Daily Lesson Plan (Template)

Name: Tanya Gibson

22-16

Date: 8-21-16/8-

Subject: Mathematics
Value

Topic: Place

Grade: 4th grade

Lesson: 60 minutes

Length of

Introduction (Essential Question):

What is place value?
Standard: Number and Operations in Base Ten
Cluster: Generalize place value understanding for multi-digit whole numbers.
Objective: M.4.NBT.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.4.NBT.1)
M.4.NBT.2 - read and write multi-digit whole numbers using base-ten numerals, number
names and expanded form and compare two multi-digit numbers based on meanings of the
digits in each place, using >, = and < symbols to record the results of comparisons. (CCSS
Math.4.NBT.2)
Specific Objective:
Students will recognize a digit represents 10 times the value of what it represents in the
place to its right.

Method(s):
The teacher will begin by refreshing the students on place value from the previous lesson. Once this has been
established the teacher will move on to skip-counting with the students by 3. The teacher will now have a blank
place value chart unlabeled on the board. The teacher will then have the students retell where the places should
go on the chart. The teacher will give students more equations to work on the board together as a class. Then the
students will work on their Eureka workbooks.
1

Materials:
-

Eureka math books.

White board
Teacher edition Eureka math book.

Direct Instruction:
The teacher will begin with refreshing students from the previous days lesson on place value. Next, the teacher
will have the students skip count by 3s and 4s forwards and backwards. Once this has been completed the
teacher will draw a blank place value chart on the white board and have the students tell him or her where each
of the place values are supposed to go. The teacher will then give the students equations to answer as a whole
class.
Guided Practice:
The class will work together by answering the different equations the teacher has given to show and improve
comprehension. Also, the class will tell the teacher where each place value is to be placed on the chart before
beginning equations. The teacher will introduce equations that are worded like the following 10 ones x 10 = 1
______. Answer = 1 hundreds or 100. The teacher will also explain that when the answer is written as 1
hundreds this is unit form and when the number is written such as 100 then this is the standard form. The
teacher may use the Eureka teacher edition book to ask sample equations or make up his or her own.
Differentiation:
For the auditory learners these students will show comprehension through listening to the teacher and the
answers supplied by both the teacher and other students.
For the visual learners these students will show comprehension through seeing the visual of the chart on the
white board.
For the kinesthetic learners these students will show comprehension by answering the equations or coming to
the board and showing their work on the white board.
Lesson Closure:
The teacher will end the lesson by asking the EQ and then asking the students to tell the teacher the place values
on the chart. (the teacher will need to erase all the place values on the chart so students can have a blank chart).
The teacher will also give an exit equation to show comprehension.
Independent Practice:
Students will work on the next set of worksheets in their Eureka book that coordinates with lesson 2. Depending
on if students finish the worksheets or not will depend on if they will be given time to complete the next day
before starting the next lesson. If students are still continuing to show signs of struggling the next lesson shall
be broken into groups with the Title 1 teacher.
Assessment:
Students will be assessed based on class participation and how well they do on the worksheets in the Eureka
math books. This will also allow the teacher to see who is struggling and who is not.
2

Lesson Reflection:
After teaching this lesson I noticed that many of the students in the classroom do not fully understand their
place values and how to multiply by 10 when it is given in a word form equation. I feel that is it the way that
the equations are worded in the math text but I am not 100 % sure. I will converse with Mrs. Bennett and get
her feed back on what could be changed or what would be the best way to break it down for the students that are
struggling.
How I would teach this lesson differently next time.
1. I would have retaught lesson 1 instead of moving on to lesson 2.
2. I would allow time to break students up into groups to work on the place values.