Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Daniella
Subject(s):MATH Grade Level(s): 4
Chavez
Standard(s):
Number and Operations in Base Ten
2 4.NBT

Date: 3-11-15
Single/Multi-Day Lesson:
Single day lesson

Generalize place value understanding for multi-digit whole

numbers.
3. Use place value understanding to round multi-digit whole numbers to
any place.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Writing Standards K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information
from experiences or gather information from experiences
or gather information from provided sources to answer a
question
I.
DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or
Principle):
Rounding up numbers to the nearest thousand by using a vertical line graph.( Procedure)
II.
LEARNING OUTCOME (Objective):
The students will round multi digit numbers to the nearest thousand.
III.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students learned place value and will be using place value charts to round numbers up to the
nearest thousand.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
Students will line up in order based on the month they were born. Once the students are in order
they will work as a team to figure out what month is the middle (middle number). Students born in
January will sit down then students born in December will also sit down. (February and November
will sit down after, etc). Students will continue the pattern until the last middle month is standing
alone.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Students will learn the rules for rounding numbers (5 or more raise the score, 4 or
less let it rest):
a. What is half of a number? What are some ways to find out what the middle number is?
What are the rules for rounding numbers?
b. I will check for understanding by looking at their work. I will also give students the answer
to a problem. I will ask them to give me thumbs up if they got the same answer as mine.
Step #2 Students will learn how to do a vertical number line
a. What number goes on top of the number line? What number goes in the bottom?
*Note: Use CTRL + TAB for indents in outline format.

b. I will have one student come up and explain to the class how they came up with the
numbers.
Step #3 Students will understand how to find the middle number of a number line
a. What is the middle number of 21,800? What about 12,600?
b. Students will compare their work to their partner. Students will use the cross out numbers
strategy taught.
Step #4 Students will place the number closer to the nearest thousand
a. Is 1800 closer to 1000 or 2000? Why?
b. Students will orally respond to my questions.
Step #5 Students will understand how to draw vertical lines to round numbers to the nearest
thousand by applying the rules and techniques taught.
a. Does the number line help? What else can you use instead of a vertical line?
b. We will have a group discussion that leads to the activity.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will have a multiple choice Rounding Up worksheet. Students will reflect their learnings
in their math journals.
C. MATERIALS & RESOURCES:
Worksheets Rounding Up
Posters
Pencils
Math journals
Pinterest.com
Youtube.com
IV.
ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Listen to students responses and check their work for understanding.
Summative: Students will reflect the lesson taught in their math journals. They will answer
questions like: What did you learn? What did you like? Was my lesson easy and fun to
understand?(See Step #5)
V.
ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
and PRACTICE):
Visuals
Partners
Hear students responses orally
Groups of advance learners/helpers
Hands on activity
Repeat questions for EL students
VI.
HOMEWORK (IF APPROPRIATE):
None

*Note: Use CTRL + TAB for indents in outline format.