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UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Yashmeeta Sharma PSMT Name:

Mathematicians
Lesson Plan
Explain Their Lesson Plan Topic: Math
Title: Thinking

Date: 30 minutes
Estimated Time:

Grade Level: Charlotte and Jerry Keller ES


4th grade School Site:

1. Standard (s:
CCSS.MATH.CONTENT.4.NBT. B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

2. Teaching Models): I do, we do, you do. Team, pair, solo.

3. Objective(s): Students explain their thinking through solving it in a different way,


discussing what information was important, giving a real-life example, creating a similar
problem.

4. Materials and Technology Resources: Graphic organizer, dice, and worksheet of word
problems.

5. Instructional Procedures:

a. Motivation/Engagement: TW discuss that today students will be playing a dice game.


The goal is to not solve the problem perfectly, but to explain their thinking. TW present a
graphic organizer that involves dice
Dice Roll:

1: have to explain how they know the answer is correct

2: they have to solve it in a different way,

3 is answer what information was important

4: Giving a real-life example

5: Creating a similar problem

6: Free choice (any of the options above.

TW model how to do each of the dice rolls and what the outcome should look like. TW release
students to teams.

b. Developmental Activities or Learning Experiences: SW solve the problem together in their


group. Then they practice in their teams with one person rolling the dice and answering the
question at a time. After everyone has a full round, TW bring it back to WG where students will
explain their thinking

c. Closure: Students have 30 minutes for the independent practice. After that, they will have a
quiz with homework to match the words.

d. Extension: TW reiterate the importance of students and teachers themselves being able to
explain their thinking.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Students will have teachers anchor chart, sentence stem for each roll dice, multiplication
chart, grid paper to align numbers when using the standard algorithm and partial products.

7. Assessment and Evaluation of Learning:

a. Formative: They utilize self-assessment tools to determine if they are experts,


practitioners, apprentices, or novices.

b. Summative After the end of the week they will have a speaking and listening grade on
how well they are able to explain their thinking.
8. Homework Assignment: Solve a word problem and explain their thinking by answering all
five questions.

9. Reflection:

a. Strengths: Students are able to tell each other how they know if the answer is correct
and acknowledging what information is important

b. Concerns: Students are having difficulty solving it in a different way and creating a
similar problem.

c. Insights: This activity has highlighted why students accountable talk was so
imperative to creating productive student to student discourse. However, to make it more
meaningful and guided, this dice game has allowed them ask/answer different questions. Some
of which they have not been exposed to.

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