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SIOP Lesson Plan Template 2


Britt Sjostrom

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Teach now

Grade level: 4
Teach in the future


Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in
which remainders must be interpreted. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation
strategies including rounding.
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.
4.NBT.3 Use place value understanding to round multi-digit whole
numbers to any place.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.

Part I: Interacting in Meaningful Ways
A. Collaborative
Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

Theme: Place Value: Multidigit Addition and Subtraction

Lesson Topic: Estimation Strategies


Language: Students will orally discuss estimation strategies with a partner.

Content: Students will explore different ways to estimate.

Learning Strategies:
Visuals (Base 10 Blocks, Strategies poster)
Sentence Stems
Partner/Whole group discussions

Key Vocabulary:

Front-end estimation
Close-to estimation


Number cards
Base 10 blocks
Math journals
Estimation Strategies poster

For the Math Message, put a chart of the number of Class Dojo points each table has
together as a team. Allow them to sit and evaluate this information.
Then tell them that all of the students will get 5 minutes of extra recess once they get a
combined total of 1,000 points.
Now ask them the following questions based off of the table of Class Dojo points to get
them thinking about what they already know about working with and adding larger
numbers. They may do this independently first.
1. Does the class have a combined total of 1,000 points yet?
2. Describe the strategy you used to solve the problem.
**THINK-PAIR-SHARE - Now ask them to discuss their answers with their partner and then
share out with the class.


Math Message Follow-Up:

o Have students discuss the methods they used to solve the problem Ask
questions like the following:
-Did anyone find the total number of Dojo points using paper and
-Did anyone find the total number of books using a calculator?
-Did anyone use estimation?

Have volunteers share estimation strategies.

*If no one mentions it, make sure to point our that to answer the question it
is not necessary to find the exact number of Dojo points. Explain that
sometimes an estimate is more useful than an exact answer.

**THINK-PAIR-SHARE: Real life connection Discuss real-life situations in

which an estimate might be useful.

Tell students that today they will explore different ways to estimate.

Lead the class in a discussion of estimation, record their thoughts. Be sure to hit
on the following ideas:

There are many different ways to estimate. What they all have in common
is substituting precise values with numbers that are easier to work with.
o Each method is useful.
o They method you choose should be based on the context of the problem
you are trying to solve.
Post the following number story:
o On Sunday 463 people were at the lake. On Monday 226 people were are
the lake, and 312 were there on Tuesday. Estimate how many people in all
were at the lake.
Read the number story then allow students to read the number story silently, give
them processing time. Ask a student to put the number story in their own words.
Have students tell you what the number story is asking them to do.
Now tell them they will use this number story to explore a couple of different ways
to estimate.
o Estimation Strategy #1 Rounding all numbers to a particular place value.
o Estimation Strategy #2 Front- End Estimation
o Estimation Strategy #3 Close-To Estimation
Use each Estimation Strategy to solve the problem. Point out that each strategy
gets an estimate that is fairly close to the answer.
**Academic Language Development to help students further understand the term
ESTIMATION, have them work in parits to complete a 4-square Graphic Organizer,
including math examples, math non-examples, real-life scenarios, and their own


Math Journal Practice: Instruct students to work in pairs to complete journal page
Formative Assessment: Walk around as students work in pairs and take note of
their understanding. Most students should be able to choose one of the strategies
and arrive at a reasonable estimate.
Discussion: When students are finished, bring the students to the rug and discuss
the ways they estimated and why.
**Differentiation Post Estimation Strategies poster on the wall and encourage students
to use it while completing their work. As students complete page 11, watch for students
who struggle using estimation strategies. Pair them with students who can correctly model
the strategies.
SMALL GROUP for students struggling, bring them into a small group to practice these
strategies using base 10 blocks for manipulatives. They build the number to be rounded,
the nearest multiple of 10 or 100 less than the number, and the nearest multiple of 10 or
100 greater than the number.


THINK-PAIR-SHARE - Summary Discussion: Have students name some real-life

situations in which estimates are used. (shopping, attendance at big events,
counting population)
GAME-Students will now play the game Number Top-It to apply their learning as I
walk around and observe and take notes as I check for understanding. Sentence
stems will remain on board for support in their discussions during the game.