LESSON PLAN OUTLINE

Kristen Davison

A. TITLE/TYPE OF LESSON: ​Estimating Products

B. CONTEXT OF LESSON
Students have just begun their multiplication unit. We have been taking multiplication fact
quizzes to keep students practicing and demonstrating their memorization of single digit
multiplication facts. Last week, we began working on multiplication properties including
commutative, associative, identity, and zero. They are ready to work on estimating products
because they will be able to recall strategies that they used to estimate sums and
differences. We will round factors and multiply, which will prepare them for the following
lesson on 2x1 and 3x1 digit multiplication.

C. LEARNING OBJECTIVES
Understand​ – what are the
broad generalizations the
students should begin to
develop?
Know​ – what are the facts, Do​ – what are the specific
rules, specific data the thinking behaviors students
students will gain through will be able to do through this
this lesson? lesson?

Students will understand the
process for estimating
products - rounding then
multiplying.
Students will understand why
sometimes it is appropriate to
only round one number when
estimating a product.
Students will know strategies Students will participate in
for estimating products. white board practice by
rounding numbers to
Students will know how to estimate products.
solve 2x1 digit and 3x1 digit
multiplication when the Students will use the Pearson
larger number ends in zero. Realize program to work on
online practice with
estimating products.

D. ASSESSING LEARNING
● I will observe students and their answers during the whiteboard practice and make
notes of student performance.
● I will walk around during independent practice with Pearson Realize. After
everyone has completed the practice, I will go on and look at the scores. I will make
note of the students who did not seem to understand the process of estimating
products.
E. RELATED VIRGINIA STANDARDS OF LEARNING
4.4 The student will
b) estimate and determine sums, differences, and products of whole numbers;

F. MATERIALS NEEDED
● Estimating Products​ Google Slides presentation
● White boards
● Dry erase markers
● Chromebooks (to complete Pearson Realize exercises)

G. PROCEDURE

Preparation of the Learning Environment

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After students finish their 2-minute multiplication quiz, I will play the transition song while
students grab their dry erase markers and form a single file line to grab a whiteboard.

Engage: Introduction of the Lesson

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I will show the title page of my Google Slides presentation on the projector. I will have
students think/pair/share about what it means to “estimate products.” When students
share, I will guide them to the fact that a product is the answer to a multiplication problem,
and estimating means approximating rather than getting an exact answer.

Implementation of the Lesson

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● Have students recall estimating sums and differences and the process that we used
to do so. Use the problem on the slideshow to remind students what they did:
rounded each number then added or subtracted. Remind them that, when you are
not given a specific place value to round, you should round to the highest place
value.
● Introduce estimating products and reinforce that we will use the same process that
we did for adding and subtracting. First, talk about rounding only one number in the
problem. (Ex: In 789 x 3, we would only round the 789.) Discuss why we usually do
not round single digits.
● Demonstrate how to multiply 2x1 and 3x1 digits when the 2 and 3-digit numbers
end in zeros. First, demonstrate the normal multiplication algorithm.
 ● Ask students what they notice about the relationship between the zeros in the
problem and the zeros in the answer. Guide them to the fact that we can multiply
whatever is ​not ​a zero first. Then, we can add the number of zeros we had in the
problem to the end of our answer.
○ For example: 789 x 3 rounds to 800 x 3. 8 x 3 = 24 and we will add the two
zeros in the problem to get an answer of 2,400.
● Use the word problem in the slideshow to provide another example.
● Ask for questions and clarify any misconceptions or confusion.
● Have students get out their whiteboards and dry erase markers. Put up different
practice problems on the slideshow. Do a couple examples together. Then, have
students estimate the products on their own whiteboards. ​While this is happening,
go around the room and observe students’ thought processes while solving the
problems. Ask guiding questions. A ​ fter students have had time to solve, have them
hold up their whiteboards to see all answers at once. Then, go over each problem as
a whole group and call on students to perform each step.

Closure
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Do an example of an estimating products problem that will be asked on the Pearson Realize
program. Then, have students log on to Pearson Realize and complete Practice Buddy 3-2.
When they are finished, they may work on IXL D.13 and D.14.

Clean-up
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*​First group​: Have students wipe off their whiteboards and put them in their desks.

*​Second group​: Have students wipe off their whiteboards and make a single file line to
return them to the bin.

H. DIFFERENTIATION
● During independent practice, I will have Mrs. L work with the student in our class
who has a reading accommodation.
● I will be observing students and their answers during the whiteboard practice. I will
make note of students who are consistently getting wrong answers. I will have Ms.
B, our aide in the classroom, pull these students for a small group during
independent practice.

I. WHAT COULD GO WRONG WITH THIS LESSON ​AND​ WHAT WILL YOU DO ABOUT IT?
● Students are not raising their hands to answer my questions or participating in the
white board activity.
○ I will use Mrs. L’s cards to call on students. I will make it known to the class
that I will be calling on people whether they are raising their hands or not.
● Students consistently give wrong answers during practice
○ First, I will ask guiding questions to the group to see if this helps, then I will
make note of these students and pull them into a small group during
independent practice to determine the disconnect.
● Individual students are off task / misbehaving
○ I will first redirect the student. Then, I will take Dojo points if need be.
● The class as a whole is talking while I am teaching or not participating
○ I will take “teacher points” on the class scoreboard.