Krystina Heien

Professor Stewart
EDUC 4025
1 May 2017

Liberal Studies Teacher Preparation

ELD Lesson Plan
Grade Level: 5th
Content Area: Math
English Language Proficiency Level:
Total of students: 24
Total ELL students: 6
Expanding students: 3
Bridging students: 3

Time: 65 mins

I. CA Common Core State Standards for Math

5.NBT.A.4
4. Use place value understanding to round decimals to any place.
5.NBT.A.7
7. Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.

II. CA ELD Standard

Expanding:
Part1.A.1
1. Exchanging information/ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, and adding relevant
information.

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.

III. Unit of Study

Students will round decimal numbers to whole numbers and estimate the quotient.

Prior Learning:
Students have learned how to round whole numbers.

IV. Student Learning Outcomes

1. SWBAT round a decimal to a whole number.
2. SWBAT divide decimals by rounding and estimating the quotient.

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.

VI. Materials & Resources

1. Video: https://www.youtube.com/watch?v=pNfz-JU2cKE
2. Math journals
3. Game board
 4. Pieces for game board
5. Worksheet
6. Personal mini whiteboards
7. White board markers

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.

I Do: whole group instruction

Time: 20 mins
1. TW introduce the lesson by reviewing the concept of rounding.
Show video: https://www.youtube.com/watch?v=pNfz-JU2cKE
2. TW write a three division problems on the board.
3. TW ask the students to solve the problems with their group on their white
boards
4. TW circulate class to ensure students are understanding the review
5. The group will hold their board up with the correct answer
6. TW explain when we solved these division problems we found the exact
quotient, or answer
7. TW ask students what quotient means
8. TW write the definition to quotient on the board
9. SW write definition in their journal
10. TW discuss that estimating can help us get closer to the answer more quickly.
11. TW write definition of estimate on the board
12. TW revisit the three division problems on the board and ask students to
estimate the answer with their groups
13. TW circulate and check in with the lower level math groups
14. TW ask students who have completed the problems to come to the board and
show the class.

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.

We do: small group instruction

Time: 20mins
1. TW explain game, Estimation Station.
2. TW hand out game board and pieces.
3. SW work in partners.
4. TW circulate class, supporting students and ensuring all are
understanding.
5. When students are finished TW collect tracking sheet to assess students.

You Do: independent instruction

Time: 10 mins
1. TW hand out worksheet
2. SW work independently to estimate quotients
3. TW circulate class to check in with ELL students and the lower level math
groups.
4. TW give support to students still struggling.
5. TW collect worksheet to assess students abilities to use estimating strategy to
divide decimals

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.