CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 1

MATHEMATICS LESSON PLAN TEMPLATE

Name: Sirissa Koebke Host Teacher: Karen Schultheiss
Date Lesson will be Taught: October 25th, 2018 School: Kolb Elementary
Time Lesson will be Taught: 9-10am Grade Level: 3rd Grade Magnet
Lesson Topic: Multistep Explaination Problems using Place Value

Common Core State Standards – Mathematics (CCSS-M):http://www.corestandards.org/Math/

Common Core State Standards- Mathematics:

CCSS.MATH.CONTENT.4.NBT.A.1- Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700÷70=10 by applying concepts of place value and division.

CCSS.MATH.CONTENT.4.NBT.A.2- Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.

CCSS.MATH.CONTENT.4.NBT.A.3- Use place value understanding to round multi-digit whole numbers to any place.

Standard for Mathematical Practice (SMP):

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively.

Lesson Objective(s):

1) Mathematics Content Lesson Objective(s):

Students will read and compare multi-digit whole numbers using base-ten numerals, number names and expanded form to put in
an order of least to greatest.

2) Standard for Mathematical Practice (SMP) Lesson Objective:

Students will use objects, drawings, and/or diagrams to solve problems given.
Students will analyze information in given problems and devleop multiple strategies to solve multiple problems given.
Students will explain the relationship between quantities in problem situations.

Prerequisite Mathematics Knowledge and Skills:

Students need to have knowledge of place value. Ones place, tens, hundreds, thousands, ten thousands, hundred thousands, and
millions.

Common Learner Misconceptions or Common Errors Related to the Mathematics addressed in this Lesson:
For the first circled problem (number three), the children might misunderstand how to decide where to round numbers. Students may
also forget to explain how they came up with their answers.
For the second circle problem (number six), the children may misunderstand the table.
For the third circled problem (number seven), the children may not understand that they need to multiply the given number by ten to
increase the place value of the problem. The children may also get confused that their new number, even after it has been rounded, is
still larger than the previous number.

Mathematics Vocabulary (or Mathematical Symbols):

 Place Value
 Hundred- billions
 Ten- billions
 Billions
 Hundred- millions
 Ten-millions
 Millions
 Hundred- thousands
 Ten- thousands
 Thousands
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 2
 Hundreds
 Tens
 Ones

Diversity:

 Special Supports: A support that I will include for my students is a place value chart. This will be beneficial to every student because it
will allow them to have a visual support to what they are learning. The children will have the opportunity to work individually, in partners,
then as a group and participate in group discussion. Doing this allows the children to develop and hear/ see multiple approaches from
different viewpoints.

 Language Supports: I will include child friendly language. I will also have the first question read aloud. I will be available to help those
students who are struggling with the language. They will also get additional support when they work in partners with their peers.

 Culturally Responsive Instruction: Communicate high expectations- The students are expected to engage in problem solving and
generate their own approaches to problems by communicating to their partners how they solved the problem then communicating with
the class on how they solved the problem. The students will also justify their strategies and answers when presenting their work to the
class and to their partners during discussion while also trying to determine different strategies to solving the given problems.
Make content relevent- The students have previously gone over place values and are familiar with how place values work so all
students are able to participate in the lesson.

Differentiation:

 Differentiating Mathematical Content: I can adjust the task by increasing the numbers given in the problems to challenge the studnets
who are at a higher math level. I can also adjust the task by decreasing the numbers given in the problems to allow the students who
may not be at the middle level yet to be challenged, but not too challenging to the point where they are overly frustrated and confused.

 Differentiating Mathematical Processes: A chart will be provided to the students showing place value. They will be able to use this chart
as needed and draw on it when necessary.

 Differentiating Mathematical Products: The students are engaging in multiple ways of communication by writing (before, during), talking
(during, after), and drawing (before, during; if needed). They will have the opportunity to develop new skills and see the same problem
get solved in different ways they may not have thought of.

Evaluation Plan:
Students will be evaluated on the circled problems in the Chapter 1 Test packet that will be handed out and later turned
back in at the end. They will also be evaluated on the lined paper that will be handed out. The students should work in
partners to come up with different strategies and write those strategies on the lined paper provided.
Criteria 0-1.5 Points 2-3.5 Points 4-5 Points
1 Circled Problem (Number Student did not determine
st Student determined what Student determined what
3) what place value the total place value the total sales place value the total sales
sales were rounded to. were rounded to and/ or were rounded to and
Student did not explain their student explained their explained their reasoning.
reasoning. Student did not reasoning. Student did not Student also determined
determine what the total determine what the total what the total sales would
sales would be if they were sales would be if they were be if they were rounded to
rounded to the nearest ten rounded to the nearest ten the nearest ten thousand.
thousand. thousand.
2nd Circled Problem Student did not correctly Student correctly compared Student correctly compared
(Number 6) compare the states in an the states in an order from the states in an order from
order from greatest to least greatest to least according greatest to least according
according to the acres to the acres given OR they to the acres given AND they
given. Student did not explained how they used explained how they used
explain how they used place place value to order the place value to order the
value to order the states. states. states.
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 3
3rd Circled Problem (Number Students did not identify the Students identified the Students did identify the
7) position the digit moved to. position of the digit that was position of the digit that was
Students did not round the moved. Students did not moved. Students also
number to the nearest round the number to the rounded the number to
million or list the possibilities nearest million or list the nearest million and listed the
of the original numbers then possibilities of the original possibilities of the original
explain their response. number then explain their numbers. The students also
response. explained their response.
Lined Partner Paper Student partners did not Student partners wrote Student partners wrote
write down a different down at least one different down at least one different
strategy for solving any of strategy for one problem. strategy for all three
the problems given. problems.
Total amount of points available: 20 Points
Each problem will be worth five points. There are three problems to be answered in total making the Chapter 1 Test packet
circled questions worth 15 points. The remaining 5 points will be earned by writing at least one strategy for each problem
down on the lined paper with their partner.

Home/School Connection:
Students work will be returned to them the following class and they will be able to take home their papers and show their parents all the
different ways and strategies to complete one problem. To inform parents about what students are learning in class, I will send an email
blast to all parents informing them of our lesson topic to keep them informed of the activities in the classroom.

Dear Parents,
For this unit, we are working on place values. We will be examining large numbers and critically think of different ways to
increase and decrease the number based on moving specific numbers into different place values. An activity that could
be done at home with students to reinforce the material we are learning in class is analyzing large numbers that are seen
in everyday life.
If you have any questions or concerns please feel free to reach out to me via email or by phone.
Thank you,
Miss Koebke

Legal/Ethical Issues:
I will be using GoReact to record myself teaching as a reflection tool. Student’s parents have been previously informed and
have signed papers clarifying that it is okay for them to be involved. The students, however, will not be recorded.

Source:
Chapter 1 Test Packet (given to me by host teacher; Copyright: McGraw-Hill Education. Permission is granted to reproduce
for classroom use. Grade 4- Chapter 1 Place Value)
Place Value Chart (found through google images: https://www.mathatube.com/place-value-charts/)
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 4
Instructional Process
Planning Process (VDW pp. 55-58 and Step 5 pp. 64-65)
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
BEFORE Transitions: Get the students attention by speaking
softly to them and inform them of what we will be
talking about today.

- Activate/Assess
Prior Knowledge “I understand that you are going on a field trip next Have the children use a place  Chapter 1 Test Packet
week to Saginaw Valley.” I’m wondering how many people value chart to write down the  Pencil
you think go to Saginaw Valley? large number of the first problem  Plave Value Chart
Allow wait time for the students to answer these circled (number three).  White Board
questions. What is the highest place value of  Expo Markers
these numbers? Ask the students leading
Write the different numbers the students say on the questions that could get them
white board. How many people do you think back on the right track.
live at Saginaw Valley?
“I have a place value chart that I am going to hand Part A:
out to everyone to use a reminder while we are I’m wondering what the highest Students may count the zeros
working on the problems I’m going to handout in a place value for these numbers within the given number to
minute.” are? determine what place the number
was rounded to.
“To get us started I’m going to hand out a packet to
everyone. In your packet, I have circled the number Part B:
of the problems I want you to complete. I’m going to Students may cross out the
help you get started with the first one then I want you additional numbers on the place
- Make sure the Task to work on the rest of the circled problems on your value chart of the given number
is Understood own. If you have any questions I am going to be Does anyone have any to figure out what number is in
walking around so please raise your hand to indicate questions? the nearest ten thousands place
you need some help on a problem.” to determine the new total sales.

Give wait time for questions. After about a minute Can someone read the problem
answer any questions that rise and pass out the aloud for everyone?
packets.
- Establish Clear After a student reads the
Expectations “Lets look at the first circled problem. Number three.” problem:
Wait for a volunteer and call on a student to read the “What important information did
problem. the problem give us?”

After getting the students started inform them they “Lets write the estimate for the
have about twenty minutes to do the last couple total sales that month on our
problems. When they are finished they need to stay place value chart so we can see
at their seats and can read a book silently until how big the number really is.”
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 5
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
everyone has finished their next couple problems on
their own. “What is Part A of the problem
asking? What does it want us to
do?”

“What is Part B of the problem

asking? What does it want us to
do?”

Instructional Process (Continued)

Planning Process (VDW pp. 58-60 and Step 6 p. 65)
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment
Thinking/Strategies
DURING Transitions:
Gain the students attention by asking them to put
their pencils down and look up at me. If the room is
noisey, say “Lions, Tigers and Wings…” to gain the
attention of the students.
- Let Go
“Alright, now that everyone has finished their What answers did they get? Struggle at first trying to figure  Lined paper
problems on their own, I want you to turn to someone out different ways if their partner  Pencil
next to you and talk with your partner about how you How did they get their answer? came up with the same way they  Elmo or Projector
- Notice Students’ came up with the answers you got.” did to solve the problem.  Paper with Guiding Questions
Thinking Did you both do something  Place Value Chart
“Working together could you come up with a different differently to solve the problem? I will walk around the room to  IPads (If available)
way of solving these problems.” help those partners who are
How else could you solve these struggling and help them brain
“I’m going to give you all about fifteen minutes to problems? storm some ideas to get them
work together to come up with a couple different going.
- Provide Appropriate ways of solving these problems. Work together and There are a lot of different ways
Support write the different ways on the lined paper I will pass to get the answer to a problem. May draw pictures and use
out to everyone. Make sure you both put your names What are some new ways that different forms of equations to
on the paper so I know who it belongs to and who you can think of with your solve the problem.
worked together. After you both come up with a partner?
strategy to write down for each problem , use the May double check answers with
IPads (if available) to record yourselves explaining Are there any questions about their work they did on their own
your strategies to look back on in the future to remind what I want you to do? and their partners work.
- Provide Appropriate you how to do these problems in different ways.”
Extensions
Allow wait time for the children to think of questions.
After answering any questions, pass out the lined
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 6
paper to each group.

Display directions and leading questions using the

Elmo or Projector in the room for the children to refer
- Decision making to back to as they work in pairs.
plan for the sharing
of student thinking
in the “After Phase”
of this lesson

Instructional Process (Continued)

Planning Process (VDW pp. 60-62 and Step 7 pp. 65-66)

Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
AFTER Transitions:
Gain students attention by saying “Lions, Tigers, and
Wings…”
- Promote a  Pencil
mathematical After gaining the children’s attention inform them that May not all want to share what  Paper
community of I want to know the different ways they came up with I wonder what different strategies they came up with.  Elmo
learners, and and how they did it. you and your partner came up
- Listen actively with? Not be confident in their answer so
without evaluation Wait for students to volunteer to tell what they did. they may not feel comfortable
When a student volunteers ask: Is there anyone that wants to enough to show the rest of the
bring their paper up and show class.
*Use the Elmo to show student work. everyone what they did while
explaining it? Used a place value chart,
If a student doesn’t feel comfortable showing drawings, or small manipulatives.
everyone their work and would rather just explain Who can repeat what ____ said
what they did that is fine. or say it in another way?

After a child explains what they did, revoice or Did anyone else think of solving
rephrase what they said to elaborate on what they the problem that way?
explained and gain a better understanding.
Did anyone else solve that
Call on multiple volunteers. After children explain the problem using it that way?
way or stratgies they came up with ask the class
- Summarize main
ideas
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 7
After everyone who wants to explain explains their
strategies, collect the packets and lined paper. The
papers will be corrected and feedback will be given to
students based on their papers.

- Conduct any formal

post-assessment
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 8
Attachments
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 9
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 10
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 11
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 12
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 13
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 14
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 15
Link to student example videos:

Problem 1; Way 1:
https://svsu0-my.sharepoint.com/:v:/g/personal/sjkoebke_svsu_edu/EYYfDokJbJxOm-Pc2kqOoDAB1uGr1e7w3ziFT4s83ZPB-
A?e=ZVdL1Y

Problem 1; Way 2:
https://svsu0-my.sharepoint.com/:v:/g/personal/sjkoebke_svsu_edu/EZ5w6bSaayNApn4cYLo7X-
4Btzcko8NipnasJK60QY875g?e=vFw0MY

Problem 2; Way 1:
https://svsu0-
my.sharepoint.com/:v:/g/personal/sjkoebke_svsu_edu/EZguINw5Bu9Ih5rdpZ8y0IIBH1ZEmyLgWNPUtRn9X_ShGQ?e=HgT
ye2

Problem 2; Way 2:
https://svsu0-my.sharepoint.com/:v:/g/personal/sjkoebke_svsu_edu/EZw-lW-
luVNIoaUrp5R18GkBl4el67LhlQojE96VJ3ivMw?e=p12IfZ

Problem 3; Way 1:
https://svsu0-my.sharepoint.com/:v:/g/personal/sjkoebke_svsu_edu/EaHho9XSmIJAo86XD0roExQBrfktTlWT3MeI3fbK-
8YCJA?e=L8n7wx

Problem 3; Way 2:
https://svsu0-my.sharepoint.com/:v:/g/personal/sjkoebke_svsu_edu/Efp995exB11AjsNNGeOwa-
IBCsIhiX_LqJjDUF_OiJxhlA?e=DydB8D