Smith - Teacher Work Sample Harless Teresa

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Teaching Work Sample

Cody Smith
Math: Thousands of Miles, Thousands of Seats
Immaculate Conception School
5th Grade
11/05/19-11/22/19
SMITH TEACHING WORK SAMPLE
1
Table of Contents
Contextual Factors 2
Goals and Objectives 6
Timeline 10
Lesson Plans and Reflections 11
Pre/Post Test 51
Student Work Samples 58
Sample Letter 70
2
Contextual Factors
Community
Immaculate Conception School is in Watertown, South Dakota, in Codington County. Watertown
is the 5th largest town in South Dakota, with an estimated population of 22,153, according to the
most recent US census estimates. Watertown, as well as most of South Dakota, is a rural town.
The median age for someone living in Watertown is 36.6; 35.1 for males and 38.6 for females.
In Watertown, 95% of the population is White, 2% Two+ races, 2% Native American, .6% Asian,
.5% Black or African American, .1% Other. 13% of the overall population is in poverty. The
average income for households is $48,485, families is $67,468, married families is $78,514, and
non families is $29,901.
District/School
Immaculate Conception is a private school, and is therefore not grouped in with the Watertown
School District. Around 1890, a school was established and conducted by two Benedictine
Sisters, however, was closed by the spring of 1893 due to the economic conditions. In 1907, a
parish school was reopened and classes were held in the church basement. In 1910, the
present school property was purchased, and the building that is there today was built. 9% of
students receive free and reduced lunch. IC School has an after school program, titled KOT
(Kids on Target). The school has two grants, one for KOT and another for Salad Bars for
lunches. The test scores come from a pamphlet that the school gives out to parents.
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IC was a Blue Ribbon School in the year of 2017. There are 158 students enrolled for the 2019-
2020 school year.
Classroom
In the 5th grade classroom, there are 22 students: 9 girls and 13 boys. 21 of the students are
white, and one student has just moved from the Philippeans (our only ELL student). There are 2
students in the GATE (Gifted and Talented Education) program. 3 students go to title different
times a week: one goes for reading twice a week, another for math twice a week, and the final
student goes for reading four times a week. Our only student on an IEP goes to speech a
differing amount of times a week, and goes to 6th grade math every day. None of the students
have disabilities, but there are 4 allergies: eggplant, cats, dairy, and peanuts. On the first week
of school, I decided to test the students using a multiple intelligences test, and this is how they
scored themselves: (First column is student number, each square is rated 0 (not at all them) to
15)
Student # Natural Math Word Music Art Bodily People Self

1 9 5 8 8 6 8 8 7
2 9 15 10 10 11 11 11 9
3 7 10 6 5 8 11 8 8
4 9 0 5 15 13 11 10 11
5 7 10 8 8 6 5 8 14
6 0 4 7 1 9 5 1 11
7 14 3 14 13 15 15 15 11
4
8 11 13 8 10 7 9 9 9
9 5 4 7 8 9 5 5 9
10 10 11 7 5 2 7 9 8
11 9 7 5 9 14 13 7 8
12 10 12 13 15 2 13 14 7
13 10 0 5 13 7 15 7 3
14 11 8 10 13 15 7 6 14
15 7 2 10 13 10 3 7 6
16 11 6 4 6 8 12 12 10
17 8 9 6 5 8 7 12 7
18 11 8 10 11 14 11 9 8
19 11 7 9 15 14 13 13 11
20 8 5 9 11 5 7 11 11
21 11 5 1 4 8 11 4 9
22 5 12 9 15 5 12 7 14
Total 193 156 171 213 196 211 193 205
Instructional Implications
A majority of students don’t think they are good at math, with the next closest being word, which
is to be expected. A lot of the students’ primary intelligence is Music, Bodily, and Self. The test
may have been skewed, as I don’t know if it was introduced to students well enough. If we play
music for the students, they seem to work better, provided the music isn’t something they didn’t
choose themselves. Differentiation will be helpful for those students who go to title, although not
as important for math as it would be for reading.
"Watertown, South Dakota Population 2019." Watertown, South Dakota Population 2019
(Demographics, Maps, Graphs). N.p., n.d. Web. 01 Dec. 2019.
"About." Icschool. N.p., n.d. Web. 01 Nov. 2019.

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Goals and Objectives

Objectives
1.1
Before the lesson, students will take the Pre-Test
During the lesson, students will be introduced to Ten Minute Math: Implementing Investigations
in Grade 5.
During the lesson, students will be introduced to the 10,000’s chart
1.2
During the lesson, students will be reintroduced to the 10,000’s chart
During the lesson, students will be able to accurately explain verbally what happens when you
move up or down on the 10k chart.
1.3
Using the 10,000’s chart, students will find the difference between a number and 10,000 during
the lesson with 80% accuracy.
1.4
During the lesson, students will be introduced to Closest Estimation: 10 Minute Math.
During the lesson, students will use easier problems to help solve more difficult problems with
80% accuracy.
1.5
During the lesson, students will identify numbers up to a trillion accurately.
After the lesson, students will use given numbers to add as close as they can to 1,000, within
250 above/over.
2.1
After the lesson, students will use multiple ways to solve single subtraction questions with 90%
accuracy.
2.2
During the lesson, students will use clear and concise notation when solving math problems, so
their neighbors can understand their work.
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2.3
During the lesson, students will identify, describe, and compare subtraction strategies by
focusing on how each strategy starts with 80% accuracy.
3.1
After the lesson, students will use given numbers to add as close as they can to 7,500, within
500 above/over.
3.2
After the lesson, and using different sized stadiums, students will extrapolate data and use it to
practice addition and subtraction with large numbers with 80% accuracy.
3.3
After the lesson, students will practice using different methods we’ve learned so far this unit,
students will use addition and subtraction on problems with large numbers with 85% accuracy.
After the lesson, students will use careful reading to identify and solve multiple step problems
using addition and subtraction to 80% accuracy.
3.4
During the lesson, students will interpret and solve multistep problems with 100% accuracy.
After the lesson, students will solve whole-number addition and subtraction problems with 85%
accuracy.
After the lesson, students will take the post-test.
Standards
MP1 – Mathematically proficient students start by explaining to themselves the meaning of a

problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the solution
and plan a solution pathway rather than simply jumping into a solution attempt. They consider
analogous problems, and try special cases and simpler forms of the original problem in order to
gain insight into its solution. They monitor and evaluate their progress and change course if
necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information
they need. Mathematically proficient students can explain correspondences between equations,
verbal descriptions, tables, and graphs or draw diagrams of important features and
relationships, graph data, and search for regularity or trends. Younger students might rely on
using concrete objects or pictures to help conceptualize and solve a problem. Mathematically
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proficient students check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can understand the approaches of
others to solving complex problems and identify correspondences between different
approaches.
MP3 – Mathematically proficient students understand and use stated assumptions, definitions,
and previously established results in constructing arguments. They make conjectures and build
a logical progression of statements to explore the truth of their conjectures. They are able to
analyze situations by breaking them into cases, and can recognize and use counterexamples.
They justify their conclusions, communicate them to others, and respond to the arguments of
others. They reason inductively about data, making plausible arguments that take into account
the context from which the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning
from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary
students can construct arguments using concrete referents such as objects, drawings,
diagrams, and actions. Such arguments can make sense and be correct, even though they are
not generalized or made formal until later grades. Later, students learn to determine domains to
which an argument applies. Students at all grades can listen or read the arguments of others,
decide whether they make sense, and ask useful questions to clarify or improve the arguments.
MP4 – Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might be as
simple as writing an addition equation to describe a situation. In middle grades, a student might
apply proportional reasoning to plan a school event or analyze a problem in the community. By
high school, a student might use geometry to solve a design problem or use a function to
describe how one quantity of interest depends on another. Mathematically proficient students
who can apply what they know are comfortable making assumptions and approximations to
simplify a complicated situation, realizing that these may need revision later. They are able to
identify important quantities in a practical situation and map their relationships using such tools
as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical
results in the context of the situation and reflect on whether the results make sense, possibly
improving the model if it has not served its purpose.
MP7 – Look for and make use of structure.
MP8 – Mathematically proficient students notice if calculations are repeated, and look both for
general methods and for shortcuts. Upper elementary students might notice when dividing 25 by
11 that they are repeating the same calculations over and over again, and conclude they have a
repeating decimal. By paying attention to the calculation of slope as they repeatedly check
whether points are on the line through (1, 2) with slope 3, middle school students might abstract
the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding
(x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general
formula for the sum of a geometric series. As they work to solve a problem, mathematically
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proficient students maintain oversight of the process, while attending to the details. They
continually evaluate the reasonableness of their intermediate results.
5.NBT.1 – Recognize that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it represents in the place to its
left.
5.NBT.5 – Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.6 – Find whole-number quotients of whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on place value, properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
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Timeline
Lesson:
1.1 Working with the 10,000 Chart - 11/05
1.2 Assessment: Numbers on the 10,000 Chart - 11/06
1.3 How Many Steps to 10,000? - 11/07
1.4 Adding and Subtracting Large Numbers - 11/08
1.5 Adding and Subtracting Large Numbers, cont’d - 11/12
2.1 Naming Subtracting Strategies - 11/13
2.2 Practicing Subtraction - 11/14
2.3 Subtraction Starter Problems - 11/15
3.1 Assessment: Division Facts and Close to 7,500 - 11/19
3.2 Stadium Data - 11/20
3.3 Assessment: Numbers on to 100,000 and Rock On! - 11/21
3.4 Rock On! Cont’d - 11/22
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Lesson Plans and Reflections

Lesson 1.1
Date: November 5th, 2019
Time: 11:15-1:20
Reflection from prior lesson: NA
Lesson Goal(s) / Standards
left.
Lesson Objectives
Objective: Assessment of Objective:
Before the lesson, students will take the -Pre Test

Pre-Test
During the lesson, students will be

introduced to Ten Minute Math:
Implementing Investigations in Grade 5.

introduced to the 10,000’s chart
Materials Needed:
Pre/Post Test (paper), 10,000’s chart (chart paper), 10 Minute Math (online)
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Contextual Factors/ Learner Characteristics
This unit should be a lot easier for students, coming off of multiplication and division. Some
students still don’t have a strong number sense though, and may struggle with larger number
addition/subtraction. A few students in particular will need ‘hand-holding’, either because they
will need the help (2-3), or because they have problems staying on task (2).
*sticks* means draw sticks to see who gets called on
*hands* raise hands
A. The Lesson
1. Introduction
· getting attention
○ Who here has ever had any money? Imagine you had a lot of money, and then
bought something expensive. What happens to your money? (you have less)
Right, you will have less money! We are on to a new unit, and can take a little
brake from multiplication and division! We will be working on adding and
subtracting large numbers. With this unit, we are going to work on making sure
that we don’t end up getting ripped off when we buy something, and they take
more money than they were supposed to.
· relating to past experience and/or knowledge
○ There will still be questions from the past two units sprinkled into the homework,
so you will still get some extra practice in those.
· creating a need to know
○ Like I said earlier, when you get older, you don’t want someone to take more
money than they are supposed to when you purchase something, so this will be
an important skill to have for the future.
· sharing objective, in general terms
○ Today, we are going to introduce a huge chart, and learn a new 10 Minute Math,
and no, it won’t have pictures, sorry. But the very first thing we will do is take a
test.
2. Content Delivery (Body of the lesson plan)

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(they will think I’m kidding) No, seriously, we are going to take a test first. This is the
same test that we will take at the end of the unit, and no, I don’t expect you to do
perfectly on this. Just do your best because this will help me see where we need to
spend more or less time. I will NOT help you answer the questions, so if you don’t know
something, try your best to answer it, and if you absolutely don’t understand it, just give it
your best guess. Do not rush because you see others done, just keep going and do your
best.
After the quiz.
Alrighty, so now we are going to start a new 10 minute math activity called Practicing
Place Value. We will do this throughout the unit so if you don’t understand, please ask
so you get it sooner rather than later. *write 8,435 on board* Turn to your neighbor and
say this number to your partner (students are in groups of 2’s or 3’s). *stick* -name-
please read this number to the class. *if they get it wrong, ask someone to help*
Excellent, thank you. *write + 5,000 next to it* Okay, get out a piece of paper, and find
the sum. Then when your neighbor is done too, show it to them and make sure you both
agree. *ask students who has the answer to raise hands* -name-, what did you come up
with? 13,435 good. Alright class, how did you decide what the sum is? *sticks* What is
the value of each digit in the sum? *sticks* Compare 8,435 to the sum, 13,435. Which
places are the digits the same? *hands* Which are different? *hands* Why? *hands*
Okay, so now that we have that down, we are going to work on something a little
different. *pull out chart and stick to board* This is a chart, with a lot of squares on it. We
have used a smaller version of it before, who remembers how many squares were on
that one? 300, yeah. Now, who has a guess of how many squares are on this chart?
Why? How can you figure out exactly how many squares are on the chart? How do you
know? Talk to your neighbor to discuss how you can figure out how many there are.
Who came up with some ways? So, how many are there? 10k, good job. What would
happen if we numbered every square from 1 – 10,000 starting top left and ending at the
bottom right? What number would go in the first square in the upper left hand corner?
What number should be going in the very last square in the bottom right hand corner?
*write 1 and 10,000 in respective squares* Where would 50 go? 100? What about 101,
150, or 200? Suppose you want to easily find the square for a particular number. We
could write in every number, but that would take a long time and be a waste of marker.
So we have numbers that we can use as landmark numbers. What is a landmark
number? They are numbers that you feel are important so you can quickly find the
number for any square on your chart. What are some landmark numbers that we should
write on our chart? 10’s, 25’s, 50’s, 100’s.
*in groups of 3, every student will get to come up and write a few landmark numbers and
then pass the marker on to the next people when told. After a few minutes and everyone
has had a chance that wants to go* So, if I were to look at my chart, where would 1,223
be on our chart? How do we know? What number would be 1 row below 3,750? (below =
n+100). Three rows below? How many rows above this would 3,550 be? How do you
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know? *talk and answer these questions* As we go higher on the chart, the numbers are
smaller, if 1,000 is here, 900 is above it and is a smaller number. The numbers get
bigger the lower we go. (I’m only going to focus on lower instead of right to left because
it may get more confusing than it’s worth)
So, with our new handy dandy chart, we are going to work on our worksheet. It is all
addition, and if you have any questions, feel free to ask.
3. Closure
a. Students will spend the rest of the time working on their worksheet.
What did you like about the lesson? What did you learn?
Well… I couldn’t find the chart until after the lesson. It was lost on my desk, so
we ended up just talking about, IF there was a chart, what would our landmark numbers be.
After the kids all left for the day, Mrs. Harless and I found the charts on a mailbox on my
desk. The students seemed to understand what was going on throughout the lesson, even
though we didn’t have the actual chart, except it was hard for them to visualize what would
happen as you go up or down on the chart and how the numbers would go higher/smaller. It
is good that the chart wasn’t what the worksheet was about, otherwise we would have had
to figure something out for that, but the worksheet was all adding, and 1 question about how
did we solve a question. I have learned that they understand addition better than
multiplication/division, and that I need to better organize my desk. Which is what I will be
doing right now.
B. Assessments Used
Questions throughout the lesson to make sure students are where I want them, and
page 1 of our worksheet.
C. Differentiated Instruction
Different ways of asking questions, or using the chart more/less to demonstrate what
happens when you add or subtract numbers.
The questions throughout the lesson will also help gauge (gage?) where the students
are, and if they don’t understand something then we can work on that topic longer.
D. Resources
Investigations: Unit 3 book

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Lesson 1.2
Time: 11:15-1:20
Reflection from prior lesson:
Well… I couldn’t find the chart until after the lesson. It was lost on my desk, so we ended up just
talking about, IF there was a chart, what would our landmark numbers be. After the kids all left
for the day, Mrs. Harless and I found the charts on a mailbox on my desk. The students seemed
to understand what was going on throughout the lesson, even though we didn’t have the actual
chart, except it was hard for them to visualize what would happen as you go up or down on the
chart and how the numbers would go higher/smaller. It is good that the chart wasn’t what the
worksheet was about, otherwise we would have had to figure something out for that, but the
worksheet was all adding, and 1 question about how did we solve a question. I have learned
that they understand addition better than multiplication/division, and that I need to better
organize my desk.
I have organized my desk.. today we will introduce the chart. Students also did pretty well on the
homework, they just need to slow down and make sure what they are doing makes sense,
9831+1000 does not equal 1831, or 10830. Silly little mistakes like that.
left.
Lesson Objectives

reintroduced to the 10,000’s chart
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During the lesson, students will be able to Verbal Check

accurately explain verbally what happens
when you move up or down on the 10k
chart.
Materials Needed: 10,000’s chart, Markers, worksheet p 4
*hands* raise hands
A. The Lesson
1. Introduction
· getting attention So, yesterday was great. We learned all about this chart which
we didn’t know about. Guess what, I found it! Pull out 10k chart and stick it on the
board.
· relating to past experience and/or knowledge This time, we are actually going to
be working with the 10,000’s chart, which we started talking about what happens
when we move up or down on the chart.
· creating a need to know If you understand how this chart works, it will be very
helpful for the rest of the unit, because you will be able to do your addition or
subtraction with something in front of you that isn’t just numbers.
· sharing objective, in general terms What I want you to know by the end of today,
is what happens when we are at a number, and go up or down a row, which we will
talk about in a few minutes.
Who remembers what those numbers are that we can jump to easily. You’re right, landmark
numbers. And what were some of those numbers? 10,20… 25,50,75,100, 200. I want *draw
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3 sticks* to come up and start writing some of our landmark numbers. *after a number of
students get through to write* the rest of you who want to will get a chance to write some
numbers too, but for now, where would I find the number 1,250? What number would be just
above our number? Right below? What about 5 rows below 1,250? Talk to your neighbor
and see if you can figure out what number that would be. So, what number did we come up
with and how did you get that number? 1,750, good job. How many rows above 1,250 is the
number 950? Talk to your neighbor again. 3 rows, and how did you come up with that? Last
question about 1,250. What number is 75 more? *the whole time, use the chart and point
out the numbers while students answer them* Okay, talk to your partner, how does the
structure of the chart help you answer these problems? *after a few minutes of discussion*
So who thinks they can tell me about the structure of this chart? You’re right, it goes by
100’s when you move up or down.
3. Closure
So now that we understand the chart better, and actually have it in front of us, is it easier to
understand than yesterday without it? Hopefully it was. Now we are going to do a little
review from the last unit and do some 2 digit multiplication. You do not have to do the
second way on either problem. Hand it in when you are done, any questions? Go
It was so much better with the chart than without it. Today’s lesson would have
been very short without the fact that it was gone yesterday, so I’m thankful that we did
introduce it today. Otherwise the lesson would have lasted about 10-20 minutes.
B. Assessments Used
The homework, and asking students plenty of questions throughout the lesson to check for
understanding.
Try asking different questions.
D. Resources
Lesson 1.3.
Time: 11:15-1:20
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It was so much better with the chart than without it. Today’s lesson would have been very short
without the fact that it was gone yesterday, so I’m thankful that we did introduce it today.
Otherwise the lesson would have lasted about 10-20 minutes.
left.
Lesson Objectives
Using the 10,000’s chart, students will find -Showing class on 10,000’s chart
the difference between a number and
10,000 during the lesson with 80%
accuracy.
Materials Needed: 10,000’s chart, markers, page 7-11 worksheets
*hands* raise hands
A. The Lesson
1. Introduction
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· getting attention Yesterday we worked with our 10,000’s chart and it went
swimmingly, which means well. Today, we are going to imagine a tiny little creature
is on the edge of the board, and he starts on the upper left corner and steps onto the
first square and moves across to 100.
· relating to past experience and/or knowledge We know that there are 100
squares on each board, so when it gets to 100, where do you think they will go next?
You’re right, because we know that when we get to the end of a row, we go down
one and all the way back to the left. He will step on every square until it gets the
number 10,000.
· creating a need to know Today, you are going to be solving problems about how
many steps it would take to move from a particular square to the end of the chart.
· sharing objective, in general terms By the end, I want you to know the difference
between where we are on the chart and 10,000.
Let’s say the creature is on the square numbered 1,025. First we’re going to find that
square. *find* Now that we are here, we have to determine how many steps our creature
has to take until it gets to 10,000. Remember, from here (100) to 101 only counts as 1 step,
even though it is on the complete other side of the board, and we can only go up or down
when we are on the ends. We can’t go down from the middle and count it as 1 step. Do you
remember from yesterday, how many steps would it take for me to go down 1 square?
You’re right, 100. With your partner, discuss how many steps it would take to get from 1,025
to 10,000. *give a few minutes* So, what did you guys come up with? *discuss how they
came to the answer and make sure everyone got the same answer, writing down on the
board how each group came to their answer* Before we get into our worksheet, how many
steps is it from 9,000 to 10,000? 7,000? 2,000? 2,500?
Our worksheet will be more of these kinds of problems, where we are at a number, and
have to find out how many steps it will take to get to 10k. *paper passer outers pass out
paper* Work on page 7 together, allow students to do page 8 by themselves.
After lunch we will play a new game, so get done with page 8 on your own.
*after lunch*
Now that we’re back, we are going to go over a game you played last year in 4th grade,
called Close to 1,000. You will all have cards and take 8 of them and lay them out in front of
you *making sure that I do it in front of them on the board*. We are going to choose 6 of
them and try to make two numbers that, when added together, get as close as you can to
1,000. *do example on board* Your score is how many steps away from 1,000 you are. So,
in my example, my numbers are 435 and 535, and added together they equal what? 970.
And how many steps away from 1,000 am I? 30. So I got 30 points. You do NOT want
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points, it’s like the sport golf where the lower you are the better. What if I have 623 and 401?
Well, added together they equal 1,024. Even though I am over, I am still 24 steps away from
1,000, so I got 24 points. Play 1 game of this with your partner, and total up your score at
the end.
3. Closure
When you and your partner are done, work on the rest of the pages and turn in your work.
The next two pages are review again, first multiplication and then subtraction.
The game was a bit of a mess, because some students didn’t understand what
they were supposed to be doing. One thought that they were supposed to be getting points
and so he was adding up the biggest things he could, and the other one was just lost. Two
of the girls figured out a good strategy that Mrs. Harless told to the rest of the class, but I
think that that confused the one student more. The rest of the lesson went well, except
students were making silly mistakes, such as 1,024+9,000 equals 10,000. I don’t know if it’s
something that I didn’t make clear enough that they were supposed to stop at 10,000 or not,
but it was only 3 students.
I am realizing that, even though I may say directions, and most students hear
and understand them, that I should probably say things two or three times just for the
students who maybe just need to hear it twice to understand what’s going on.
B. Assessments Used
Interspersed questions and assignment
Try asking different questions.
D. Resources
Lesson 1.4
Time: 11:15-1:20
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The game was a bit of a mess, because some students didn’t understand what they were
supposed to be doing. One thought that they were supposed to be getting points and so he
was adding up the biggest things he could, and the other one was just lost. Two of the girls
figured out a good strategy that Mrs. Harless told to the rest of the class, but I think that that
confused the one student more. The rest of the lesson went well, except students were
making silly mistakes, such as 1,024+9,000 equals 10,000. I don’t know if it’s something that
I didn’t make clear enough that they were supposed to stop at 10,000 or not, but it was only
3 students.
I am realizing that, even though I may say directions, and most students hear
and understand them, that I should probably say things two or three times just for the
students who maybe just need to hear it twice to understand what’s going on.
left.
Lesson Objectives

introduced to Closest Estimation: 10
Minute Math.
After the lesson, students will use easier -Homework

problems to help solve more difficult
problems with 80% accuracy.
Materials Needed: 10,000’s chart, markers, worksheet 13-17

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*hands* raise hands
It is also a Friday, so students will be excited to be done with everything and the long weekend.
Monday is Veterans day so it’s a long weekend.
A. The Lesson
1. Introduction
· getting attention We’re going to start a new 10 minute math activity today. It’s
called Closest Estimation. In this unit, we’re going to practice finding the closest
estimation for multiplication and division problems.
· relating to past experience and/or knowledge You know how to multiply and
divide already, even if it’s just a little bit.
· creating a need to know In our lives, we have to quickly estimate things all the
time, such as “Will I have enough money to buy 4 cheeseburgers from McDonald’s?”
Estimation is a great tool that helps us almost every day of our lives, so it is
important to practice estimating, and build that muscle in our head.
· sharing objective, in general terms We will be practicing estimation, as well as

using easier problems to solve harder problems, which we will get into after 10
minute math.
I will show you a problem for 15 seconds or so, and your job is to choose the closest
estimate. Don’t try to find the exact answer, just an estimate. I also want you to think about
whether the closest estimate is greater than or less than the actual answer. *42 x 18 with
answers 420, 800, and 840* *after 15 seconds* Alright, so who thinks that the first option is
right, raise your hands? Second? Third? *ask why to random *sticks* students to see how
they came up with answers, and also see who else came up with the same thing*. We agree
that 800 and 840 are both close estimates but that 800 is closest. Is 800 greater or less than
the actual answer? How do you know? Figure it out by thinking about the numbers, and not
finding the actual answer. Talk to your neighbor. *after a minute or two, ask students their
reasoning*
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Our next problem is 67 x 45 (280, 2800, 28000). So this problem was a little different
because you had to decide whether was in the hundreds, thousands, or ten thousands. As
you continue doing these closest estimate problems, some of them will be like this one,
deciding how large the answer is. You’ll also be doing closest estimate division problems
later.
Now, we’re going to continue working with large numbers today, including numbers over
10k. We’ll start by solving related problems. As I uncover each problem, think about how the
answer to the previous problem can help you solve the new problem. You should be able to
do these problems mentally. *write 12,385 - 200, 12,385 – 210, 12,385 – 212 on the board,
one at a time* *ask students explanations for how they solved the first problem* What is the
answer to the second problem? How did you find the answer? Did anyone use the answer to
12,385 – 200 to help solve this problem? Here’s a story to help. There are 12,385 people at
a baseball game. If 200 of them leave the game, we know that there 12,185 are left. Use
this story to tell me what 12,385 – 210 means. Will the answer to this problem be more or
less than 12,185? How do you know? What about the answer to 12,385 – 212? How does
that work with this story? Is the answer more or less than the answer to 12,385 – 210?
When you first look at the third problem, does it look hard? Why or why not? Did solving the
first problems make it easier? Talk to your neighbors.
*Write on the board, 7,653 + 400, 7,653 + 420, 7,663 + 420, once the prior one was solved*
After students solve the first problem, ask them to compare 7,653 and the sum 8,053. Which
digits are the same? Which are different? Why?
*Have students solve the 2nd problem, then write the 3rd. Ask students to explain how they
solved the 3rd problem. Did the use the previous answer and realize that the answer would
be 10 more?*
3. Closure
*hand out worksheet* The two problems we just did together may look difficult at first
because the numbers are large, but you can see that if we look at the numbers and think
about their relationship and about place value, the solutions aren’t that bad. Your packet will
be the same kind of questions that we just did together, as well as more, how many steps to
10,000 problems, and some division practice.
This lesson went fairly well. The students seemed to understand fairly quickly
what we were doing with the addition and subtraction. It took until the 2nd problem for the 10
minute math for everyone to, at least pretend to, understand what was going on. We will
have many more of those throughout the unit though, so they will get more practice.
B. Assessments Used
24
Interspersed questions and assignment 13-17
Try asking different questions. On the board, also use far easier numbers, such as 100 +/- 10 -
> 20 -> 22 or something along those lines.
D. Resources
Lesson 1.5
Time: 11:15-1:20
This lesson went fairly well. The students seemed to understand fairly quickly what we were
doing with the addition and subtraction. It took until the 2nd problem for the 10 minute math
for everyone to, at least pretend to, understand what was going on. We will have many more
of those throughout the unit though, so they will get more practice.
left.
Lesson Objectives
25
During the lesson, students will identify -Verbal checking

numbers up to a trillion accurately.
After the lesson, students will use given -Homework

numbers to add as close as they can to
1,000, within 250 above/over.
Materials Needed: 10,000’s chart, markers, worksheet 19
*hands* raise hands
We did not have school Monday because of Veterans day, so it has been a long weekend and
this is the first day back, so they may be a little crazy.
A. The Lesson
1. Introduction
· getting attention For the past few days we have been working with some large
numbers.
· relating to past experience and/or knowledge Are there numbers even larger than
ones we have been working with? Of course there are! What are some numbers that
are larger that you know?
· creating a need to know Some of us will be working with large numbers, probably
because of how much money you are going to be making one day.
26
· sharing objective, in general terms Today we will identify large numbers, and
practice adding to 1,000.
Talk to your neighbor and write down the largest number you know. (Will they write a bunch
of 9’s? Will they write a word?) *Ask students to share their numbers* Write 1,000, 10,000,
100,000, 1,000,000, 1,000,000,000, 1,000,000,000,000. *Point to each and ask students to
identify them. *Ask 5-7 students (whichever, doesn’t matter) to give you one digit each,
making a large number* Write a large number like this on your scratch paper. Keep your
number the same length as ours. I want you to add 10 to it and show how the new number
is different. Next lets add 100, and after that let’s add 1,000. Now we are going to do the
same with subtraction, subtract 10, 100, and 1,000 from your original number. (5,555,555 +
10, 5,555,555 + 100… ) Make sure that you write neatly, because you are going to work with
your partner and show them how your number changes. *give students 5 minutes to do this
with partners, and set a timer* If you and your partner get done early, quietly keep
yourselves busy at your desks.
3. Closure
Now we are going to get to work on our worksheet. We are using the numbers above
(6,5,8,3,1,2,4) to write a number that will equal 1,000 when we add it together with the
first number. (q1: 387 + ____ = 1,000). We can only use the numbers above, and they
are the only numbers you will have to use. With 5 questions, do you suppose we will
have to use some numbers twice? *yes* So do not cross them out. Number 6, you have
to explain, in a full sentence, how you solved one of the questions. And number 7 is
subtraction. Alright, any questions? Go.
This was a shorter lesson than I had thought it would be, even though looking at
it, it seemed short already. I definitely wasn’t prepared to have so much time afterwards, so I let
them have time to work on whatever they needed to get done for other classes. I should
definitely double check next time to make sure that the lessons won’t get done in 15 minutes
like this one did. Although, it is a shorter lesson anyway, I just didn’t have anything else planned
for afterwards. I didn’t want to move on because it is the last lesson (1.5) and next is 2.1.
B. Assessments Used
Interspersed questions and assignment 19
It being a short lesson, there aren’t many ways to differentiate..
D. Resources
27
Lesson 2.1
Time: 11:15-1:20
This was a shorter lesson than I had thought it would be, even though looking at
it, it seemed short already. I definitely wasn’t prepared to have so much time afterwards, so I let
them have time to work on whatever they needed to get done for other classes. I should
definitely double check next time to make sure that the lessons won’t get done in 15 minutes
like this one did. Although, it is a shorter lesson anyway, I just didn’t have anything else planned
for afterwards. I didn’t want to move on because it is the last lesson (1.5) and next is 2.1. The
students also weren’t as bad as I thought they would be (Veterans Day long weekend).
This is also the beginning of subtraction which is usually more tricky than addition.
28
two-digit divisors, using strategies based on place value, the properties of operations, and/or the
Lesson Objectives
After the lesson, students will use multiple -Homework

ways to solve single subtraction questions
with 90% accuracy.
Materials Needed: worksheet 20-23
*hands* raise hands
A. The Lesson
1. Introduction
29
· getting attention We are going to start moving away from addition today and start
to focus more on subtraction.
· relating to past experience and/or knowledge We have been working on addition,

and do you guys remember what subtraction is? You’re right, backwards addition.
Un-addition.
· creating a need to know In your lives you will use subtraction every single day of
your life, whether you realize or not.
· sharing objective, in general terms Today we will learn some new ways to
subtract numbers, and will use multiple ways to solve a single question.
*Make a chart for the multiple ways to subtract large numbers using the following:
subtracting in parts, adding up, subtracting back, and changing the numbers to make an
easier problem, using a problem that the students come up with*
First we are going to start with ten-minute math. *go through that, it’s estimating*
*Write 892-567 on the board* Alright class, I want you to solve this using any of these ways,
or any other way you may already know. *after a minute or two* Okay, share with your
partner and tell them how you solved the problem, make sure that you both have the same
answer as well, if two people have different answers, don’t change them unless you are
1,000 percent sure that you are wrong and you know why you are wrong. *after another 2
minutes* Alright, so what did everyone come up with? *325* And how did you guys come up
with your answers? *hands, and write what they say on the board* *repeat to get different
ways on the board, stopping and asking student to explain why they did what they did*
3. Closure
Alright, so now that we have seen some other ways to subtract, we are going to get some
practice with them, and we are going to get into our worksheet. *have two students hand
them out* I want you to use two different ways to solve 1-4 because you have room for it,
and it’s what the instructions say. Then you are going to do the last page and turn it in when
you are done. After that, because it shouldn’t take too long, keep yourself busy with other
homework or a book.
This lesson went by fairly smoothly, except there were some silly mistakes, such as
7032-124 equaling 6008, instead of 6908. Other than silly mistakes made by a few students, I
thought it went by fairly well. We will get more practice though, so there will be time to work on
it.
30
B. Assessments Used
Ask students similar questions, write more on the board, use another spare subtraction
worksheet just to get students more practice to find something they are comfortable.
D. Resources
Lesson 2.2
Time: 11:15-1:20
This lesson went by fairly smoothly, except there were some silly mistakes, such as
7032-124 equaling 6008, instead of 6908. Other than silly mistakes made by a few students, I
thought it went by fairly well. We will get more practice though, so there will be time to work on
it.
31
5.NBT.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.
Lesson Objectives
During the lesson, students will use clear -Partner check

and concise notation when solving math
problems, so their neighbors can
understand their work.
Materials Needed: worksheet 25-30
*hands* raise hands

32
A. The Lesson
1. Introduction
· getting attention Yesterday we started doing subtraction and used some different
strategies so solve a problem.
· relating to past experience and/or knowledge Today we are going to be doing

much of the same, but we won’t be learning any new strategies, just using the ones
we already have.
· creating a need to know We are going to practice writing clearly and concisely as
well, which will make your teachers happy, and will also help you understand what
you are doing in the future.
· sharing objective, in general terms We are going to be solving more subtraction

problems neatly, to be blunt and to the point.
*write 685 – 367 on board* We are going to be solving this problem on a piece of scratch
paper, but I want you to write your solution as clearly and concisely as you can. What do I
mean by that? Does anyone have a guess? *odds are, they won’t* To answer a question
clearly and concisely, means that someone else can grab your paper, and is able to
understand exactly what you did to solve a problem. Each step is neatly written and your
answer is clear for all to see. So, solve the problem as clearly and concisely as you can.
*after a couple minutes to make sure everyone has an answer* Alright, now hand your
paper to your neighbor, and see if you can understand how they solved the problem without
asking them any questions. If you have a question, raise your hand and I will come and
check. *after that, have students get their paper back*
It is important to record your solutions clearly and concisely for two reasons. First, it helps
you keep track of your work, and second, you can communicate your thinking in a way that
others can easily understand.
Today we are also going to be working on distance problems. *hand out packets* Has
anyone been to any of these places on the map? Cool. In this worksheet, you are starting in
NYC each time, and you are going TO the other location (I got really confused myself trying
to figure out beforehand what we have to do).
3. Closure
Now, do you suppose we are going to be working mainly on multiplication, division,

addition, or SUBTRACTION? Right, subtraction. Before I let you loose, flip to page 28. You
are going to be writing a story problem, and then solving the problem. Alright, back to the
first page. *do the first couple problems together and then set students loose*
33
We maybe should have done the entire first page together, 1-5, because I got a lot of the
same questions. Also, I didn’t specify what makes a story problem, but a lot of students didn’t
have question marks, or coherent sentences. Most students who got one story problem wrong
also got the second one wrong (grammatically), so I only counted one wrong instead of both, for
the sake of their grades. I also had some students take distances from different locations
instead of the ones that they were supposed to (ex: Chicago – 821, Miami – 1,281) and use
those. I have no real explanation for that one, except maybe they were just rushing through it to
get done early? Unsure to say the least.
B. Assessments Used
For homework, have students explain what is actually happening in the story for understanding.
I started in NYC, and have traveled 200 miles, so now I am 200 miles closer, so I should
subtract 200 from the distance I have left.
D. Resources
Lesson 2.3
Time: 11:15-1:20
We maybe should have done the entire first page together, 1-5, because I got a lot of the same
questions. Also, I didn’t specify what makes a story problem, but a lot of students didn’t have
question marks, or coherent sentences. Most students who got one story problem wrong also
got the second one wrong (grammatically), so I only counted one wrong instead of both, for the
sake of their grades. I also had some students take distances from different locations instead of
the ones that they were supposed to (ex: Chicago – 821, Miami – 1,281) and use those. I have
no real explanation for that one, except maybe they were just rushing through it to get done
early? Unsure to say the least.

34
Lesson Objectives
During the lesson, students will identify, -Homework

describe, and compare subtraction
strategies by focusing on how each
strategy starts with 80% accuracy.
Materials Needed: rocket math, assignment 31-33

35
*hands* raise hands
It’s also a Friday lesson.
A. The Lesson
1. Introduction
· getting attention *start off with rocket math (folders) and closest estimate (ten-
minute-math)* We are continuing on our journey of subtracting. We’re not yet coming
to large numbers, but practicing on smaller ones.
· relating to past experience and/or knowledge Think back to our subtraction

strategies *put up strategies poster*. We are going to use what we’ve been practicing
with again today. We’re mostly going to make problems easier today, because who
doesn’t like it when things are easier rather than hard.
· creating a need to know Being able to take a complex problem and make it easier
is a very handy skill for when you need to be able to do calculations in your head.
· sharing objective, in general terms Our lesson will focus on making a question
easier like we did earlier this week, and then solving the original question.
*write 1,423-776 on board* Using one of the strategies we have talked about on our poster
(subtraction strategies), I want you to take a minute to solve this question, and then, when
your neighbor is done, discuss what strategy you used. Make sure you wait until they are
done. *after a few minutes and everyone is done, draw a stick* How did you come up with
your answer? *write what they did on the board, ensuring that what they did was correct,
and fixing anything they may have done wrong* *if they didn’t do it in parts* I like it. I decided
to break this problem down.
1,423 – 776 =
1,423 – 700 = 723

36
Before we try to solve this problem, let’s think of a story context that will help us keep track
of our solution. *hands* (if they can’t) Let’s go with Aunt Liz is driving 1,423 miles. If she’s
already gone 776 miles, how far does she still have to drive?
So if I have started off with 1,423 – 700 = 723, what part of the problem about Aunt Liz have
I already solved? What does 700 mean? What does 723 represent? What should I do next
to finish solving the problem? Talk to a neighbor and solve the rest of the problem using my
first step.
What else would have happened had I started with 1,423 – 800 = 623?
*after a couple minutes of discussion and problem solving*
Today you are going to be given the first step of a problem. Your job is to complete the
solution by starting with that first step. *hand out homework and solve q1 together so
students understand what to do*
Sometimes, it won’t be super clear if I should add or subtract at the end to get your actual
answer though. *write question 2 on board* 1,208 – 297. I want to start with 1,208 – 300,
and can someone tell me why? (it’s only 3 away/far easier/can be done mentally) How can
you use 908, the difference between 1,208 and 300, to solve 1,208 – 297? What happens to
the 3 that was added on to the 297? With a partner, solve this problem by using the start on
the board, or discuss it if you had worked ahead *angry glare (they’re not supposed to)* and
already solved it. Be ready to explain how you knew whether you should add or subtract 3
from 908. Use a representation such as a drawing or number line, or think of a story that will
prove you are right to the class or to someone who comes to visit our class. (911 is answer,
so add 3)
3. Closure
So, remember that you have to solve the problems that they started with, but those won’t be
your final answer. When you are done discussing with your partner, finish the rest of the
pages on your own.
First of all, it’s a Friday and the kids want to not be at school. But oh my. This
lesson did not go well. I did not like any part of it. Beforehand, I thought it would be simple
enough, some wouldn’t get it right away, but it’s not too bad. I had actually left my laptop at
home and so I didn’t use my lesson plan, and oh boy, was it a bad lesson to leave it out…
When it came to actually teaching the lesson though, even I was questioning what I was
supposed to be doing. Asking myself, wait, does this really work? And had to use a
calculator just to make sure the answer was right. A definite flop. Afterwards my teacher told
me that she skips that lesson because students are usually lost. I don’t want to ask my
teacher about every lesson before I teach it, but this made me think that it may be a good
idea. Oofta.
37
B. Assessments Used
Use easier problems, such as 26-11 when trying to explain how to use a starter problem (25-11,
26-10).
D. Resources
Lesson 3.1
Time: 11:15-1:20
First of all, it’s a Friday and the kids want to not be at school. But oh my. This
lesson did not go well. I did not like any part of it. Beforehand, I thought it would be simple
enough, some wouldn’t get it right away, but it’s not too bad. I had actually left my laptop at
home and so I didn’t use my lesson plan, and oh boy, was it a bad lesson to leave it out…
When it came to actually teaching the lesson though, even I was questioning what I was
supposed to be doing. Asking myself, wait, does this really work? And had to use a
calculator just to make sure the answer was right. A definite flop. Afterwards my teacher told
me that she skips that lesson because students are usually lost. I don’t want to ask my
teacher about every lesson before I teach it, but this made me think that it may be a good
idea. Oofta
38
left.
Lesson Objectives
After the lesson, students will use given -Homework

numbers to add as close as they can to
7,500, within 500 above/over.
*hands* raise hands
This is the first lesson of the week.
A. The Lesson
1. Introduction
39
· getting attention *start off with rocket math (folders) We are moving away from
strictly subtraction and are going to be addition and subtraction problems with large
numbers by focusing on the place value of the digits.
· relating to past experience and/or knowledge We have added and subtracted

already but we are just going to move onto some slightly bigger numbers.
· creating a need to know Throughout your lives, I hope that you work with
numbers that are larger that 2,000, which is around the numbers that we have been
using in the past few days.
· sharing objective, in general terms Our lesson will focus on using larger numbers
than we have before, while still using the same techniques that we have gotten
before.
*do rocket math, and after hand out homework* So, as you see, we are playing Close to
7,500, which is exactly the same as close to 1,000 like we’ve played earlier, but instead of
stopping at or near 1,000, we’re stopping at 7,500. I only want you to play one game, don’t
worry about the second game. Remember, each game has 5 rounds. If you get done, you
can do the last page, 49. Do not do 48 yet. *this should last until lunch* *walk around to
check if they’re close to 7,500 and if not, help them understand better the game*
So, if you’re done or not, we are going to discuss some strategies that you have been using,
and if you’re not done, you can use these to finish your game. So what strategies did you
use? How did you use the place value of the digits to hep you choose numbers? Did you
think about each place? Which place did you think about first? How did the digits you chose
affect the sum? *discuss*
After the discussion, allow students to finish the packet themselves.
3. Closure
Make sure when you are working on the 48, that you read what the question is asking you to
do, don’t just look at the words and then immediately ask for help. Actually try and
understand the story problem, and what it is asking. For the last page, you are playing the
Close to 7500 game again, so your answer should be close to 7500, but then remember that
you still have to find your score to get the final answer, just like in our game.
This went by so much better than Friday’s lesson. Today got pushed back a day
because my teacher (who would normally teach on Mondays) broke the nails in her foot, so
a sub came in before math and they ended up just doing multiplication and division
worksheets that we have as extra work. There was still one student who either didn’t want to
40
try, or just could not understand the concept of the game, and the game has partners, so
after a long while of them getting nowhere, I just allowed them to skip the game after 2
rounds, as some people were almost done.
B. Assessments Used
Use easier problems, such as 26-11 when trying to explain how to use a starter problem (25-11,
26-10).
D. Resources
Lesson 3.2
Time: 11:15-1:20
This went by so much better than Friday’s lesson. Today got pushed back a day
because my teacher (who would normally teach on Mondays) broke the nails in her foot, so
a sub came in before math and they ended up just doing multiplication and division
worksheets that we have as extra work. There was still one student who either didn’t want to
try, or just could not understand the concept of the game, and the game has partners, so
after a long while of them getting nowhere, I just allowed them to skip the game after 2
rounds, as some people were almost done.

41
approaches.
left.
Lesson Objectives
After the lesson, and using different sized -Homework

stadiums, students will extrapolate data
and use it to practice addition and
subtraction with large numbers with 80%
accuracy.

42
*hands* raise hands
A. The Lesson
1. Introduction
· getting attention For the next few days, we’re going to be working with this data
*on homework*.
· relating to past experience and/or knowledge The numbers that we are working
with are larger numbers that we’ve been adding and subtracting with in this unit so
far.
· creating a need to know This lesson will give us practice in working with larger
numbers, numbers that you may use when buying a car, renting, or even buying a
house. Granted, the numbers that you will be using when you buy a house will be
larger, it will still be good practice.
· sharing objective, in general terms We are going to practice adding and

subtracting larger numbers today.
*rocket math* Who has been to an event in a large space? What kind of event? When
people go to these events, when do they show up? All at the same time? Early? Right on
time? Late? Do people ever leave early? Why? *there will be a copy of the front page for
students to use throughout the worksheet, and also tomorrow* Take a look at the first page,
have any of you been to any of these places?
*work on the first page together* While we do this, it is very important that we answer very
carefully and know that some problems go back and use prior answers. So question 2 may
use the answer to question 1. What do you suppose we should make sure we do during this
worksheet? You’re right, take your time and check your work!
3. Closure
Throughout this worksheet, we will be using addition and subtraction, but you won’t
know which unless you actually read the problems. If you have a question, do not guess,
ask. Some questions say ‘sold out’ which means that every single seat has been taken.
43
The last thing before I leave you to it, is some questions say all but, or everyone except.
What does this mean? That means that everyone who got a ticket, or is supposed to be
there, is there, except for some number of people. So if the capacity of this classroom is
22 people, and I say that everyone except 2 people are here. How many people are here
right now? 20. Alright, you should be fine to finish the rest of the worksheets.
Working together, I feel like, was a good choice. We ended up doing #10 together as well,
because it was a 2 part question. Some students still managed to get problems wrong that
we did together on the board. I understand now how they are always the first ones done. I
also don’t really like how the worksheet did go back and use prior questions, because if a
student did one thing wrong on the first question, the rest of the questions would also be
wrong.
B. Assessments Used
Questions throughout the lesson and assignment 51-57
Using even simpler language with the students when explaining questions.
D. Resources
Lesson 3.3
Time: 11:15-1:20
Working together, I feel like, was a good choice. We ended up doing #10 together as well,
because it was a 2 part question. Some students still managed to get problems wrong that
we did together on the board. I understand now how they are always the first ones done. I
also don’t really like how the worksheet did go back and use prior questions, because if a
student did one thing wrong on the first question, the rest of the questions would also be
wrong.

44
approaches.
Lesson Objectives

45
After the lesson, students will practice -Homework

using different methods we’ve learned so
far this unit, students will use addition and
subtraction on problems with large
numbers with 85% accuracy.
After the lesson, students will use careful -Homework

reading to identify and solve multiple step
problems using addition and subtraction to
80% accuracy.
Materials Needed: assignment 59-65
*hands* raise hands
A. The Lesson
1. Introduction
· getting attention *no rocket math today, write 69,703 – 55,675 on board* Alrighty
little lords and ladies, are you loving these luxuriously large numbers? Today we are
continuing on our journey to solve problems with large numbers.
· relating to past experience and/or knowledge This is nothing new, we will be

using the same techniques that we have used in the past.
· creating a need to know We still need more practice with these large numbers
and will have today and tomorrow as our last days before we take our quiz. These
will be our last two days of practice which we all could use.
46
· sharing objective, in general terms You are going to use those charts we made
for you for two more days to help you solve the problems, and will even go through a
few multiple step problems.
The numbers that I have written on the board come from somewhere, but where? Look on
your sheet to find which single stadium or arena they come from. You’re right, it’s the
Cajundome. How did you know? (the numbers are from football and basketball) How many
more tickets can be sold for a football game than for a basketball game? I will give you a few
minutes to figure out how many, you may work with your neighbor to figure out the answer if
you want. *after a few minutes* How did you decide to start? Did you use landmark numbers
to make the problem easier? How did you keep track of your work? *write
how they solved on board*
*hand out worksheet after discussion*
Before lunch, you can work on pages 59, 64, and 65 on your own. We will
work on page 60 together when you come back in from lunch. You should
be checking your work and writing neatly, so you should not get done with
all three before lunch, but if you do, read a book and keep yourself busy.
*after lunch* Alright, page 60. *draw circle à* This circle is our arena.
Where does the question say our arena is? (Empire stadium) And what is the total capacity
that Empire Stadium can hold? Alright, so under the circle I am going to put the total
capacity. This is a visual representation of our question so we can see exactly what is going
on. So, let’s go onto q5. How many people area already at the stadium? 40,895, perfect,
and we will put this in the upper half of our circle. So right now, we have a circle that holds
57k people and, as we see, there are 40k people there. What chunk of the circle do I have
to figure out? (we fill in the numbers as we go, so the 12k won’t be there until question 2).
We have to figure out the bottom chunk of our circle, and what two numbers will we have to
use? Right, 57k and 40k. Everyone solve this right now, and I will solve it too to make sure
that you all get the right answer, or see where you went off. (16,650)
*check to make sure students got the same answer*
Now, onto question 6. Same stadium, but now 12,472 more people have arrived, so I am
going to update my arena circle from the last question. (fill it out like the picture above) For
part A, the question wants me to find out how many people are at the stadium right now.
What two numbers will I use to find out who is there right now? (12k and 40k) Excellent, and
that equals? (53,367) For part B, I want to find out how many more people the stadium can
hold. Where is this on our circle chart? (question mark)
3. Closure
47
From there, you already have all the tools at your disposal in order to ace the rest of this
worksheet. Do you suppose, in order to solve the problems correctly, that you have to
actually read what it is asking you? Yes of course. If you ask for help, my first question to
you will be, did you read the question? If you still have a question after that, then I will
help. Take your time, read carefully, you’ll have plenty of time to finish this. Go for it.
Well.. no one liked circle, because they thought it was too much work. Everyone agreed, or
at least said that it was helpful to see what they were supposed to be doing for the
questions, but no one actually used it on the rest of the homework. I can’t say I’m surprised,
because they all are more worried about getting done quickly rather than making sure they
get everything right. That was me as a child too.. they asked me if they had to use it on the
next question too, and I said no, just that it is a tool for us to use if you want to and if they
think it will be helpful. I suppose you can’t get upset when they all want to use what they
already know how to use.
B. Assessments Used
Questions throughout the lesson and assignment 59-65
Interspersed questions, checking for understanding while they work. Optional Circle if someone
is confused by it: below.
D. Resources
3.4
Time: 11:15-1:20
Well.. no one liked circle, because they thought it was too much work. Everyone agreed, or
at least said that it was helpful to see what they were supposed to be doing for the
questions, but no one actually used it on the rest of the homework. I can’t say I’m surprised,
because they all are more worried about getting done quickly rather than making sure they
get everything right. That was me as a child too.. they asked me if they had to use it on the
48
next question too, and I said no, just that it is a tool for us to use if you want to and if they
think it will be helpful. I suppose you can’t get upset when they all want to use what they
already know how to use.

approaches.
Lesson Objectives
49
During the lesson, students will interpret -Verbal Check

and solve multistep problems with 100%
accuracy.
After the lesson, students will solve whole- -Homework

number addition and subtraction problems
with 85% accuracy.
After the lesson, students will take the -Post Test

post-test.
Materials Needed: rocket math, 10-minute math, assignment 67-68, post test
*hands* raise hands
A. The Lesson
1. Introduction
· getting attention This is the last day of this unit, before we get into something
super challenging! Yay! This may be the last quote unquote, easyish day, we have in
awhile.
· relating to past experience and/or knowledge Today will be a continuation of

yesterday, and we will retake the quiz you took on the first day.
50
· creating a need to know This is our last chance for awhile to get more practice on
multi step problems, and working on addition and subtraction problems.
· sharing objective, in general terms We will be solving whole-number addition and

subtraction problems efficiently, as well as interpreting and solving multistep
problems.
*rocket math*
We are also going to do estimation for 10 minute math.
Alright, we have been working on adding and subtracting large numbers for a few days now.
Yesterday, we all finished our homework, but we are going to look back at one of the first
problems we did. *write on board* The question we are going to talk about is 20,049 –
19,763. *sticks, and ask how student solved, and then have them write their solution on
board, making sure students don’t all write the same thing on board* While they write their
solutions on the board, (to rest of class) how did the numbers in the problem help you
choose the strategy you used? How did you keep track of the steps in your strategy? Did
you use just one strategy for this problem, or did you combine strategies? *discuss*
So, even though these problems might look difficult because the numbers are large, the
same strategies we’ve been using still work. We can still add up, or subtract one number in
parts, or change a number. It also seems that you are finding that adding up or subtracting
back to the nearest hundred, thousand, or ten thousand is also very helpful. *hand out
worksheet*
Think way back to when we had our number tower of 21’s. Who remembers what the first
number was? What was the 10th? 210. 20th? 420. So, looking at the tower on our paper,
what number is Felix counting by? How do you know?
3. Closure
You can work on the rest of this worksheet. When you are done, you are going to do the
same test that you took on the first day. Remember, just do your best. Turn it in when
you are done.
This went by pretty well, the students seemed to understand the methods that other students
were using. The post test also went by pretty well. I changed a few numbers and also fixed
some questions that were ‘broken’ (See Pre Post Test Analysis). That being said, most students
still did better than the first time.
B. Assessments Used
51
Post test, assignment 67-68
Interspersed questions, checking for understanding while they work. Optional Circle if someone
is confused by it: below.
D. Resources
Pre/Post Test
For the pre/post test, I used the Post Unit Test from the Investigations Resource booklet, but
decided to change some of the numbers. I decided to do this because I thought there was a
chance of using the book for extra work just in case we needed more practice, and didn’t want
students to have the exact same answers. I was gone (Monday) on the day my teacher gave
the pre-test, and there were many inaccuracies:
Question 1 was worded poorly where there were only supposed to be 1 answer, but
there were 3 (worth 3 points)
Question 2 had an a, b, and c, but it was in 3 separate parts, which some students didn't
understand
Question 7 says to be answered by adding up, and many students answered using
subtraction. Worth 2 points, 1 for adding up, 1 for correct solution.
I felt as though changes were necessary to be a valid test, and the changes I did were:
Question 1 was changed to only have 1 answer instead of 3, which took away 2 points
from the post test (was 3 (one for each option)).
Question 2 was broken into 2, 3, and 4, instead of 2: a,b,c. A couple students still only
answered once though.
Questions 6 (now 8), 8 (now 10), and 9 (now 11), have new numbers.
52
Below the Pre/Post tests are examples of student work, these include the inaccuracies noted
above. The post-test was taken on the Monday before Thanksgiving, so the students had a few
days off, and then took a test.
The following graphs quickly show how students did on the pre/post tests: (student 8 is exempt)
53
Link for the spreadsheet of exact scores.
Original Pre-Test
54
Name_______________________________________________
1. Which number is between 43,234 and 44,434
a. 43,300 b. 43,243 c. 44,241 d. 44, 453
2. Circle the sum that is closest to 10,000
a. 6,217 + 3,684 or 6,248 + 3,671
b. 5,506 + 4,125 or 5,506 + 4,512
c. 1,097 + 8,896 or 1,967 + 8,089
3. Use the numbers below to make two 4-digit numbers with a sum as
close as possible to 10,000. Complete the number sequence.
8 4 6 0 1 4 0 9 5 7
_ _ _ _ + _ _ _ _ = _______
4. 5,519 + _____ = 10,000
5. 49,812 + 12, 409 =
a. 52,221 b. 62,203 c. 62,221 d. 62,321
6. There are 28,617 students at Central Prairie University. 25,438

students live on the campus. How many students do not live on the
campus?
a. 3,279 students b. 3,253 students
c. 3,189 students d. 3,179 students
7. Ava is solving 27,705 – 25,680. She is adding up from 25,680 to

27,705. Her first step is shown below. Show how Ava could complete
her solution.
25,680 + 20 = 25,700
55
8.
Granite Mountain Stadium can
hold 18,000 people. When the
doors opened for a concert, 11,000
people entered the stadium. An
hour later, another 5,000 people
arrived. How many more people
can the stadium hold?
Capacity: _______ people
9. There are 14,602 adults at a concert and 8,099 children. How many
people are at the concert?
10. Explain how can finding 3,649 + 200 help you find 3,649 + 230?
Use FULL SENTENCES with your explanation.
Post-Test
Name_______________________________________________
1. Which number is between 43,234 and 44,434

56
a. 44,500 b. 43,233 c. 44,241 d. 44, 453
Circle the sum that is closest to 10,000
2. 6,217 + 3,684 or 6,248 + 3,671
3. 5,506 + 4,125 or 5,506 + 4,512
4. 1,097 + 8,896 or 1,967 + 8,089
5. Use the numbers below to make two 4-digit numbers with a sum as
close as possible to 10,000. Complete the number sequence.
8 4 6 0 1 4 0 9 5 7
_ _ _ _ + _ _ _ _ = _______
6. 3,519 + _____ = 10,000
7. 49,812 + 12, 409 =
a. 52,221 b. 62,203 c. 62,221 d. 62,321
8. There are 23,503 students at Central Prairie University. 21,438

students live on the campus. How many students do not live on the
campus?
a. 2,135 students b. 2,065 students
c. 2,038 students d. 2,138 students
9. Ava is solving 27,705 – 25,680. She is adding up from 25,680 to

27,705. Her first step is shown below. Show how Ava could complete
her solution.
25,680 + 20 = 25,700
10.
Granite Mountain Stadium can

57
hold 58,000 people. When the
doors opened for a concert, 31,000
people entered the stadium. An
hour later, another 25,000 people
arrived. How many more people
can the stadium hold?
Capacity: _______ people
11. There are 41,231 adults at a concert and 8,099 children. How
many people are at the concert?
12. Explain how can finding 3,649 + 200 help you find 3,649 + 230?
Use FULL SENTENCES with your explanation.
58
Student Work Samples

59
60
61
62
63
64
65
66
67
68
69
70
Sample Letter
Hello Parents,
For the past three weeks, our class has been focusing on addition and subtraction by
using large numbers. Addition and subtraction may seem trivial, but it is always good to get
practice, especially when we start working with larger numbers than students are used to.
Throughout this unit, students have learned several new ways to subtract numbers than
you may be used to. Don’t worry, students weren’t forced to use these methods, but were
simply getting introduced to them so they can have multiple tools at their disposal for
subtraction.
Before the unit started, students took a pre-test over the content that was going to be
covered. This test wasn’t graded, but just a way to see where students were at before we got
into the unit. The average score on the pre-test was 67%, which was moved up to 79% on the
post-test. The post-test was taken a day after the unit was completed. This doesn’t seem like a
significant jump in scores, which was due to a few poorly written questions on my part. I will say
again, however, that the pre/post tests were not graded, and do not 100% accurately represent
your child’s content knowledge, it was simply a question or two over each lesson that was
taught.
Each and every student has shown growth over the past three weeks, and I am very
proud of them. It was always wonderful to see something click in the students brains when they
finally understood a method that we were doing, or were able to correct themselves when they
took the time to look at their work. If you have any questions or comments, feel free to contact
either me or Mrs. Harless! Thank you, and God Bless!
Cody Smith
Cody.Smith@k12.sd.us
(605) 520-5667

Smith - Teacher Work Sample Harless Teresa

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Teaching Work Sample

Goals and Objectives 6

Lesson Plans and Reflections 11

Student Work Samples 58

Immaculate Conception School is in Watertown, South Dakota, in Codington County. Watertown

non families is $29,901.

2020 school year.

Student # Natural Math Word Music Art Bodily People Self

as important for math as it would be for reading.

"About." Icschool. N.p., n.d. Web. 01 Nov. 2019.

Goals and Objectives

Before the lesson, students will take the Pre-Test

During the lesson, students will be introduced to the 10,000’s chart

During the lesson, students will be reintroduced to the 10,000’s chart

During the lesson, students will identify numbers up to a trillion accurately.

After the lesson, students will take the post-test.

MP1 – Mathematically proficient students start by explaining to themselves the meaning of a

MP7 – Look for and make use of structure.

Lesson Plans and Reflections

Date: November 5th, 2019

Reflection from prior lesson: NA

Lesson Goal(s) / Standards

MP7 – Look for and make use of structure.

Objective: Assessment of Objective:

Before the lesson, students will take the -Pre Test

During the lesson, students will be

During the lesson, students will be

*sticks* means draw sticks to see who gets called on

*hands* raise hands

· relating to past experience and/or knowledge

· creating a need to know

· sharing objective, in general terms

2. Content Delivery (Body of the lesson plan)

After the quiz.

Investigations: Unit 3 book

Date: November 6th, 2019

Reflection from prior lesson:

Lesson Goal(s) / Standards

MP7 – Look for and make use of structure.

Objective: Assessment of Objective:

During the lesson, students will be

During the lesson, students will be able to Verbal Check

Materials Needed: 10,000’s chart, Markers, worksheet p 4

Contextual Factors/ Learner Characteristics

*sticks* means draw sticks to see who gets called on

*hands* raise hands

2. Content Delivery (Body of the lesson plan)

Try asking different questions.

Investigations: Unit 3 book

Date: November 7th, 2019

Lesson Goal(s) / Standards

MP7 – Look for and make use of structure.

Objective: Assessment of Objective:

Materials Needed: 10,000’s chart, markers, page 7-11 worksheets

Contextual Factors/ Learner Characteristics

*sticks* means draw sticks to see who gets called on

*hands* raise hands

2. Content Delivery (Body of the lesson plan)

Interspersed questions and assignment

Try asking different questions.

Investigations: Unit 3 book

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

sticks means draw sticks to see who gets called on

hands raise hands

after a couple minutes of discussion and problem solving