Teacher Education Lesson Plan Template

Teacher: Kirstie Robison Date: 10/5/17-10/6/17

Title of Lesson: Estimation Stations Cooperating Teacher:

Core Components
Subject, Content Area, or Topic
Math
Student Population
17 and 20 students

Learning Objectives
I can estimate whole number sums, differences, and products and determine if my answer is
reasonable.
I can solve single-step problems using whole number operations and use estimations to determine
if my answer is reasonable.
Virginia Essential Knowledge and Skills (SOL)

MA.4.2.1 The student will estimate to find the sum, difference, and product of whole numbers.
MA.4.2.3 The student will estimate solutions to solve single-step real-world problems using
whole number operations (addition, subtraction, and multiplication).

Materials/Resources
Chromebooks
Slates
Journals
Dice
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
10 *Anticipatory Set
Number Talk 5+7
Have the students come to the carpet.
The students will be asked what is 5+7
The teacher will record the answers on the board.
The teacher will ask the students how they came up with their answers.
The students will hopefully say 7 is 2 greater than 5. 5+5 is 10. 10+2 is 12.
2 *State the Objectives (grade-level terms)
I can estimate whole number sums, differences, and products and determine if my
answer is reasonable.
I can solve single-step problems using whole number operations and use estimations to
determine if my answer is reasonable.
10 *Instructional Input or Procedure
The teacher will inform the students that they will be working in stations today.
The teacher will remind the students of the expectations of stations
o Transitions should be quick and quiet.
o Only hands-on and back table should be talking.
o Raise a hand do not come to the back table unless you are at teachers
choice.
The first station will be Math Facts
o The students will be working on their fluency on Fast Math.
The second station will be At Your Seat
o The teacher will tell the students that they will be working on Ten Marks.
o They need to complete the assignments on Ten Marks.
The third station will be Teachers Choice.
o The teacher will have the group come back to her desk
o The teacher will be focusing on estimating with addition and subtraction.
o The teacher will ask the students to estimate 897,543 + 323,456
o The students will then work it out and answer if their answer was
reasonable.
o Then estimate 897,543-323,456
o After the students estimate they will work out and ask if it was
reasonable.
o The teacher will then pull out the chart that they have been working with
and ask them to estimate population sums and differences.
The last station is the dice activity.
o The students will work in pairs.
o Each group will have six dice.
o The first partner will roll the dice and come up with a number with those
dice.
o The partner will also roll the six dice and come up with a different
number.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 o They then will estimate what they think the sum will be. They will work
out the actual sum and say if their estimation was reasonable why or
why not.
o They will repeat it with the difference of the two numbers.
o This will be recorded in their stations journal.
5 *Modeling
The teacher will model how to complete the dice activity on the document
camera for the students.
The teacher will write on the board My estimation was or was not reasonable
because
This will provide the students a template to follow.
25 *Check for Understanding
Teachers Choice.
o The teacher will have the group come back to her desk
o The teacher will be focusing on estimating with addition and subtraction.
o The teacher will ask the students to estimate 897,543 + 323,456
o The students will then work it out and answer if their answer was
reasonable.
o Then estimate 897,543-323,456
o After the students estimate they will work out and ask if it was
reasonable.
o The teacher will then pull out the chart that they have been working with
and ask them to estimate population sums and differences.
The teacher will be checking to see how much the students understand. The
teacher will be seeing who needs to be pulled for remediation.
25 *Guided Practice
dice activity.
o The students will work in pairs.
o Each group will have six dice.
o The first partner will roll the dice and come up with a number with those
dice.
o The partner will also roll the six dice and come up with a different
number.
o They then will estimate what they think the sum will be. They will work
out the actual sum and say if their estimation was reasonable why or
why not.
o They will repeat it with the difference of the two numbers.
o This will be recorded in their stations journal.
The students will be guided as to how to complete this and what is expected
from them.
25 *Independent Practice
The students will be working independently on Fast Math.
This will help them develop the fluency skills they need to have for math.
25 Assessment
The students will complete the Ten Marks activity.
This will show the teacher how much the students grasp estimation with addition
and subtraction.
This will help the teacher know how to remediate the students.
10 *Closure
The teacher will have the students complete an exit ticket.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 The teacher will write 78,954+22,876 and have the students make an
estimation.
The students will then find the sum and explain if their estimation is reasonable.
The teacher will write 78,954-22,876 and have the students make an estimation.
The students will then find the difference and explain if their estimation is
reasonable.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

The students will be pulling small groups based in order to focus in on estimation. This will help those that need the
small group attention. The teacher will differentiate based on the need of the group.
Classroom Management Issues (optional)
The teacher will explain expectations of stations. The teacher will make sure the students are
working quietly at their stations and that the hands-on activity is done at an appropriate level.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015