Title of lesson Adding 4 digit numbers using Place Value

Charts
Grade Level 4th/5th
Standard(s) CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole
numbers using the standard algorithm.
Class Population 28 students. This is a small group lesson with
4 to 5 students. Most of my students are
below grade level so sometimes the
standards are tweaked for the students to be
able to master a certain skill.
Planning/Designing Learning Experience For this lesson I look at an assessment that
was given to help guide the math group to
help them master the skills that they need.
Lesson Objective Students will be able to master the skills to
add 4 digit numbers using the place value
chart
Academic Language Place value
Language Supports The language support that I will use is just to
explain more than once what I am asking of
them and what they need to do.
Materials and Resources Materials: white boards & markers for all
students with me
Formative Assessment The assessment strategy I am going to use is
looking at their work on the white board and
then asking them to check their answer
using standard algorithm.
Possible Challenges/Misconceptions One of the possible challenges I can see
happening is not understanding the
regrouping and how if you need to regroup
then 10 =1 when adding. and not 1=10
Opening I will call the students to the back table
where they will sit with a white board and
marker and wait for instruction.
Introduction Begin by explaining that after looking at the
assessment we need a little bit more work
on adding and subtracting 4 digit numbers
using different strategies one of them being
the place value chart. Explain that we are
going to be working on addition today.
Body of Lesson Teacher: Start by drawing a place value chart
with hundreds, tens, ones. Start with a
 simple problem (573 + 225) Have them
figure it out using the place value chart and
then using standard algorithm to check their
answer. Have one of them
Students: Using their white boards will
answer the math problem and show when
they have the answer.
Teacher: Once everyone has had a chance to
figure it out show them on the board and let
them explain what to do as you do it on the
board. Once that is done, continue the
process but with bigger numbers that may
need to be regrouped. (2258+5380,
9569+2332, 1265+8643)
Students: Will answer using the white boards
and will help explain how to answer when
you go over the problems.
Teacher: give them 3 more problems but this
time tell them to use standard algorithms.
(3715+ 2322, 6416+9721,9701+3652) Once
they answer all 3 have them hide their
answers and when you put the answers up
have them reveal. If any of the answers are
wrong go over what might have happened.
Closure When you have seen that they are
understanding the method and getting the
hang of standard algorithm let them know
that tomorrow when they are called back
they will be doing subtraction.
Accommodations/Modification/Differentiated Since this is a small group that is already
Instruction giving accommodations to those that need
more individual attention.