Lesson 4 Teacher Candidate: Jennifer Dixon Subject/Grade: Math/4th Date and Time of Lesson: Nov.

5, 2013/ 1:00 Learning Objective: Students should be able to estimate the product of multiplication problems by rounding. Alignment with Standards: 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard: Standard 3: Students will explore careers and the connection of school to work. SSCA Element(s): Appropriate behaviors (how to work in groups) Developmental Appropriateness or Cross-curricular connections: This lesson is appropriate because the students have already learned how to round numbers while adding. Also, the previous lesson was on multiplying single-digit numbers by multiples of 10, 100, and 1,000. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre: The pre assessment was given before lesson 3. During: I will walk around the classroom while students are playing the game with partners, using a checklist system. Post: The independent sheet will be taken up to check for understanding. Use of Formative Assessment

Objective 1: Students should be able to estimate the product of multiplication problems by rounding.

Based on the post assessment, I will determine if the material should be re taught or if the students are ready to move onto models.

Accommodations: I will begin the lesson by reviewing, so that ESOL students and below average students can catch on before the new lesson. I will model how to do the problems, and include extra problems in case I see that my students need more examples. I will include group work so that struggling students can work with a partner so that they will hopefully catch on. During independent work, I will circulate the classroom assisting students as needed. Materials: PowerPoint, Smart Board, flash cards for game, handouts.

Procedures: Probing Questions: Demonstrate how you would round a number up or down. Conclude how you know if the actual product is less than or greater than the estimated product. Introduction Today we are going to be rounding numbers and then multiplying to get an estimated product. First, we need to review two words. (Write place value and round on the board.) What does place value mean? (Take answers; sample: the value of a digit that depends on its place in a number. What does it mean to round a number? (Take answers; sample: to change the value of a number to one that is easier to work with.) (Use place value chart on the Smart Board.) (Record 4,857 on the board and call on a student to come up and write this number on the place value chart.) The 4 is in the thousands place, the 8 is in the hundreds place, the 5 is in the tens place, and the 7 is in the ones place. Now, how would we round this number to the greatest place value? What digit is the greatest place value? (4) How do we round? (Take answers. Sample: Look at the digit to the right of the greatest place value. If it is 4 or less, round down to 4,000. If it is 5 or greater, round up to 5,000. (Repeat this process with numbers: 26, 148, and 2,678 if needed.) Instruction (Pull up PowerPoint with these problems.) Ex. 1 There are passenger trains in the world that can travel at 267 miles per hour. About how far could a train travel in 3 hour? (NCTM Problem Solving) Estimate 3 x 267. Round 267 to its greatest place value (300). Then, use basic facts and patterns that we learned yesterday to multiply. (900) Since 267 rounded up, the estimated product is greater than the actual product. Ex. 2 Estimate 8 x 2,496. (Let students help answer. Be sure they see that the estimated product is less than the actual product.) Hands On Before we begin working with our partners, we need to review how we do that. How should we act when we are working with a partner or group? (Take student answers: share, work together, etc.) What should working with a partner sound like? (Inside voices, nice words, etc.) How should we treat our partner or group members? (Respectfully, kindly, taking turn, etc.) (Students will be divided into groups of 2. Each group will receive a packet of cards that have numbers 1-9 written on them. They will place the cards face down and draw a card for each place value, beginning in the thousands place. Then, they will draw one card for the number to be multiplied by. They will find the

estimated product and circle if the product is greater than or less than the actual product. Ex: __ , __ __ __ x __ = ____ greater than or less than.) (Students have a sheet to record this on.) (Go over instructions and pass out materials to students.) You have about 15-20 minutes to play this game. When you have completed the task 8 times, I will have several students share one of their multiplication problems with the class on the Smart Board. (For early finishers, provide problems that require numbers with more digits.) (NCTM Communication) (Call on 3-4 students.) If you agree that this is correct, thumbs up. If you disagree with something, thumbs down. (Any thumbs down will be asked to explain why.) (NCTM Representation) Did you know there are people who estimate for a living? (Let student respond and start asking questions.) There are people whose job is to estimate other jobs. Examples: house builders first have to estimate how much it going to cost. Plumbers have to give an estimate before they can work. Workers who might come and repair your house or give your house a new roof have to estimate how much it is going to cost, first. If a roofer estimated that it would cost $200 to fix your roof, and it actually cost $285, would you be upset or surprised? (Yes!) What if the roofer estimated $265 and the actually cost was $285? Would that be better? These types of workers have to be able to estimate very closely to the actual cost, or they would have upset customers. (NCTM Connections)

Independent Work Great job guys! Lets clean up our materials and return to our seats. (Pass out handout for students to work on independently.) (Give students 10-12 minutes to complete this sheet, and then go over answers by calling on students. Display handout on the Smart Board for visual learners and ESOL students. Ask students to agree or disagree by thumbs up and thumbs down.) (NCTM Reasoning and Proof) (Take up these handouts and have students glue the sheet from the group work activity in their math notebooks.) Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: How each activity (instructional strategy) supports the lesson objective(s). -My first activity is place value activity found under introduction. This activity is to review what students should already know so that they can be successful in the lesson. My class has several ESOL students and students that are below average in math, therefore the review will be beneficial to them.

-My second activity is the estimation game that the students will play. This game is a hands-on approach to learning how to estimate and multiply. Students get to work with a partner, which is helpful to the students who need help catching on. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. -My lesson involves the use of the Smart Board. Some of the time, I am working on the Smart Board, and some of the time I will be calling students to come and show their work on the Smart Board.

References: My Math by McGraw-Hill (Provided by my cooperating teacher)