GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Jeanette Bedwell

Name:

Grade Level: 4

Date: 11/18/20

Unit/Subject: Unit 1 – Math -

Instructional Plan Title: Understanding Place Value

Lesson Summary and Students will use what they know to read, write, and compare multidigit
Focus: numbers. They will know that each place in a number is ten times greater
than the place that sits to its right can help them determine the value of
numbers. Additionally, they will also use place value to round numbers
and add and subtract multi-digit numbers.

Classroom and Student There are 34 students in the class and their desks are arranged in pairs to
Factors/Grouping: offer collaboration and peer support opportunities. Included in the 34 are
5 students on an IEP, 2 ELD students, and 3 students with 504’s.
Differentiation throughout the day is provided by the classroom teacher
and the RSP aid that is a push in resource for most of the day. Some
students are also pulled out of class for intervention.

National/State Learning 4.NBT.A. 1

Standards:
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.

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.

Specific Learning  Students will be able to identify a digit’s place value position,
Target(s)/Objectives: value, and how many times greater it is when compared to the digit
on its right when given a multi-digit number by using/writing

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standard, word, and expanded form in a place value chart.

 Students will be able to read and write standard, word, and

expanded form when given a multi-digit number verbally.

 Students will be able to fill in a multi-digit comparison sentence

frame correctly by using the <, >, = symbols.

Academic Language Clarify

Compare

Explanation

Represent

Place Value

Period

Standard form

Word form

Expanded form

Digit

Each word will be read out loud by the teacher and then students will
repeat the word chorally. We will then look up each word in the glossary
and a student will be selected to read the definition out loud. Students will
then teach their partner the definition (pair share). There will then be an
anchor chart that uses color coding to show the math vocabulary in a
math example. Vocabulary cards can also be used for ELD students or any
others that need vocabulary support.

Resources, Materials, Teacher materials: Anchor Chart, document camera, projector, math video,
Equipment, and Interactive math slides, index cards.
Technology:
Student Materials: Vocabulary cards, math book, paper, pencil, dry erase
place value chart, dry erase marker and eraser, base-ten blocks.

Section 2: Instructional Planning

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Anticipatory Set Time

Needed
 I will use a place value video and ask students to describe what they think place value
is after watching the video. 8
 Students will compare their individual ideas to the definition of place value in the math minutes
books glossary.
 Students will be shown and work out a math slide/problem to help connect the new
idea to their prior knowledge.

Multiple Means of Representation Time

Needed
 I will use a dry erase place value chart to teach students how to identify a digit’s place
value name and the digits value.
 I will model some examples on the document camera before allowing students to work
independently.
 I will use interactive slides to check for understanding, model, and discuss responses
as a whole class.
 Students will independently complete a math worksheet.
20
minutes
 English language learners (ELL): Will have printed and color coded vocabulary
definitions with math problem examples to reference. They will be pulled into small
groups as needed for hands on activities. Additionally, the video link will be posted in
their Google Classroom for them to reference when they are away from the classroom.

 Students with special needs: These students will be in small groups doing hands on
activities but will also have a support aid/staff as needed according to IEP’s. All 504
accommodations like preferential seating, chunking, written and repeated directions will
still be in place. The teacher will also stay engaged with these students/groups so that
they are able to be redirected as needed. They will also have the same vocabulary and
video supports as the ELL students.

 Students with gifted abilities: These students will be pared with those that finish early so
that both partners can explain their reasoning to the other regarding each problem on
their completed assignment. Additionally, they will be offered computer learning
games/lessons that have been pre-determined for their academic levels.

 Early finishers (those students who finish early and may need additional
resources/support): These students will be pared with those that have gifted abilities so
that both partners can explain their reasoning to the other regarding each problem on
their completed assignment. Additionally, they will be offered computer learning
games/lessons that have been pre-determined for their academic levels.

Multiple Means of Engagement Time

Needed
 I will use an interactive slide set where students can volunteer/be randomly chosen to
come up to the board and manipulate the slide in order to complete the problem.
 I will model an example under the document camera and then have students do the next

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problem on their dry erase sheets and hold them up when completed.
 I will then have students turn to their partners (pair share) and explain their reasoning
for completing the problem the way they did.
 Students will then complete an independent math worksheet.
 Small groups will take place during their independent time where I can complete a math 30
activity with ELL and Special needs students. I will also have an opportunity to call any minutes
other students back to the group that need additional help with a skill.
 “How is using a place value chart and using expanded form similar and different?”
 “How are the standard form, word form and expanded form of a number related?”

 English language learners (ELL): By using manipulatives, visuals, color coding, relating
problems to real world situations, and encouraging a growth mindset the activities we do
as a whole class and in small groups will create transfer and self-confidence.

 Students with special needs: Like ELL students, special needs students will be using
manipulatives, visuals, color coding, relating problems to real world situations, and
encouraging a growth mindset the activities we do as a whole class and in small groups
will create transfer and self-confidence. Additionally, they will be able to dictate
information have the instructions read to them multiple times, have activities and
classwork chunked. They might receive extra time and an aid that will be able to give
them additional 1:1 time.

 Students with gifted abilities: These students will be able to teach others and without
realizing it at first offer reasoning through collaboration with their peers. They will also be
able to work on problems or activities that are at a higher rigor.

 Early finishers (those students who finish early and may need additional
resources/support): These students will be able to check their assignment using the
answer key and then go back and redo missed problems on a separate sheet of paper
showing their work. At that point they my want to add themselves to a small group I meet
with so I can clarify any misconceptions and reinforce skills.

Multiple Means of Expression Time

Needed
While the lesson is being facilitated the use of thumbs up-thumbs middle-thumbs down, pair
share conversations, small group activities, white board responses, and hand raising will be used
as formative assessments to determine the need for re-teaching.
Students will independently complete an in class math worksheet that prompts them to show
their work. This will be used to show their understanding of the lesson as a summative
assessment. Additionally, those that have time will be using online learning games that share 15
data to the teacher will also be used as a summative assessment of knowledge. minutes

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 English language learners (ELL): These learners will have the continued use of their
vocabulary definitions, visual examples/models, and the online video when completing
their work sheet. Additionally, my conversations with them regarding reasoning will serve
as a summative assessment in checking for understanding. They will also be able to use
manipulatives to “show their work.”

 Students with special needs: Like the ELL students these learners will have the
continued use of their vocabulary definitions, visual examples/models, and the online
video when completing their work sheet. Additionally, the teacher or their aids can read
the questions to them. They will also be able to tell the aid or teacher verbally what step
comes next in a process or what to write (dictation). This still shows their understanding
but in a more verbal than written setting.

 Students with gifted abilities: These students will be able to complete the assignment
also other will, but they will also be given the opportunity to create their own math
problems for others to solve. They could even create a google slide presentation
shoeing how to solve a couple of their problems step by step.

 Early finishers (those students who finish early and may need additional
resources/support): By having these students check their work using the answer key and
then correcting any incorrect problems on a separate sheet of paper. They are being
given the opportunity to reflect on their previous work. This would be an additional
summative assessment. They could also use draw pictures to represent their
understanding as “showing their work.”
Extension Activity and/or Homework Time
Needed
The students will take home a family letter explaining to parents the skill we are working on for
the week with tips for discussions and a family activity that could be done independently, with
siblings, or other adults in the home. The activity would ask the parent to have the student do
specific task like writing a number in one of the three forms and then the student would ask the
parent to do the same thing with a different number. This reinforces the skills learned during the
day as well as encouraging families to participate and encourage their child’s learning.
10-15
minutes
max.

Reflection:

During this lesson students received differentiated instruction with verbal, visual, physical, and social

learning styles. Students were given verbal instruction from a video and the teacher. They were given

visual instruction by using dry erase boards, modeling, anchor charts and other visual aids. They used

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GCU College of Education
LESSON PLAN TEMPLATE
physical learning when participating in hands on activities during small groups and by participating during

the interactive slide instruction. Finally, they used social learning when they pair shared and collaborated

with their partners to explain their reasoning for completing a problem the way they did. The English

language learners, special education students, and gifted and talented students received differentiation in

many ways. They were able to dictate information to others, use manipulatives to show their work,

participate in hands on activities, use visual aids throughout the lesson, work with an aid or the teacher in

small groups, participate in extension activities and online learning games. The web 2.0 tools/technology

that was used consisted of learning games, iReady lessons that are at a predetermined level for each

individual student and google classroom with a linked place value video for students to observe in or

away from the classroom as needed. I could also have put the worksheet into Formative, for students to

receive immediate feedback on their answers as well as use online math tools to help them solve

problems.

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