HSOE Lesson Plan Template

HSOE Lesson Plan Template

GRADE 4th Grade

SUBJECT Math-place value

This lesson will give students review on place value to the millions place using
LESSON
base ten models and other hands on experience to develop understanding.
SUMMARY
Students will then apply their knowledge of place value to learn what standard
form, word form, and expanded form are.
How is Theory Metacognition theory and critical thinking is applied to this lesson because it
applied in this promotes high level cognitive skills by offering reflection and allowing students
lesson? to explain their reasoning for their answers.
OBJECTIVE.
What will your students be able to do?

Students will be able to understand what place value means and also understand that as a digit moves to
the left of a chart it becomes ten times bigger. Students will also be able to read and write multi-digit
numbers using base ten numerals, number names, expanded form, and word form.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Throughout the week a check for understanding will take place during my teachers path. Here, I will
walk around during independent practice to make sure that each student is modeling what was shown
during direct instruction (retention and motor reproduction). Students who show retention will receive a
star as motivation to continue working hard. Students mastery will be assessed at the end of the week
with a short five question quiz. The questions will include explanining and giving examples for number
form, expanded form, and word form.

COMMON CORE
How will you address Common Core standards?
CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents
in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value
and division.

CCSS.MATH.CONTENT.4.NBT.A.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.
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DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.

During my teachers path students who are struggling with the work during independent practice will be
my first group of students for small group for the day. For students who are English Language Learners
I will provide lots of picture representations during direct instruction (Iconic stage) and pair them with
helpful students (MKO-Vygotsky). For my special needs students modified work will be given which
may include lower grade level work or other special assignments. To elevate students thinking I will
incorporate facillitating questions (Can you show your work?, how did you get your answer?, is there
another way to solve this problem?) (Metacognition).

OPENING (10 minutes suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you
communicate how it will happen? Projector
How will you communicate its importance? How will you Notebooks
communicate connections to previous & future lessons? Pencils
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
Display Do Now on
2 Students will be greeted at the projector, along with class
mins ramp and given clear instructions Students will enter the agenda.
on completing the Do-Now that classroom at a voice
will be displayed up on the board. level 0 and begin the Culture- Students will be
Do-Now that will be welcomed with a smile and
I will walk around to check every displayed on the board. high five and told to put on
students Do-Now, giving out stars Students will take out their thinking caps! (Vygotsky)
8 for complete and correct work and their notebooks from
mins circles for work that needs to be their desk, take one Operant conditioning and
reviewed by the student. For pencil and begin positive reinforcement- Here
students who have trouble with the promptly. students will get into the
Do Now I will direct them to look routine of grabbing their
at anchor charts or ask their partner notebooks and beginning the
to explain how they dervied to their Do-Now that will be displayed
answer (metacognition). on the board. During this time I
will praise groups and students
who are on task and following
directions.

INTRODUCTION OF NEW MATERIAL (10 minutes

suggested) Projector screen
What key points will you emphasize and reiterate? Anchor chart
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to
all students?

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Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
5 I will let students know that they Students in with their
mins will review place value but first table mates familarize
they will get five minutes to play with the base ten Direct instruction
with the base ten models. I will ask model.
5 students what is the differnce Operant conditioning -Students
mins between the blocks. I would also Students will follow will come to the carpet
want them to tell me why are they along as I explain what (routine) to review what place
different (metacognition). standard form, value is and learn that the
expanded form, and number becomes ten times
An anchor chart will be displayed word form is. bigger as it moves to the left.
for student to look at that has
pictures and definitons of standard Enactive stage-hands on
form, expanded form, and word method of learning and
form. manipulating objects.

Iconic (image-based)- concrete

situation
GUIDED PRACTICE (15 minutes suggested) Projector screen
How will you clearly state and model behavioral expectations? Doc cam
How will you ensure that all students have multiple opportunities to Markers
practice? Line paper
How will you scaffold practice exercises from easy to hard? White boards
How will you monitor and correct student performance? Expo markers
Why will students be engaged and interested? Anchor chart
TIME TEACHER STUDENTS
Direct instruction
2 Here I will give various problems Students will share
Mins and have students use critical what they think Symbolic (language-based)-
thinking to figure out if the standard form, words and symbols
problem is expanded form, word expanded form, and
form or standard form. word form is. Social interaction-working as
5 I will choose one student to pairs students will share their
mins explain why it is standard form, response.
expanded form, and word form.
Here I will tell students to pay I Do, We Do, and You Do-
attention to what the student is Zone of Proximal Development
doing, to see if they agree or
8 disagree (metacognition.
mins
I will then model to students how I
would solve the problem. I will say
I think its standard form because..

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 Or I can use a place value chart for
word form because

This will allow students to see that

talking about a problem as you
solve builds understand.

Students who participate will

receive points towards earning
prizes on Fridays.
INDEPENDENT PRACTICE ( 25 minutes suggested)
How will you clearly state and model behavioral expectations? Pencils
In what ways will students attempt to demonstrate independent Place value worksheet
mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
Students will work
15 Here students will individually independently on the
mins practice place value problems. practice worksheet.
Students will change standard form Symbolic (langauge-based) If
to word form and word form to students need help, they will be
standard form. Students will also required to take a look a both
change from standard form to anchor charts that were used
expanded form. Students will check from the lesson.
10 each others work using
mins I will also explain to students that think, pair share Collective self-efficacy-Group
the entire class has a goal to to explaining how they discussions and pair
work quietly, put forth effort, and derived at their discussions
write down questions where they answers. Students will
are confused (self-efficacy). either agree or disagree
but need to provide an
After the time alloted students will explanation as to why.
check their work with their groups.
They will help to explain their Questions students will
answers with supporting facts. If ask each other:
their partner disagrees they will
have to explain why What is this
(metacognition). problem all
about?
Students who dont finish will need What strategies
to make up the work at lunch time. can we use to
solve this
problem and

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 why?
(metacognitive
questions)

CLOSING ( 5 minutes suggested)

How will students summarize what they learned? Pen
How will students be asked to state the significance of what they Line paper
learned?
How will you provide all students with opportunities to demonstrate
mastery of (or progress toward) the objective?

TIME TEACHER STUDENTS

5 I will ask students what new words
mins did they learn today. I will also ask
students what did they find to be
difficult. I will take notes to use for
the next lesson.
Students will raise their Teacher self efficacy-dont
hands to answer utilize a teacher-driven
questions. approach and only I am talking.
Guided questions:

I will call on students who raise a What did we learn

quiet hand. (operant conditioning) today? What did you
find to be difficult?

What new vocabulary

words did we learn
today? Can you tell me
what they mean?
HOMEWORK (if appropriate). How will students practice what they learned?

A formal assessment will be given to students the following week on standard form, expanded form,
and word form with pictures (base ten model) and still will have to explain their answers with a
sentence. Each form will also be displayed in students homework for the next couple of weeks. Students
will also practice what they learn in daily Do-Nows.

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