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# SIOP Lesson Plan Template 2

Name:

Britt Sjostrom

Teach now

Teach in the future

Observation

Standards:
CCSS
4.OA.3
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.

4.OA.3
Solve multistep word problems posed with whole numbers and having wholenumber 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.
4.NBT.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.
4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.4
Fluently add and subtract multi-digit whole numbers using the standard
algorithm.

ELA
CCSS.ELA-LITERACY.SL.4.1
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.

ELD
Part I: Interacting in Meaningful Ways
A. Collaborative
1.
Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
Theme: Place Value

Lesson Topic: Guide to Solving Number Stories

Objectives:
Language:
Students will orally restate the number stories in their own words.
Students will discuss strategies for solving number stories.
Content:
Students practice solving multistep number stories involving addition and subtraction.
Learning Strategies:
Think-Pair-Share
Sentence Stems
Partner Work
Key Vocabulary:
Number model
Unknown Quantity
Materials:
Paper
Place Value Flip Book
Math Journal 1: 13 and 14
Manipulative Kit:

base-10 blocks

Motivation:
Teacher will explain first why PLACE VALUE is an important concept to know in life, then
show a video to support this.
"Place value is important for us to know because it helps us understand the actual
meaning of a number. It helps us know what each number in a larger number
represents."
Presentation: -Display math message on the board for students to work on
the topic.

MATH MESSAGE: Terrell is a competitive stair climber. He competes by climbing
stairs as fast as he can. This year he wants to climb 400 stories. The Burj Khalifa
in the United Arab Emirates is the world’s tallest building with 163 stories. The
Petronas Towers, the tallest building in Malaysia, has 88 stories. The Zifend Tower
in China has 89 stories. If Terrell climbs these three buildings, how many more
stories will he need to climb to reach his goal of 400?
o Estimate: _______ stories
______________________________________
MATH MESSAGE FOLLOW-UP:
o Display a unit box with “stories” as the label. Referring students to the
Guide to Solving Number Stories on page 26 of the Student Reference
Book, guide a discussion of the problem-solving process.
o Tell students that people who are good at solving problems take time to
make sure they really understand the problem.
o In order to solve problems you need to ask questions such as the one for
the math message problem. Display and discuss the following questions
regarding the problem.
 What do you know from reading the story?
 What do you want to find out?
 How can you find the number of stories Terrell needs to climb?
 What will you do first?
 What strategy or tool can you use? (**for this problem, suggest a
pattern, diagram, number model)
Lesson:
o Use these questions and student/teacher generated questions to do a
couple more story problems (subtraction and addition)
o Be sure to encourage estimating their answers first to ensure they
understand what the problem is asking them to do and to get a range to
check their work.

To help students further understand the term problem solving, have them work in pairs to
complete a 4-square Graphic Organizer, showing pictures, math examples, math nonexamples, and their own definitions.

Practice/Application:
-Instruct students to do journal pages 13 and 14 on their own first, then discuss and
check your work with a partner.
-When finished, students may come to the center and we will do think-pair-share and
share with the whole group as we summarize our learning and share our strategies for
solving number stories.
**Formative Assessment: OBSERVE students as they talk and work to check for
understanding.
As students work, circulate and observe using the following questions:
o
o
o
o

Are students taking time to be sure that they understand the problem?
Are students making an estimate before solving the problem?
Are students trying to find the answer to the unknown quantities?
After solving the problem, are students going back to the number story and their
estimates to make sure their answers make sense?

**Differentiate: For students who struggle solving number stories, guide them back
through the steps in the Guide to Solving Number Stories as they work through the
remaining problems. You may also want to make the numbers in the problems smaller so
that students can focus on the problem-solving steps instead of the computations.
Review/Assessment:
-Students will now play the game Spin-and-Round 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.