p.

Mathematics Extended Lesson Planning Format for Teacher Education

Candidates
Ithaca College School of Humanities and Sciences

Name Dana Amrami

Lesson Title or Topic Estimation with Frank!
Grade Level 5
Course Name or Content Mathematics
Area

Central Focus
The central focus involved in this lesson is for students to estimate multi-digit
products by rounding factors and analyzing place value patterns.

Context
1. The long-range learning goals for the unit to which this lesson contributes is for
students to learn strategies for whole number and decimal multiplication and
division.
2. This lesson is part of a unit on operations for multi-digit whole numbers and
decimal fractions. This is the second lesson in the unit, and is used as part of an
introduction to multiplying multi-digit whole numbers.
3. This lesson has been developed for students in a neighborhood school,
surrounded by a small city and rural areas. The students have diverse learning
styles, and this lesson provides an opportunity for students to practice the
mathematical skill in a whole group as well as independently. The community values
learning experiences that are engaging, and wants students to be able to access
mathematics in a variety of ways, including literacy.

Prior Knowledge
What knowledge, skills, and concepts How will you know if your students have
must students already know to be prior knowledge, etc.? How/when will you
successful with this lesson? teach/re-teach if necessary?
For this lesson, students must have an The introduction of this lesson will provide
understanding of place value as well as an opportunity for students to review
some understanding of estimation. An estimation in different place values.
understanding of estimation should be
present from a previous lesson in Unit 1
where students had to round decimals
to any place value using place value
understanding. An understanding of
place value should be present from Unit
1 as the goal for Unit 1 was for students
to develop an understanding of place
value.
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State/National/Common Core Standards

5.NBT.1 Recognize that in a multi-digit number, a digit in one place
represents 10 times as much as it represents in the place to its right and 1/10
of what it represents in the place to its left.
5.NBT.2 Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and explain patterns in the placement
of the decimal point when a decimal is multiplied or divided by a power of 10.
Use whole-number exponents to denote power of 10.
Objectives and Assessments
Learning Objectives Informal Assessments Formal Assessments
Students will be able to During this lesson, I will Students will complete an
estimate multi-digit project word problems on exit ticket.
products by rounding a PowerPoint, and have
factors to a basic fact and students do some of them
using place value patterns. with the whole class and
some of them
independently on their dry
erase boards. When they
are solving problems
independently, I will
observe what students are
writing on their dry erase
boards.
Are students
rounding numbers
to the correct place
value?
Are students aware
of the place value of
numbers when they
are multiplying?
If students are
adding zeros to
the end of an
answer, are they
doing this
accurately? For
example, if a
problem asks
students to multiply
60x500, is their
answer 3,000 or
30,000?
Students will also be
completing a problem set.
 p. 3

At that time, I will be

walking around the room
to see what students are
thinking about while
completing the problem
set.

Academic Language Demands

Language function Students will be explaining how they rounded
numbers based on the place value of the number.
Students will also be comparing numbers in order to
describe how those numbers relate to each other,
and how they are different from each other.
Vocabulary Students will use terms like place value,
estimation, rounding, factor, and multi-digit
number.
Syntax This lesson encourages the use of number lines in
order to visually see where a number is closest to, in
order to round it successfully.
Discourse Students should have opportunities to discuss how
they rounded numbers, and how they are going about
solving word problems that are projected on the
PowerPoint. Students should also have opportunities to
compare two problems with similar digits in order to
talk about the difference between the two numbers
(ex. although the factors in problems 1 and 2 appear
similar, one of the factors in the second problem has a
zero at the end of it, which tells us that the product for
this problem will be 10 times greater than the product
for the first problem).
Language supports

In the beginning of the lesson, I will read the learning target for the day to the
students. During this time I will explain to students what factors and products
are. The beginning of the lesson will also include looking at a multi-digit whole
number, and having students round each place value in the number. During this
time, I will ask students to call out the place value of each digit, so students
understand that the lesson will involve rounding numbers to varying place values.
This way, during the whole class instruction, students can explain how they rounded
numbers by saying things such as I rounded this number to the nearest hundreds
place because. During the lesson, I will explain to students that there are many
terms that are related to estimation (rounding, about, around).

Advanced Preparation for the Lesson

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1. PowerPoint, Counting on Frank by Rod Clement, Problem Set

2. As students enter the room, inform them that they will need a dry erase board
and dry erase marker for the lesson.

Lesson Procedures: Instructional Strategies/ Learning Tasks

Time Step-by-Step Procedures
Opening
Launch (7 minutes)
Introduce the lesson with a PowerPoint, presenting the Learning Target for
the day-I can estimate multi-digit products by rounding factors to a basic
fact and using place value patterns. After this, move onto the next slide,
which gives students a list of activities that will happen during the lesson.
These will include practicing rounding, reading Counting on Frank by Rod
Clement with word problems that relate to the story, and time to practice
the skill.
After this, write the number 48,625 on the board. Ask students to say the
number aloud together.
After this, draw a number line, with a point at each end and a midpoint.
Then, ask students:
Between which two ten thousands is 48,625?
Once students answer (40,000 and 50,000), write 40,000 on the left side of
the number line and 50,000 on the right side. Then ask students what the
midpoint of 40,000 and 50,000 is. Once they answer, write 45,000 on the
midpoint line. Then, ask students whether 48,625 would be placed above or
below 45,000. When students answer (above), ask a student to come to the
board and place the line on the number line. Then, ask students what
48,625 is, rounded to the nearest ten thousand. Once students answer
(50,000), circle 50,000 on the number line. After this, repeat the process for
the thousands, hundreds, and tens place.
Procedures (Supporting students exploration, Sharing solutions, Discussing)

Explore (30 minutes)

1. After the opening, tell students that you will now be reading the book
Counting on Frank by Rod Clement. Counting on Frank by Rod Clement is
a book narrated by a young boy, who sees the world in a mathematical
way. For example, the boy details how many Franks (his dog) can fit into
his room, and how tall he would grow if he grew at the same rate of the
tree in his yard? I have incorporated the numbers the boy is creating into
this lesson in order for students to round his numbers in word problems I
have created.
2. Begin reading the book. After reading the page about how many
Franks fit into the boys bedroom, move onto the next slide in the
PowerPoint. Here, students will be asked a word problem (read it aloud),
asking them to figure out around how many Franks would fit into 11
bedrooms. At this point, ask students around how many Franks fit into
one bedroom. At this point, allow students to answer (20), and ask them
 p. 5

to explain how they got their answer. Then, ask them what the problem
wants us to find. After they discuss this (they want us to find out around
how many Franks fit into 11 bedrooms), emphasize that the students
need to use rounding to solve for this problem, as the problem asks for
around how many Franks fit into 11 bedrooms. Have students work on
their dry erase boards to solve the answer. Then, have students discuss
how they went about finding their answers. Repeat this with the slide
about peas, and Frank/dog food.
3. After reading the page about jellybeans (last page of the book), project
the slide that talks about jellybeans and has a list of three numbers. Ask
students to solve for the first equation on their dry erase boards. After
discussing students answers, ask them to look at the second problem. In
a turn-and-talk, ask students to compare it to the first problem, and find
what is different between the two. After this, allow students to share
what they were talking about. Here, the goal is to have students see that
the answer to the second problem will be ten times bigger than the
answer to the first problem, because in the first problem there is the
number 745, which is in the hundreds place, while in the second problem
there is the number 7,450, which is in the thousands place. After this,
have students predict what the answer to the second problem will be,
based on this finding. Repeat this by comparing the third to the second
equation.
4. After this, continue on to the next slide, and ask students to work on
whichever equation they want. Then, discuss students answers, and ask
students about the relationship between the equations.
5. Next, check in with students and ask them how they are feeling about
estimation (thumb-up, thumb-down, thumb-to the side). Hand out
problem set, and ask students to complete the worksheet. Ask students
to try one of each type of problem before trying to complete every
problem. (20 minutes).
While students are working on their dry erase boards, walk
around the room and look at
what students are writing. Walk around while students are doing turn-
and-talk to hear
the ideas students are talking about.
After the presentation, students will have the rest of the time to
work on the problem set.
At this time, I will work with students who expressed that they were
struggling with the
concept during thumbs-up thumbs-down. Once students have
completed at least one
question from each section in the problem set, have them show you
their work, so you can
see whether they are understanding the lesson.
Closure
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Closure (2 minutes)
Students will complete an exit ticket and hand it in before leaving for
their next class.

Inclusiveness

Students are able to participate in the lesson through turn-and-talk, whole

group discussion, and working on a dry-erase board (Provides multiple means
of engagement).
Students will express understanding through group learning (discussions, dry
erase board work), problem set, and an exit ticket (Provides multiple means of
expression).
The lesson is taught through a PowerPoint, and through a childrens book. It
provides many ways for students to learn, as they are able to have a context
for learning (the book). Learning is also taught through group discussions
(Provides multiple means of representation).
Students with Specific Learning Needs (to be completed below)
IEP/ 504 Plans Supports, Accommodations,
Modifications, Pertinent IEP Goals
IEP: Student A: Re-teach how to estimate, as
Student A: Cognitive delays-benefits this will be a core skill for finding the
from small group instruction, pre- products in this lesson.
teaching/re-teaching, having visual Both Student A and Student B: Both
supports. Struggles with reading. Student A and Student B struggle with
Student B: Needs support when solving large numbers. In order to make numbers
word problems. Benefits from small in the thousands and ten thousands place
group learning, having visual supports. less difficult to work with, ask the
Struggles with reading. students to first multiply the numbers
that are not zero together, and then add
the zeros at the end. For example, if the
students estimated the numbers 200 and
400 and have to multiply them, have
students multiply 2x4, and then add four
zeros to the end of that product.
Specific Language Needs Supports, Accommodations, Modifications
None None
Other Learning Needs Supports, Accommodations, Modifications
Students who complete the work quickly. If students finish the basic requirements
(one of each type of problem), have them
complete the entire worksheet.

Theoretical Principles/ Research-Based Practices

As Rogers, Cooper, Nesmith, & Purdum-Cassidy (2015) suggest, using childrens
literacy in mathematics provides a context for learning. The book being used must
be a book that provides students with opportunities to experience mathematical
 p. 7

inquiry.
References
Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that

Preservice

Teachers Integrate Children's Literature into Mathematics Lessons. The Teacher

Educator,

50(3), 170-186. doi:10.1080/08878730.2015.1038493

This lesson was modified from Module 2 Lesson 2 in EngageNY.

Lesson Commentary
After the lesson plan is completed,. write a commentary addressing the questions in
the rubric
Describe the central focus
The central focus involved in this lesson is for students to estimate multi-digit
products by rounding factors and analyzing place value patterns. The long-range
learning goals for the unit to which this lesson contributes is for students to learn
strategies for whole number and decimal multiplication and division. Through this
lesson, students are applying rounding to multiply factors, which is a skill that is
important for when they may not have resources to find an exact solution in a real-
life situation.
How appropriate is the lesson for this group of students? What do you know about
the students (experiences, culture, interest) related to the central focus? (NCTM 4c)
The lesson is appropriate for this group of students. Students have been exposed to
estimation in the previous learning module, so they will have prior knowledge about
the topic that can then be applied to multiplication problems. Students also enjoy
participating in class discussions, so this activity provides opportunities for group
and independent engagement.
Justify your selection of instructional strategies (theory and research). Describe
clearly how the theory/research supports your selection of particular learning
activities (NCTM 3b)
As Rogers, Cooper, Nesmith, & Purdum-Cassidy (2015) suggest, using childrens
literacy in mathematics provides a context for learning. The book being used must
be a book that provides students with opportunities to experience mathematical
inquiry.
Justify your selection of instructional tools (manipulatives, physical models,
calculators, other math-specific technologies.) (NCTM 4e)
The PowerPoint allows for students to visually see the word problems that are being
discussed, and visually shows students what the agenda for the day is. I used
Counting on Frank by Rod Clement because it provided flexibility on how I could
create word problems in a topic that does not necessarily align with most childrens
 p. 8

books. I had students use dry-erase boards in order to help them work through word
problems on the board independently.
How will the lesson support the development of academic language (academic
language supports)?
The lesson will support the development of academic language because students
will have opportunities to explain how they rounded numbers based on the place
value of the number. Students will also be describing how numbers compare to each
other. These opportunities will be available through turn-and-talk and whole group
discussions.
What specific evidence will you have of students development of conceptual
understanding, procedural fluency, and mathematical reasoning? (NCTM 3f)
I will have evidence of students development of conceptual understanding,
procedural fluency, and mathematical reasoning by listening to students discussions
with each other and looking at what they are thinking about on their white boards. I
will also be looking at students problem sets and exit tickets to see their
understanding.

Lesson Reflection
After the lesson has been taught, write your reflection addressing the questions in
the rubric
What features of the task captured students attention in terms of mathematics?
How appropriate was the task for these students?
Counting on Frank captured students attention. Students were watching the book
as I read it, laughing and commenting on parts that they thought were funny (peas
falling off of the table). A wide range of students were participating and rounding
numbers during the lesson, and many students were raising their hands to answer
the questions. Based on the problem sets students handed to me, students were
able to grasp the skill, and it was appropriate in that sense. Interestingly however,
one of my students who struggles with math expressed that she enjoyed the lesson,
while one of my students who does well in math expressed that he did not find the
lesson to be challenging enough.
Describe two instances in which students present their mathematical ideas to the
class. Provide detail description including the wording given by the students.
One instance where students presented their mathematical ideas was when they
explained how to round 48,625 to the nearest one thousand place. In this instance,
the student who answered the question explained:
8,625 is between 8,000 and 9,000. The midpoint of that is 8,500. 8,625 goes after
8,500 so 8,625 is rounded to 9,000. So 48,625 would be rounded to 49,000.
Another instance where this happened was when a student explained the
relationship between the equations 3,120x880 and 31,200x880. Here, the student
explained:
880 and 880 are the same, but 31,200 has one more zero than 3,120. So 31,200 is
ten times larger than 3,120. I then asked the students what that will tell us about
our answer. Another student answered, the answer to 31,200x880 will be ten times
greater than 2,700,000 (answer to 3,120x880 rounded).
 p. 9

Describe one instance where you demonstrated high expectations for all students.
(NCTM 4d)
One instance where I demonstrated high expectations for my students was when I
provided opportunities for them to explain how they answered problems. This was
their opportunity to share their thinking with their peers. During this time, if another
student found an answer in a different way, they were able to share their thinking
as well.
Describe one mathematical misconception you found your students have in relation
to the concepts involved in the task. Make sure to explain what the misconception
is. (NCTM 3e)
During the task, I found that many students in my first class were adding zeros
without being precise when multiplying. This was apparent in questions such as
5,000x400 and 600x50, where there is an additional zero that needs to be
considered because 5x4=20 and 6x5=30. Because I found this misconception in the
first class, I addressed it in the second class. I pulled up a problem on the board and
asked students to discuss with a friend why adding zeros does not always work. We
brought up these examples, and I explained to students that if they are going to
add zeros, they need to first calculate the product of for example 5x4, write the
answer (20) and then add their zeros. This lowered the rate of student error in these
types of problems.
What evidence you have that your students learned something in this lesson?
Exactly what were students supposed to learn during this lesson, and how do you
know for sure who learned it and how well they learned it, and who didnt learn it
and why? Refer to the objective of the lesson and to the standard for the lesson.
(NCTM 3f) (NCTM 5c)
During this lesson, students were supposed to estimate factors in order to find the
product. They were also supposed to recognize the relationship between numbers
with different place values. Based on students responses to the problem set, it
seems that students understand the concept of estimation, and were able to find
the product in different problems. It did appear that there were problems with
precision (adding too many or not writing enough zeros). Based on the discussions
about the relationships between numbers, it seemed that students were able to
identify relationships between numbers and explain how they were different.
Describe one aspect of your teaching you feel is weak and your plan for
improvement.
One aspect of my teaching that I feel is weak is differentiating instruction for all my
students. Although the students who need more math support seemed engaged
and were participating in the lesson, other students seemed bored by the lesson. I
am wondering how better to create a lesson that every student can access while
still be challenging for students who understand material very quickly. I wonder how
this lesson, which is a whole group read-aloud, could have been differentiated for
everyone.
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Rev. 08/15/16