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Estimate Products of Whole Numbers and Decimals

By: Alyssa Frank


Teachers:
Alyssa Frank

Subject:
Estimate Products of Whole Numbers and
Decimals

Common Core State Standards:


5.NBT.A.4. Use place value understanding to round decimals to any place.
5.NBT.B.5. Fluently multiply multi-digit whole numbers using the standard algorithm.
Objective (Explicit):
Students will be able to estimate the products of whole numbers and decimals mentally.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
The students homework will be assessed for 80% mastery.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Students will be able to estimate the sum of whole numbers and decimals.
Students will be able to round to the nearest whole number.
Students will be able to multiply mentally.
Students will be able to connect estimation to its relevancy in their daily lives.
Key vocabulary:
Materials:
Estimate
Betcha! by Stuart Murphy
Annex
My Math Volume 1 McGraw-Hill
Product
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Teacher will start by asking students why estimating is important
o Examples: purchasing items at the store, measurement, etc.
Teacher will read the book Betcha! to engage students and visualize why estimating is important.
The teacher will then have students complete the problem of the day question to gauge student
understanding of previous content.
The teacher will review the answer and discuss how the answer was completed.

Instructional Input

Teacher Will:
Student Will:
How will you model/explain/demonstrate
What will students be doing to actively
all knowledge/skills required of the
capture and process the new material?
objective?
How will students be engaged?
What types of visuals will you use?
How will you address misunderstandings
or common student errors?
How will you check for understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so that
another person could teach it?
The teacher will ask students, How is
When the teacher asks the students a
multiplying and dividing decimals
question, the students will willingly raise
similar to multiplying and dividing
their hand to answer.
whole numbers?
The students will intently listen as the
I will introduce an estimation roller
teacher demonstrates the content.
coaster, Rounding Coaster, which
will be drawn on the white board.
o The drawing will show
numbers 1-4 on the left side of
the roller coaster and numbers
5-9 on the right.
Use the phrase 5 or higher add one
more, 4 or less let it rest.
The teacher will then demonstrate
estimating products of whole numbers
and decimals using the smartboard.
The teacher will inform students that if
a number is close to a tens unit, it will
be easier to multiply when rounded to
the nearest tens (ex. 48.7 to 50).
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
The mentor teacher will walk around to manage behavior.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
The ELL student will be able to use a device or dictionary to help understand material.

Guided Practice

Teacher Will:
How will you ensure that all students have
multiple opportunities to practice new
content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so that
another person could facilitate this
practice?
Using the smart board the teacher will
project math problems and call on
students to come to the board to
complete them.
The teacher will project 2 different
math problems and call on 2 different
students to complete each individual
question.
After each student answers the
question on the board, the teacher will
ask the students if they agree, thumbs
up or disagree, thumbs down.
If a student comes to the board and
answers the question incorrectly or
causes disagreement amongst the
students, the teacher will assist the
student through finding the correct
answer/clarifying the answer for other
students.

Student Will:
How will students practice all
knowledge/skills required of the objective,
with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that align
to independent practice?

When the teacher asks for volunteers to


solve the math problems on the board, the
students will raise their hand if
comfortable.
When a students peer is up at the board,
the other students will remain silent and
engaged.
When asked by the teacher if they agree or
disagree, the students will participate by
showing their understanding.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
The mentor teacher will co-teach by walking around the classroom to manage behavior.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
The teacher may call on students who need further instruction or struggled through the warm up

questions.
Teacher Will:
How will you plan to coach and correct
during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the
practice?

Independent Practice

Student Will:
How will students independently practice the
knowledge and skills required by the
objective?
How will students be engaged?
How are students practicing in ways that align
to assessment?
How are students using self-assessment to
guide their own learning?
How are you supporting students giving
feedback to one another?
The students will open their workbook as
instructed and complete the independent
practice worksheet.
Students will raise their hand for help
when necessary.
The students will raise their hand when the
worksheet is complete for the teacher to
assess for understanding.
If the teacher does not have any
corrections, the student may move on to
complete the assigned homework.

The teacher will instruct students to


open their workbook to page 381 and
complete the problems on pages 381
and 382.
The teacher will walk around the
classroom assisting students when
needed and monitoring students who
may struggle.
When the students complete the
practice the teacher will inform the
students to raise their hand.
The teacher will check the work of the
students who completed the
independent practice and allow them to
start their homework, pages 383-384, if
time permits.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
The mentor teacher may walk around the classroom and assist students when needed. Mentor
teacher may also check student work and allow students to continue onto the homework assignment.
Mentor teacher will spend one-on-one time with ELL student.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
The teacher may pair ELL student with a high-academic student to help with reading the questions.
The student chosen to help the ELL student will understand that their role is to assist the student, not
provide the answer.

Closing/Student Reflection/Real-life connections:


How will students summarize and state the significance of what they learned?

Why will students be engaged?


The teacher will give students a 30 second warning to complete one last problem. The teacher will then
instruct students to turn in their worksheet and homework if completed. When students are back in their
seats, the teacher will ask once more, Why is estimating useful in our everyday lives?

Students demonstrates use mental math but struggles slightly with decimal placement.

Student shows evidence of mastery.

Student may need to revisit lesson, they estimate correctly but add
unnecessary decimals into the answer making them incorrect.

Student shows evidence of mastery.

Reflection

After completing my first whole group math lesson, I feel more


confident on the sometimes difficult subject. To me, math can be an
intimidating subject to teach because of the countless and unknown
questions students may ask. This was a worry that I discussed with my
mentor teacher when reviewing my lesson plan prior to teaching it. Her
advice to me was that students do not expect you to be perfect; in fact
they admire you most when they learn that you are not. It is okay to
not know the answer to every question; you can always do your
research and get back to them. This advice made executing my lesson
much, much easier.
When creating my whole group lesson, I was mainly guided by
my mentor teacher about what to teach, since it needed to fit their
timeline, but was given free range when thinking up the lesson itself. I
knew that I wanted to incorporate a book as the hook of my lesson. My
mentor classroom recently received an ELL student who understands
math fairly well but because if her low reading level, struggles with
what is being asked of her and instructions. I figured a picture book
would not only be helpful to introduce the lesson to her but fun for the
other students to visualize how estimation is used in day-to-day life.
Mrs. Hubbells classroom uses math notebooks and a math
textbook, so I knew that utilizing those methods of instruction would be
useful for this particular class. In order to incorporate technology I
decided the smartboard would be a great resource. The students

textbook has a great smartboard application that follows along the


textbook and displays the questions from the book on the board.
Students also love to be given the opportunity to use the smartboard,
so I thought it would a fun and engaging tool for them to use.
I was able to indicate student learning in various ways. I was able
to walk around the classroom during the Problem of the Day to
observe if students had already mastered the previous content, and
would be able to successfully build onto their prior learning. When
having students come to the board to solve a problem, I allowed
students to give multiple answers. This allows me to observe the
students thought process when they receive incorrect answers and find
strategies to help guide them to the correct answer.
Using the A & M TAP Rubric I would assess myself in the category
of
Activities and Materials a 3. My lesson had challenging elements,
especially in the homework section and when asking students to
develop their own word problems, as well as sustaining students
attention. It was also relevant to their life and incorporated technology
throughout. The students have never been so engaged and well
behaved during a lesson taught by me and they truly saw the
relevance the content has on their life. Some aspects of a 3 that my
lesson lacked were providing the students with choices and providing
time for reflection. All students completed the same worksheet

whereas two separate worksheets, varying in difficulty, may have been


beneficial. The lesson did have some elements of reflection such as
when asked how estimating could be beneficial aloud. There was one
written question that asked students about the importance of
estimation but it seems as if their answers were broad and could have
been more detailed through discussion.
After evaluating myself on the Three-Phase Lesson Plan portion
of the TAP rubric, I would give myself a 4. I felt as if my hook, the book
Betcha!, showed creativity by incorporating reading into a math lesson.
Students also seemed to enjoy the storyline and were able to see the
many ways estimation can be used everyday. My mentor teacher and I
also believe that my lesson had great flow. Each step of the lesson was
beneficial to the next and all were crucial to the overall objective. The
lesson also had a balance of number and word problems used
throughout the lesson. Students answered questions as a class (whole
group), within their table groups and on their own (independent
practice).
After reviewing my lesson with my mentor teacher there are a
few changes I would make for future instruction. The questions I
demonstrated to the class were rather simple and the students
understood right away. It wasnt until the students moved on to their
homework that I realized that those questions were much more difficult
and saw the students struggling. If taught again, I would use problems

of a variation of difficulty level even if the smartboard application did


not give such examples. I also might have the students write a short
paragraph in their math notebooks about a time when they might use
estimation in their daily life. This would be useful to incorporate before
the independent practice or after the lesson is complete, as a closure.
If continuing the instruction the following day, I would follow up
with some more difficult examples and maybe reiterate that when
estimating decimals you do not always need to round to the nearest
whole number, but you may also round to the nearest tenth. I would
also clarify that the point of estimation is to be able to do as little
actual math as possible and a majority of the math should be done
mentally. After a quick review of the previous content, we would move
on to estimating the product of two decimal points.
Overall, my first math lesson was a great success and I am very
happy with my execution as well as the students understanding. If
taught again there would be a few modifications I would make but
other than that I am pleased with the lesson plans results.

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