Professional Documents
Culture Documents
Professor Stewart
EDUC 4025
1 May 2017
Time: 65 mins
Part 1.B.5
5. Listening actively
Demonstrate active listening of read-alouds and oral presentations by asking and answering
detailed questions, with occasional prompting and moderate support.
Bridging:
Part 1.A.1
1. Exchanging information/ideas
12.5.16
Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, adding relevant
information, building on responses, and providing useful feedback.
Part 1.B.5
5. Listening actively
Demonstrate active listening of read-alouds and oral presentations by asking and answering
detailed questions, with minimal prompting and light support.
Prior Learning:
Students have learned how to round whole numbers.
V. Language Objective
1. SWBAT contribute to class discussion during turn-talk and during small group activity.
2. SWBAT use correct vocabulary to verbally discuss problems and answer questions.
V. Assessment
Learning Outcome 1: I will informally assess students are able to round a decimal to a
whole number by looking at their white board answers during whole group instruction.
Learning Outcome 2: I will be able to formally assess students abilities to use the
estimating strategy to divide decimals by correcting their worksheet done independently.
Language Assessment
Learning Outcome 1: I will informally assess ELL students are understanding vocabulary
terms by listening during turn and talk. I will also assess students by checking in during
review time.
Learning Outcome 2: I will informally assess ELL students are using correct vocabulary
during discussion by asking them questions during small group instruction.
VII. Implementation
Do Now
Time: 10 mins
Students will be sitting at table groups of 4. The students are grouped by their math level. The
ELL students are mixed throughout the groups at their appropriate math level.
1. SW take out their math journals
2. TW ask students to find in their journals the vocabulary word round and its
definition
3. TW call on several students to describe what round means
4. TW write three (3 digit) numbers on the board.
5. TW ask students to turn and talk with their partners on how to round each
number to the tens.
6.. TW write three new (3 digit) numbers with decimal points after the tens place.
7. TW ask students to again turn and talk with their partners on how to round each
number to the tens place.
12.5.16
15. TW ask students to compare the two answers, Are they similar?
16. TW write five new division problems on the board and ask students to use
their new estimating strategy to find the answer. Students may work with their
groups if they are having trouble.
17. TW circulate to ensure students are understanding the concept.
18. TW check in with lower level math groups and ELL students.
3. Closure: 5mins
Review with the class what estimating is used for. Discuss as a class why
estimating is important. As an exit ticket, TW ask each group to describe a
situation in the real world when estimating might be useful.