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Topic: Math Lesson Plans Developed by: Matt McGraw, Sarah MacDonald Grade level: 4

Theme/Strand: Grade 4 Mathematics - Develop Number Sense

Universal Design for Learning Representation 2.1 Clarify Vocabulary and Symbols Difficult vocabulary will be avoided during instruction, and unknown symbols will be explained before they are used in any activities/assessment. 3.1 Activate Background Knowledge The APK in this activity will refresh student's memories on the topics of grouping and ordering. 3.2 Highlight Critical Features Students' use of manipulatives and place value mats will help them with their visualization, ordering and general logic skills. These features are critical to success in a math class. Action and Expression 4.2 Tools and Assistive Technology The smartboard, manipulatives, and place value mat are all in place to serve the students, and deepen their level of understanding. 5.3 Support for Practice and Composition These activities all encourage practice, and are aimed at lowering studentanxiety by offering a multitude of ways in which the question(s) can be solved. 6.4 Monitor Progress The teacher will be steadfast in monitoring the progress of students, and stepping in to aid when required. These activities each allow the teacher to circulate while the students are working.

Outcomes GCO: Developing number sense SCO: N1 Represent and describe whole numbers to 10 000 concretely, pictorially and symbolically N2 Compare and order numbers to 10 000. SWBAT: Students will be able to represent numbers up to 10 000 in multiple ways, and show why more than one representation can be correct. Students will also be able to take a series of numbers, and order them to create larger or smaller numbers. Assessment (formative/summative, self/peer) What prior data is informing your instruction? Students already have basic knowledge of numbers and this will be tapped into when demonstrating alternative forms of representation. Furthermore, the students will have already used (on a basic level) place value mats along with manipulatives. What assessment strategies will measure the learning from the outcomes? Assessment can be done continually during these activities, as the teacher is free to walk around. Furthermore, the exit tickets can be viewed afterwards as a good representation of whether or not the students (as a whole) are understanding the concepts. The completion of the exit ticket along with the activities will both prove to be worthwhile measurements of learning.

Required Materials, Tools and Technology Smartboard Set of Cards (APK) Place Value Mat Manipulatives Handout #1 Special Concerns These math activities are intentionally tailored to minimize the number of 'right' or 'wrong' answers, and instead emphasize the importance of justifying an answer and estimating. Also, many of these questions provide the opportunity for multiple correct answers. Hopefully this will help in creating a challenging yet safe environment. Differentiation Learners will be given an opportunity alone, as a small group member, and in a wholeclass discussion. Also, the activities encourage the learners to embrace their answer, and justify why it makes sense to them. In-Class Support Many of the available in class materials are being used. Use of place value mats, manipulatives and the smart board should prove a plentiful amount of resources. Cross-curricular Connections Money is used in Handout #1, and gives students the opportunity to estimate the price of real world objects. Not only does this demonstrate a level of relevance to math which the students may not have seen, it also generates more interest than a generic math question.

Timeline / Elaboration Before (APK) 10m Students will be given a bag of 4 paper squares with random numbers ranging from 1-9. As a group students are asked to take their set of cards and create the largest and smallest numbers possible with their cards. To ensure understanding, the teacher will ask the groups to share the two numbers they have created in order to demonstrate to the class the vast range of numbers that can be formed. This will also provide the students with plenty of examples of why ordering is important. During 35m After the APK the teacher will form students into groups of four and will give each group a place value

Engagement 7.1/7.2/7.3 This lesson hits the three points listed, as the activities encourage individual choice, and are aimed at lowering academic-anxiety. Furthermore, relevance between whole number size and money will be seen by the students as they estimate how the perceived value of a real world item compares to its monetary value. 8.2 Optimize Challenge This lesson is designed to challenge those who desire it, yet still prove accepting for those who are struggling. The nature of the questions (with an emphasis on the exit ticket) is one which allows the students to create the level of difficulty appropriate to themselves. 8.3 Foster Collaboration and Community The activities and the opportunities to share answers allow the class to view its learning process as a communal growth. 9.3 Develop Self-Assessment and Reflection While circulating and while examining the exit tickets, the teacher will be able to get an idea of the effectiveness of their instruction. This will of course lead to reflection, and an examination of how to optimize the learning process.

mat with a set of manipulatives. The teacher will then ask students to use manipulatives and the place value mat to represent the number displayed on the smart board. The teacher will show only one number at a time (roughly 1.5min per slide) and will encourage groups who finish quickly to find other ways of representing the same number. Once this activity has finished, distribute handout #1. Inform the students that they will be making estimations in order to demonstrate their knowledge and sense of whole numbers. After most of the students have completed the work sheet, ask students to share the answers which they had. Ask questions such "why did you choose that number?", "which questions were hardest to estimate? Finally, as a whole class, estimate which item on the list is cheapest, which is most expensive, and where the others fall in between. Opportunity for individual/small group instruction During both activities (place value mat/ handout #1), the teacher can circulate and silently assess the progress of the students. In doing this, the teacher can take note of students who excel, and students who struggle, and tailor future instruction accordingly. Furthermore, if the teacher notices that a particular area of the subject matter is proving difficult, it prove an ample opportunity for self reflection, and specialized instruction. After 5m Exit Ticket: Present students with a few example questions which are based on numerical requirements. For example, present the students with the question "Write a number that has 34 tens", and then offer the answer 340. After performing a check for understanding, have students write and solve their own question on a small sheet of paper. Ask them to hand in their work as they leave the class, and congratulate them on a day of hard work.

Reflection This class will have students doing the majority of the teaching themselves. The teacher will facilitate and guide the initial learning processes, but will provide students with the proper mediums for fostering their own authentic understanding of the material. The APK will provide students with an activity which requires them to think, reason, and consider the importance of ordering. When this activity and the students' answers are shared in a discussion, the students will also glean the wide variety of numbers which were used. The place value mat and manipulatives are another great example of mediums which allow the students to form their own understanding. Both of these things provide a logical basis from which the students can begin to solve and reason through the posed problems. Finally, the Exit Ticket is designed to be as challenging as the student chooses for it to be. Furthermore, it allows the instructor to assess how and what the students have learned, and consequently reflect on the effectiveness of their own instruction.

Handout #1

Estimating Exercise: Practice your estimation skills by writing down a reasonable price for the following items. Hint: Ask yourself questions like 'Is it over 10\$? Is it over 100\$? 1000\$?'

1. Soccer Ball

__________ \$

2. Boat

___________\$

3. Chocolate Bar

___________\$

4. House ___________\$