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PPS Lesson Plan Template |
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Course: Math |
Period(s): 10:15-12:05 1:00-2:30 |
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Date: September 26, 2022 |
Cognitive Level(s): Remember and Apply |
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Day |
Lesson Plan |
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Monday Tuesday Wednesday Thursday Friday |
Relevancy to other grade levels, content areas, and/or real life: Rounding whole numbers is a process for finding the multiple of 10, 100, and so on closest to a given number |
Materials/Resources: student text book Lesson 1-4, pg.23 |
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Standard(s): 4.1c |
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Essential Knowledge, Skills, and Processes |
1. |
Rounding whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand |
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2. |
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3. |
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Objectives: The students will be able to… |
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Behavior Conditions Criteria |
Read and Round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand Whole group with guided practice along with problem solving and independent practice By the end of this lesson, students will show at least 75% accuracy |
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Misconceptions/Gaps: Students may have difficulty rounding to the desired number. To review how to round, encourage students to write the place value chart, use the number with rules for rounding, and procedure for using the place value, use the number line with rules for rounding, and procedure for using the place value chart (for instance, drawing a box around the letters representing the place that will be rounded) each time rounding is required. |
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Set/Opening Experience: Activate prior knowledge: Math Talk Math Warmup Solve and Share p.23 |
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Learning Experiences – Evidence that the standard is unpacked (Include co-teaching strategies for inclusive classroom and strategies to address achievement gaps) |
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1. |
TSW write the rounding rule for Rounding Whole Numbers. What does it mean to round?Replacing a number with a close value. For example, 96 is closer to 100 than 90. How is rounding used in real life?sav TTW review how to round to the nearest ten and hundred from last year using the chant to remind you of what to do. |
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2. |
TTW give students some examples to model with the change. Monitor to see where and if students are following directions that goes with the rules. |
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3. |
Do the Visual Learning Bridge that reviews how to round a number. |
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4. |
Practice-p. 25 Do 1- 8 together (have students identify the place and the value as a review for each number and at the end, ask them which number is the greatest and least). If time, do numbers 9-16 independently |
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SDI |
Specially Designed Instruction: The Special Education teacher will provide (D. Y., A. J., G. L. and N. H.) small group instruction/ testing, use fluency strategies. (D. Y.) extended time and immediate feedback. (N. H., A. J. and G. L.) repeated directions, use of graphic organizers to monitor comprehension, repetitive guided practice, visual/ physical prompts, modeling, extended time to complete tasks, highlighted material, paraphrasing, KWL Strategy to monitor comprehension during reading, use audio materials to listen to fiction and nonfiction text read aloud and respond orally and in writing to comprehension questions. |
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Vocabulary Strategies: Aligned to learning experiences Introduce Vocabulary for the week: Rounding |
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Differentiation: Identify learning experiences for each tier group. Indicate where student data is located. Tier 1: Tier 2: Tier 3: |
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Closure: Say the chant. Point to different children and have them give the lines one at a time. |
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Assessment: A daily newspaper has a circulation of 126,632. What is this number rounded to the nearest thousand? (a) 126,000 (b) 126,600 (c ) 127,000 (d) 130,000 Let students work cooperatively to get their answers then call on a child from each group to answer. |
Homework: Do numbers 17-24. |
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Formative: TSW answer question: When you see the word rounding, what does it mean? |
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Summative: Friday: Unit 1 |
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Lesson Reflection: |
