written word problem that she created, I understand that she did not intentionally leave out this important aspect of the problem, as she included the factor “15” when showing her work in the box provided. On the second, Student M also did a wonderful job answering the questions on the worksheet. For the first question on the worksheet, Student M showed all work to answer the question, and answered the question correctly. She rounded properly, as the students were orally told to round to the nearest ten, and then provided a sentence including her final answer. for the second question on the worksheet, Student M created a cohesive word problem, with her partner, Student L. it is interesting to assess both worksheets from Student L and from Student M, as although they created the word problem together, and solved it together, Student M’s language is much more developed than Student L. This is demonstrated through the difference in syntax of their sentences in each of their word problems. Although Student L forgot to include the factor “15” in her word problem, Student M did include this factor. This demonstrates that although both students understood the content, Student M had a more thorough understanding of the task, as demonstrated through her work.


For the third sample of student work, Student R.E. did an excellent job completing the worksheet. Through the work shown, she demonstrated that she thoroughly understood the content taught, and that she had gained a more solid understanding of the content learned. For the first question, Student R showed all work to find her final answer, and she also answered the question accurately. She included a concluding sentence to answer the question, which included her final answer. For the second question, she wrote a cohesive and logical word problem, which included the correct grammar, spelling, and syntax. After creating this word problem, she correctly answered it by rounding to the correct place value, and multiplying correctly to find her final answer. She included a logical concluding sentence, which also included her final answer. Finally, for sample four, Student R.C. did a wonderful job with his worksheet, and answered both questions correctly. He showed all work for the first question, and multiplied correctly to solve the problem. He, just like his classmates, wrote a concluding sentence to summarize the answer that he arrived at, and included his final answer in this sentence. For the second question, Student R.C. he was paired with Student R.E. to create and solve a word problem. He and Student R.E. worked well together, however, I observed that when creating the word problem, Student R.E. did most of the brainstorming for the word problem. Although she had essentially created the word problem and Student R.C. mostly wrote down what Student R.E. had dictated, Student R.C. was able to solve it using his own knowledge and understanding of the content. Therefore, each of the four samples provided me with a thorough understanding of if the students had understood the content that I had re-taught to them. After assessing student work, I am able to conclude that they have a greater, more solid understanding of the material.7. Retrospective Reflection – APPLICABLE FOR RE-TEACH A LESSONWhat did you learn about your teaching and student learning during this lesson?7.1 – Was the lesson taught as planned? If not, what changes were made to the lesson and why?Since this lesson was a reengagement lesson, there were a number of modifications made to the lesson. As previously stated, the lesson was a reengagement, therefore, I did not teach this lesson as a formal lesson, but instead, worked with four students who needed additional help understanding the content. . The four students and myself worked at the back table so that I could reteach them this lesson. I was able to use a small white board to re-teach the students the content in a short mini-lesson. The students who worked with me at the back table had experienced difficulty with the content that was taught the day before, and therefore, the teacher had chosen these students, in particular, to receive additional help, and have the lesson taught to them over again. Due to time constraints, I did not have them complete the pre-assessment worksheet included in the lesson, but instead, had them only complete the second worksheet, which was the Estimating Products Worksheet. The lesson was followed, as the students did complete the first question on the worksheet independently, and then they were paired, and completed the second question on the worksheet with their partner. Before working their partners, I asked the students to engage in a Think, Pair, Share activity. The students were given a few moments to brainstorm what they would have liked to create for their own word problem. I think asked the students, after brainstorming, to work with their partner and Instead of having the students approach the Smart Board or the chalkboard to show their work and explain how they arrived at their answers, I individually checked their work for question one, and then had one student in each pair read aloud the word problem that he or she had created. Additionally, because this was a reengagement lesson, I did not give the four students complete the exit slip on paper, but instead asked them how they felt about the lesson. After the lesson had been taught, and the students completed the worksheet, and we had reviewed it, I had a discussion with the students about the content learned. I orally asked them the questions on the exit slip, rather than having them complete it in writing. I am glad that I made the students answer these questions orally, because I felt that this was a great way to end the reengagement lesson, as we had a mathematical conversation about the lesson and content. As they


answered these questions orally, I was able to gain a sense of just how much the students had learned from the lesson that I had taught them. I was also able to then let my cooperating teacher know of how the students felt after the reengagement lesson.7.2 – To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. This could include student work, mentor teacher observation notes, video, etc.After re-teaching the content to the students, and collecting and assessing four samples of their work, I feel confident that they had gained a better understanding of the content that had re-taught to them. There are many examples that lead me to believe that the students gained a more solid of the content taught, after I re-taught it to them. For example each and every one of the students was able to correctly answer both questions. Each of the students showed complete work to answer both questions, and although they perhaps could have elaborated their work in the first question a bit more, the did a wonderful job overall, and correctly answered each of the questions. Because the students were able to create and solve a problem of their own, and then orally explain how they created this problem and what they did to solve it, they had used higher order thinking skills. Their ability to use higher order thinking skills indicates that they had gained a solid understanding of the material.7.3 – What did you learn about your students as learners?Since this lesson was only re-taught to a small group of students, I was not able to learn about all of the students in the class; however, I was able to learn much about the four students who I worked with. After working with the four students who needed me to re-teach the lesson to them, I learned much about their strengths and their weaknesses. Each of the four students was willing to learn and was a motivated learner, as the students accomplished what I had hoped they would accomplish in the time given. I feel that the students learn in different ways, as three of the four students are auditory learners, whereas one of the students is a visual learner. Before completing the worksheet with the students I completed a few sample problems with them on the small white board that was used to re-teach the lesson to the students. After orally explaining the steps, and demonstrating a problem for the students, I then attempted to complete an additional problem with them on the board. Three out of the four students understood what steps to take, as I explained to them orally what steps to take when solving a problem estimating the product. For example, all of the students except for Student R.C. were able to hear me explain how to round the factors to the nearest ten before multiplying to find the estimated product, whereas Student R.C. needed additional help with seeing this explanation through visual means, such as having me write out the steps, and using these steps to help him estimate products. In addition to learning about how the students learn, I also became aware of how they work with one another, and after allowing them to engage in the Think, Pair, Share activity, I can conclude that they work cooperatively with one another and that they produce fine work.7.4 – What other forms of feedback could you have used? Why?During this lesson, I gave much feedback to students. For example, I was able to give them instant feedback when I discussed with them their ideas for the second question on the worksheet. I was also able to give them instant feedback when I heard the students read their math word problems aloud, and then explain how they found their answers. Throughout the entire lesson, I was also able to provide students with encouragement, and make them feel confident in their work. I feel that one form of feedback that I could have provided students with more is wait time. Throughout the lesson, I found myself prompting the students often, which assisted the students in many ways; however, I feel that in order for the students to be able to draw conclusions on their own, it is important to not always provide them with prompting. Oftentimes, students simply need a few more seconds, or even a minute to think things through and process information. Although I feel that it is great to prompt students, I will, in the future be sure to provide students with wait time, so that they can thoroughly process the information


that they have been taught, and so that they can generate answers without being prompted.7.5 – What will be your next steps instructionally? Why?In regards to instruction, the next steps that would be taken would be to go forward and teach the following lesson in the unit to the students. I feel that through the worksheet that the students completed, and the comprehension that they demonstrated through their participation when completing sample problems, they are now ready to move forward and learn the next set of content in the unit. I am confident that the four students who I worked with during this reengagement lesson now have a greater understanding of the content that was taught. Because these four students had not grasped the material entirely the first time that the teacher had presented it to the class as a formal lesson, it could not be said that the entire class had a solid understanding of the material. Now that these four students have gained a solid understanding of the material, it can be confirmed that the class as a whole, has comprehended this material in its entirety, and can be taught a new lesson which builds upon the content taught in this current lesson.7.6 – Do you have data to support these next steps? Explain.There is data to support these next steps, as I have collected samples of the students’ work after the reengagement lesson was complete. The students completed an Estimating Products Worksheet that I had provided for them after we had completed a series of sample problems together during the modeling portion of the reengagement lesson. Furthermore, these samples indicate how well the students had learned the content that I had re-taught them after this mini-lesson. I am confident that the students now have a solid foundation of this material, although they, at first were struggling with the content. I feel that they are ready to move forward and learn the next lesson in this unit, which will build upon what they have currently been taught.7.7 – The next time that you teach this material to a similar group of students, what changes, if any, might you make in planning, instruction and assessment?The next time that I teach this material to a similar group of students, I will certainly make changes to the planning, instruction, and assessment. Because this was a reengagement lesson, I was unable to teach the lesson as a formal lesson, to the whole class. Additionally, since this lesson was re-taught to a small group of students, I was unable to use every aspect that I had prepared for the lesson. For example, I did not read the story to the students and use this story as a hook that would then lead into the pre-assessment activity. Furthermore, I had prepared a pre-assessment worksheet, and second Estimating Products Worksheet, and only the Estimating Products Worksheet was utilized out of the two. I also would have liked to have the students approach the Smart Board or chalkboard in the classroom and explain how they found their answer to the first question on the Estimating Products Worksheet. If I did perhaps, teach a formal lesson to the students I would be able to judge what changes, if any, I might make to better plan, instruct, and assess my students. Because there are many different types of learners in the class, I feel that it would be crucial to consider the needs of the students who are in the class. For example, there is one English Language Learner who would certainly need a modified set of worksheets with translated instructions. The remaining three students in the class who require additional time to complete their work would simply be given additional time to complete their work if necessary, or would be given a fewer number of problems to complete.7.8 – How would the changes improve the learning of students with different needs and characteristics?These changes would greatly improve the learning of students with different needs and characteristics.For example, it would be extremely beneficial to have the directions on the worksheets translated for the English Language Learner that is in the class. Once the directions are translated, he too will be able to complete the worksheets, along with the other students in the class. Additionally, providing students with more time if necessary would also be greatly beneficial to the students who require more time.


after working with the four students in my group for the reengagement lesson, I observed that because the students were working in pairs for the second question, it made it easier for them to complete to create and solve a problem of their own. However, if the students were working independently, this may have taken much more time. I feel that time is one of the greatest gifts that a student can be given, and these additional few minutes of time can certainly have a great impact on the quality of work that the students produce.7.9 – What have you learned about yourself as a teacher?After teaching this reengagement lesson, I have a learned a great deal about myself as a future educator. I feel that this reengagement lesson went well, and that the students truly benefited from having this lesson re-taught to them. The students have demonstrated that they have learned a sufficient amount of content during this mini-lesson, and have demonstrated their knowledge to me, specifically when they were able to create and solve a problem of their own with their partner. This demonstrated higher order thinking skills, and demonstrated that they had comprehended what had been re-taught. Through this reengagement lesson I have not only learned about my students, and their strengths and weaknesses, but I have also learned about myself, and my own strengths and weaknesses. From the beginning of this lesson, I felt that I had paced myself when presenting the material to the students. I felt that my patience with the students allowed them to succeed in gaining a more thorough understanding of the material. In addition, I felt that even though it may have been difficult to assist a student who did not grasp the material right away, I proved to myself that having patience allowed the students to do well in their work. Overall, this was certainly a rewarding and powerful experience for me, as I am truly impressed with what the students were capable of completing, given that they had struggled with this material when they were first introduced to it. Furthermore, I have learned that teaching is certainly a powerful profession, and that each and every action that I take or decision that I make while teaching my students will have a strong impact on their learning. I learned that because of the positive outcome of this lesson, and the appreciation that I have for the effort that the students put forth when completing the lesson activities, I can confirm that I am grateful to be becoming an educator.7.10 – What goals do you have for yourself as you plan future lessons?Since this current lesson was not a formal lesson, it is difficult to create goals when planning future lessons. However, moving forward from this current reengagement lesson, I feel that there are two most important goals that I would set for myself. These goals include incorporating more wait time into the lessons, and also being sure to modify the lessons to meet the needs of the students in the class. I feel that providing students with wait time will allow them to generate ideas on their own, without being prompted. Additionally, it is crucial to tailor lessons to meet the needs of the students who are in the class. Since, there is, for example, an ELL in the class, I would be sure to translate his worksheets or class notes for him, so that he too, would be able to thoroughly comprehend what is being taught. I would also be sure to allow specific students to take extra time if they are entitled to extra time, in order to complete their work. Providing students with a few extra minutes makes the world of a difference when assessing student work. Providing students with this extra time allows them to complete their work with ease, and use the time that they have because of any accommodations.


Name: ___________________________________ Date: __________________

Multiplication and Rounding Worksheet

Part 1. Directions: After having listened to the book The Best of Times by Greg Tang, answer the following math problems using your knowledge of basic multiplication facts. Please be sure to show all work!

Show all work here!

1. 41 x 5

2. 56 x 4

3. 25 x 3

4. 81 x 9

5. 54 x 8


Part 2. Directions: Using your knowledge of place value and rounding, round each number to the nearest ten. Please be sure to box your final answer!

1. 84 _____ Show all work here!

2. 92 _____

3. 76 _____

4. 48 _____

5. 27 _____

6. 38 _____

7. 64 _____

8. 41 _____

9. 36 _____

10. 72 _____


Name: ___________________________________ Date: __________________

Estimating Products Worksheet

Directions: Complete the following word problem below. Be sure to underline clue words as the problem is read aloud. Please show all work, and remember to box your final answer!

1. The Smith family opens the door of their refrigerator 35 times a day in one day. If there are 31 days in October, about how many times is the refrigerator opened in October?

2. Create and solve a word problem of your own. After brainstorming ideas for a word problem that you would like to create, work with your partner and write a word problem on the lines below. Then, show all work to solve your word problem. Be sure to box your final answer!

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Name: ___________________________________ Date: ________________

Exit Slip

Directions: Please answer the following questions about the lesson. Please be sure to answer all questions in complete sentences!

1. What is one thing that you learned during today’s math lesson?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Is there anything that is unclear to you from today’s math lesson? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is one thing that we learned today that you would like to review or learn more about?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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marlenaoppedisano.weebly.com€¦ · Web viewBONICH: Adelphi School of Education edTPA Math Lesson Plan TemplatePage 34. Adelphi School of Education – STEP. Math and Literature