Tws 5 Instructional Design

EDUC 461: TWS #5
Instructional Design
Jankouskas
Mini-Unit Lesson Overview:

The subject chosen for the mini-unit is mathematics. This unit is a thirteen day unit with the
fourteenth day being a comprehensive exam. Seven lesson plans were written for this unit and an
eighth added due to student responses following the during-assessment (Check My Progress). The
instructional strategies chosen for this unit are a combination of whole class discussion, collaborative
group work, and independent practice. As a class our notes for most of the lessons were directly taken
in their math textbooks. Students answered teacher guided questions and filled in the missing blanks in
their books. An exact copy of the student textbook was used on the Smart board for the teacher to fill in
the answers as well. McGraw-Hills online textbook version allowed for technology usage during every
lesson; from notes to videos and songs. Our Problem of the Day was also taken off of their website
and used to jumpstart students into math class.
The lessons within this unit go in depth with understanding place values, comparing numbers,
ordering numbers, and basic arithmetic strategies. Objectives covered in this unit are Common Core
standards 4.NBT.A and 4.NBT.B. Student progress was monitored throughout the unit and instruction
adjusted accordingly. At the conclusion of this unit a summative evaluation was given.
Mini-Unit Lesson Plans (chronological order):
#1
Teacher Candidate: Brett Jankouskas
Date and Time of Lesson: 9-5-2014 at 10:00
School: Lakeview Elementary
Subject/Grade Level: 4th Mathematics
Description of Lesson: This is a question based lesson that involves the students following along in their
math textbooks as the instructor has the students complete the Smart board version of the textbook.
Questioning will consist of guiding questions, very little answer giving on the instructors part.
Lesson Title or Essential Question that guides the lesson:
Introduction to Place Values
Common Core Standard: 4.NBT.A: Generalize place value understanding for multi-digit numbers.
Common Core Indicator: 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 the meanings
of digits in each place, using >, =, and < symbols to record the results of comparisons.
EEDA Standards: Cooperative Learning.
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EDUC 461: TWS #5
Lesson Objective(s):
When asked to name the place values of a specific number
students will demonstrate their understanding by naming the
correct place value with 100% accuracy.
Jankouskas
Assessment(s) of the Objectives:
Pre-informal: Am I Ready completed
by students.
During- Informal: teacher observation of
what students need assistance.
Post- Informal: wrap-up questions
answers by students.
Materials/Resources:
Smart Board
Math textbooks (one per student)
White Board
Prerequisites (Prior Knowledge): Standard knowledge that some numbers or values are greater than
others.
Procedures:
1. Post problem of the day.
2. Walk around and give Starbucks for correct answers and explanations.
3. Go over problem of the day.
4. Today we are going to learn how to order numbers by using place values.
5. Pre-Assessment: Am I Ready?
a. Students complete Am I Ready worksheet from their textbooks
b. 5-10 minutes
6. Pick student to read the essential question aloud.
7. Read Example #1 together.
8. Walk students through naming each place value in a number up to the hundred thousand place
value.
9. Walk through example #2 with students using guided questions (same amount of assistance).
10. Guided practice:
a. Have students guide me through.
b. Use guided questions :
i. What place value is the 9 in?
ii. What is that 9 worth?
iii. Is it just 9?
c. Complete both guided practice questions like this.
11. Move onto Independent practice.
12. During-Assessment Starts
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13. Students complete odd number problems

14. 10 minutes to complete
15. Go over answers as a class.
a. Wrap-up: What have we learned today about place values?
b. What is the last name of a number?
16. How can I use place values in my everyday life?
17. Post-Assessment:
a. Based on students responses to wrap-up.
Activity Analysis:
I am using a questioning method to get the students thinking independently. This is in league
with the common core strategies for instruction.
o This activity achieves the students needs because many of the students talk often and
want to answer questions.
The technology I will be using is the Smart board. This will be used in correlation with their
math textbooks. An exact copy is on the Smart board.
#2
Teacher Candidate:
Brett Jankouskas
Read and Write Multi-digit Numbers
EEDA Standard: Cooperative Learning.
When asked to pronounce a specific number (up to the
hundred millions place value) the student will be able to
demonstrate their understanding by reading and writing the
number with 100% accuracy.
3

Pre-informal: Teacher observation of
pre-lesson questions.
EDUC 461: TWS #5
Jankouskas
Smart Board
White Board
Prerequisites (Prior Knowledge): Students need knowledge of the previous lesson and prior
understanding that certain numbers are greater than others.
Procedures:
4. Today we are going to practice our number reading and writing using place values.
5. Pre-Assessment: But first lets review last weeks introduction lesson on place values:
a. What is a place value?
b. Why is knowing my place values important?
i. Give me an example.
c. Write example on the board (123,456,789)
i. Quiz students on this number by asking about specific numbers values.
1. What place value is the 3 in?
2. What is that 3 worth?
3. Etc
8. Walk students through process of reading and writing multi-digit numbers.
9. Walk through example #2 with students using guided questions (little less assistance).
b. Complete both guided practice questions like this.
13. Students complete even number problems
15. Go over answers as a class.
16. Wrap-up: What have we learned today about place values?
a. What is a last name again?
b. Give me a real world example where knowing my place values will help me save
money.
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Activity Analysis:
#3
Teacher Candidate:
Brett Jankouskas
Comparing Numbers
of digits in each place, using >, =, and < symbols to record the results of comparisons..
When asked to compare two numbers using greater than, less
than, or equal to, the student will be able to demonstrate their
understanding by placing one of the three symbols between
the two numbers with 100% accuracy.
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EDUC 461: TWS #5
Smart Board
White Board
Jankouskas
Prerequisites (Prior Knowledge): Student prior knowledge of place values.

Procedures:
4. Today we are going to practice our skills in comparing numbers using place values.
5. Pre-Assessment: But first lets review our previous two lessons:
a. What is a place value?
b. Where can I use them?
c. How do I pronounce this number? (123,456,789)
7. Read vocabulary of greater than, less than, and equal to)
a. Show understanding of symbols for each comparison symbol.
9. Walk students through process of using place values to compare numbers.
10. Walk through example #2 with students using guided questions (less assistance).
i. Which number is greater?
ii. How do you know
iii. I see that both numbers start with a 6 in the hundred thousands place. What
makes the second number greater?
14. Students complete all problems
16. Go over answers.
17. Wrap-up:
a. What have we learned today about place values?
b. Where do I start when comparing two numbers?
c. Which symbol do I use for greater than? What about less than? And equal to?
Activity Analysis:
EDUC 461: TWS #5
Jankouskas
#4
Teacher Candidate:
Brett Jankouskas
Ordering Numbers
When asked to order two or more numbers using correct
vocabulary (greater than, less than, or equal to) the student
will be able to demonstrate their understanding by ordering
the numbers in the manner in which the question requires
with 100% accuracy.
Smart Board

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EDUC 461: TWS #5
Jankouskas
White Board
Prerequisites (Prior Knowledge): Students need prior knowledge of place values and greater than, less
than, and equal to.
Procedures:
4. Today we are going to practice our ordering of numbers by using place values.
5. Pre-Assessment: But first lets review our past couple lessons:
a. What exactly is a place value?
b. Why do I use them?
c. How can I tell which number is greater?
d. Where do I start when comparing numbers?
e. What do you think ordering numbers requires?
8. Walk students through process of ordering numbers by place values using greater than, less than,
or equal to.
9. Walk through example #2 with students using guided questions (very little assistance unless
students struggle).
i. How do I know 254,002 is the greatest number of the three?
ii. What is the 5 worth?
iii. What place value am I working with next?
a. Make sure when rewriting your numbers that you write them in an organized fashion
with each place value above one another.
13. Students complete all number problems
14. 10-15 minutes to complete
16. Wrap-up: What have we learned today about place values and ordering?
a. Why would I want or need to order numbers?
b. How does knowing this help me in the real world?
c. Name a specific profession.
Activity Analysis:
EDUC 461: TWS #5
Jankouskas
The technology I will be using is the Smart board. This will be used in correlation with their math
textbooks. An exact copy is on the Smart board.
#5
Teacher Candidate:
Brett Jankouskas
Using Place Values to Round
Common Core Indicator: 4.NBT.A.3: Use place value understanding to round multi-digit whole
numbers to any place.
When asked to round a number to a specific place value, the
student will be able to demonstrate their understanding by
rounding said number with 100% accuracy.
Smart Board
White Board
9

Pre-formal: Check My Progress will be
completed by students. This is a duringassessment for the unit.
EDUC 461: TWS #5
Jankouskas
Prerequisites (Prior Knowledge): Students need prior knowledge of place values, comparing numbers,
ordering numbers, reading and writing numbers, and the vocabulary required to do so.
Procedures:
4. Today we are going to learn how to round numbers to specific place values, but first tear out
your Check My Progress sections and complete them.
a. Pre-Assessment: Check My Progress10 minutes allotted.
a. What do you think our essential question means?
7. Walk students through process of rounding using place values.
8. Walk through example #2 with students using guided questions (less assistance).
9. Guided practice:
i. Use guided questions :
ii. What place value are we rounding to here?
iii. What number is in that place value?
iv. Where are we going to look when we round 569,069 to the nearest hundredthousand?
v. Why the first 6?
vi. What does that 6 represent/its worth?Complete both guided practice questions
like this.
12. Students complete odd number problems
15. Wrap-up: What have we learned today about rounding?
a. Why do I choose to round the number to the right instead of the place value the problem
is asking for?
b. What is one occupation that uses rounding every day?
Activity Analysis:
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#6
Teacher Candidate: Brett Jankouskas
Place Value Review
Common Core Indicator: 4.NBT.A.3: Use place value understanding to round multi-digit whole
numbers to any place.
When asked determine place values of a given number, the
student will be able to demonstrate their understanding by
reading and writing the number and labeling its place values
with 100% accuracy.

Smart Board
White Board
Math Notebooks (24 copies)

Prerequisites (Prior Knowledge): Students need knowledge of the previous lesson and prior
understanding that certain numbers are greater than others.
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EDUC 461: TWS #5
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Procedures:
4. Today we are going to practice reading and writing our place values because that is what we
struggled with the most on our Check My Progresses.
5. Pre-Assessment: What exactly does a place value tell us:
a. How do we figure out which number is in which place value?
b. Why is knowing my place values important?
i. Give me an example.
c. Write example on the board (987,654,321)
i. Quiz students on this number by asking about specific numbers values.
1. What place value is the 8 in?
2. What is that 8 worth?
3. Ask every student both questions dealing with a specific number.
6. Have students then write this number in their math notebooks.
a. Have students make a table with a box underneath each digit in the number.
b. Students write the place value under each digit in the corresponding box.
c. Students color each digit box a different color and then outline the table in black marker
as well as the digits and the place value names.
7. Watch place values video on connected website.
8. Give students a second example of a number (654,798,231)
a. Quiz each student once more
b. Ask students about a specific digit and its value.
9. Wrap-up: What have we learned today about place values?
a. What is a last name again?
b. Give me a real world example where knowing my place values will help me save
money.
Activity Analysis:
with the common core strategies for instruction. This activity achieves the students needs because many
of the students talk often and want to answer questions. The technology I will be using is the Smart
board. This will be used in correlation with their math textbooks. An exact copy is on the Smart board.
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EDUC 461: TWS #5
Jankouskas
#7
Teacher Candidate:
Brett Jankouskas
Adding Whole Numbers Using Regrouping
Common Core Standard: 4.NBT.B.4-Use place value understanding and properties of operations to
perform multi-digit arithmetic.
Common Core Indicator: 4.NBT.B.4.4-Fluently add and subtract multi-digit whole numbers using
standard arithmetic.
When asked to add two whole numbers using place value
understanding and regrouping strategies, the student will be
able to demonstrate their understanding by correctly adding
the numbers and showing their work with 100% accuracy.

Pre-informal: teacher observation of
student answers.
Smart Board
White Board
Pie pieces (enough for each student)
40 Unifix Cubes for each student

Prerequisites (Prior Knowledge): Students need prior knowledge of adding and subtracting, the
concept of regrouping, and basic arithmetic.
Procedures:
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EDUC 461: TWS #5
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14. Today we are going to practice our regrouping strategies by subtracting whole numbers.
15. Pre-Assessment: But first lets review last weeks lessons:
a. What is place value?
b. What do we use place values for?
a. Does anyone know what regrouping is?
b. When do we use regrouping?
17. Read vocabulary regrouping.
19. Walk students through process of adding whole numbers by using place values and regrouping.
b. Make students model the regrouping with Unifix cubes. Do not move on until every
student has shown regrouping for each question.
c. Use guided questions :
i. Where do I put the 10?
ii. Whats my next step?
d. Complete both guided practice questions like this.
24. Students complete all number problems
25. 10-15 minutes to complete
27. Wrap-up: What have we learned today about adding?
a. What is regrouping?
b. How do knowing place values help me when adding?
c. Where can I use regrouping when adding?
d. What profession would use this?
Activity Analysis:
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EDUC 461: TWS #5
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#8
Teacher Candidate:
Brett Jankouskas
Subtracting Whole Numbers Using Regrouping
Common Core Standard: 4.NBT.B.4-Use place value understanding and properties of operations to
perform multi-digit arithmetic.
Common Core Indicator: 4.NBT.B.4.4-Fluently add and subtract multi-digit whole numbers using
standard arithmetic.
When asked to subtract two whole numbers using place value
understanding and regrouping strategies, students will
demonstrate their understanding by correctly subtracting the
numbers and showing their work with 100% accuracy.

Pre-Formal: students will complete a
short quiz and them in.
Smart Board
White Board
24 copies of quiz
Pie pieces (enough for each student)
40 Unifix Cubes for each student

Prerequisites (Prior Knowledge): Students need prior knowledge of adding and subtracting, the
concept of regrouping, and basic arithmetic.
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EDUC 461: TWS #5
Jankouskas
Procedures:
4. Today we are going to practice our regrouping strategies by subtracting whole numbers.
5. Pre-Assessment: But first lets review yesterdays lessons:
b. What is type of math properties did we study?
c. Pick student to read the essential question aloud.
d. Have students complete their quiz pre-assessment.
8. Walk students through process of subtracting whole numbers by using place values and
regrouping.
i. Where do I put the 10?
ii. Whats my next step?
13. Students complete even number problems
16. Wrap-up: What have we learned today about subtracting?
b. How do knowing place values help me when subtracting?
17. Name one profession that uses this strategy.Post-Assessment:
Activity Analysis:
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Differentiation/Accommodations/Modifications/Increases in Rigor for Math Lessons:

Students are always welcome to sit on the carpet to take their notes and answer questions. I will
be walking around the room in order for every student to hear me. Any student who needs to be moved
for better viewing will be accordingly. Early finishing students will begin their homework in the math
textbook. If students finish all (evens and odds) independent work and homework then they will read
silently. ESOL students are seated at the front of the room and are each given completed notes if
applicable. Slower paced learners and special needs students will be given individualized instruction
during independent work time.
Social Studies, ELA, and Science Lesson Plans:

The following lesson plans deal with Social Studies, English/Language Arts, and Science. These
lessons were observed by my university supervisor as well as the eighth math lesson above. These
lessons integrate a variety of instructional strategies and teaching techniques. They are displayed in
order by date taught.
Social Studies:
Teacher Candidate:
Brett Jankouskas
Subject/Grade Level: 4th Social Studies
Description of Lesson: This is a question based lesson that involves the students discussing/reviewing
the previous unit. Students will also participate in an intro discussion on the thirteen original English
colonies. Questioning will consist of guiding questions, very little answer giving on the instructors part.
At the end of the lesson students will be put into groups to fill out a formative worksheet on the
Columbian Exchange.
Summary of the Columbian Exchange
South Carolina State Standard: 4-2 The student will demonstrate an understanding of how the
settlement of North America was influenced by the interactions of the Native Americans, Europeans, and
Africans.
South Carolina State Indicator: 4-2.1 Summarize the cause and effect relationship of the Columbian
Exchange.
EEDA Standards: Cooperative learning.
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EDUC 461: TWS #5
The student will be able to summarize the cause and effect
relationship of the Columbian exchange with 100% accuracy.
Jankouskas

Pre-Informal: Teacher guided discussion
and student answers.
During- Informal: Teacher observation of
what students need assistance based on
student answers.
Post- Formative: (not graded) Worksheet
at the end of lesson.
Smart Board
Internet (youtube)
24 copies of the worksheet

Prerequisites (Prior Knowledge): Students need prior knowledge of the Columbian Exchange including
what was traded and who suffered (cause and effect).
Procedures:
1. Discussion:
a. What was the last thing we talked about in our social studies unit?
b. Can anyone tell me who the two main sides of the Columbian exchange were?
c. What did the Native Americans have to offer or trade with the Europeans?
d. What did the Europeans have to trade with the Native Americans?
e. What were some of the vegetables the Native Americans introduced to the Europeans?
f. How about negative effects?
2. Watch 10 minute video.
3. Discuss video
a. What did the video say was the best way to think about the Columbian Exchange?
i. Popcorn, candy, and Soda
b. Why was sugar so important in the New World?
c. What were some diseases the Europeans brought?
d. What did the diseases create after killing so many natives?
i. Where did the labor come from?
e. What is the final cause of the Columbian Exchange that lasted for hundreds of years?
4. Informational Texts in groups.
5. Complete Worksheet in small groups.
a. Use group generator to organize.
6. Post Assessment:
a. Students hand in worksheets into green basket.
Activity Analysis:
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EDUC 461: TWS #5
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I will use group work to accommodate EEDA. Also many of the students thrive in small
collaborative groups.
Differentiation/Accommodations/Modifications/Increases in Rigor
Students are always welcome to sit on the carpet to take their notes and answer questions. I will be
walking around the room in order for every student to hear me. Any student who needs to be moved for
better viewing will be accordingly. Early finishers will begin reading their weekly Social Studies
newspapers. ESOL and special needs students will receive individualized instruction or explanations
during this independent time, as well as be given completed notes.
References:
South Carolina State Standards for Social Studies: 4-2.
http://www.youtube.com/watch?v=bQuAoJQKM5k&feature=related
English/Language Arts:
Teacher Candidate:
Brett Jankouskas
Date and Time of Lesson: 10/29/2014 at 13:00

Subject/Grade Level: 4th Grade ELA
Description of Lesson: This ELA lesson starts with a mini-lesson that includes a read-aloud. As an
instructor I will scaffold the students learning based on their needs through the discussion oriented
lesson. Students will collaborate in pairs during the mini-lesson. Students will work independently on
their reading and inference worksheet after on carpet mini-lesson.
Drawing Inferences from Informational Texts
Common Core Standard: RI.4.1.1 refer to details in a text when explaining what the text says explicitly
and when drawing inferences from the texts with 100% accuracy.
EEDA Standards: Cooperative learning.
The student will be able to refer to details in a text when
explaining what the text says explicitly and when drawing
inferences from the texts with 100% accuracy.
19

Pre-Informal: Teacher questions on
inferences, and student responses.
During- Informal: Teacher observation of
EDUC 461: TWS #5
Jankouskas
what students need assistance based on
student answers and collaboration.
Post- Formative: (not graded) Worksheet
at the end of lesson.
Article Yum Yum: Plants That Eat Meat
24 copies of Inference worksheet

Prerequisites (Prior Knowledge): Students need prior knowledge inferences and predictions. Students
must also have some prior knowledge on how to refer back to the text to support inferences.
Procedures:
1. Teach
2. Turn and talk to your partner about what an inference is.
3. Re-group:
a. What are inferences?
b. What is another name for inferences?
c. When have we used inferences before?
d. How do inferences help us comprehend what we are reading?
4. Today we are going to practice making inferences on informational texts, because we have only
created them with fiction. We are going to read Yum Yum: Plants That Eat Meat.
5. Read introduction paragraph
6. My parents have a garden with all types of fruits and vegetables, but they all need soil, water,
and sunlight to grow. What do you think that means about where plants that eat meat are found?
7. Read the section #2
a. What is the heading to the next section?
b. What do you think based on the heading that we are going to read about?
8. Finish reading section #2
a. When I am outside eating lunch or dinner, I have observed flies landing on my food. I
normally do not see flies that land on plants too often. Talk to your partner about what
inferences we can make about the Venus Fly Trap because flies land on it.
b. Chart responses
9. Read Section #3
a. Turn and talk to your partner about an inference you made about the Flypaper Traps
10. As you return to your seats continue reading the article independently and fill out the inference
sheet
11. Students work for 15-20 minutes reading and answering inference sheet.
a. Collect inference worksheets (not graded, but reviewed for mastery).
b. Students below mastery will receive extra practice Thursday.
Activity Analysis:
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EDUC 461: TWS #5
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I will use a class community setting for instruction (on the carpet). This creates a positive
environment for the students. They are more prone to answer and ask questions when on the
carpet.
I will use partner conversation to accommodate EEDA. Also many of the students thrive in small
collaborative groups.
Students will be allowed to sit anywhere they would like for the independent reading section of
the lesson. ESOL students will be encouraged to sit closer to the instructor during the read-aloud and
conversation. ESOL, slow paced students, and special needs students will receive independent instruction
during independent inference creating. Early finishers will read their independent non-fiction books.
References:
Common Core State Standards
C:\Users\Owner\Downloads\Plants that Eat Meat Article_pdf BetterLesson (1).mht
Science:
Teacher Candidate:
Brett Jankouskas
Subject/Grade Level: 4th Science
Description of Lesson: This is a question based lesson that involves filling in notes, participating in a
discussion during note taking, an interactive placement activity, and watching a fun educational science
video (Bill Nye).
Electricity and Heat
State Science Standard: 4.5 Students will demonstrate their understanding of the properties of light and
electricity.
State Science Indicator: 4.5-5 explain how electricity, as a form of energy, can be transformed into other
forms of energy (including light, heat, and sound).
SSCA Standards: Section 1A: The general assembly finds that:
(1) A safe and civil environment in school is necessary for students to learn and achieve high
academic standards.
(2) Not applicable
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(3) Since students learn by example, school administrators, faculty, staff, and volunteers should be
commended for demonstrating appropriate behavior, treating others with civility and respect, and
refusing to tolerate harassment, intimidation, or bullying.
The student will be able to demonstrate their knowledge of
electricity and its uses by answering teacher guided questions
with 100% accuracy.

Pre-informal: student answers to
questions posed about what we have
talked about thus far in the unit.
what students need assistance with on
activity.
Smart Board
25 copies of the science notes
Bill Nye hyperlink
25 copies of science workbooks

Prerequisites (Prior Knowledge): Students need prior knowledge of light and its properties. Word
study words include electricity lesson keywords.
Procedures:
1. Discuss as class what we know about electricity.
a. What is it used for?
b. What do those items have in common?
c. What different objects that we use on a daily basis run on electricity?
2. Go through notes having different children read them, then explain each bullet in as much depth
as needed.
3. Next we will have a short discussion about the notes and add to our mental list of electrical items.
4. We are going to discuss how to work in groups.
a. How do we work together?
b. What kinds of words are we going to use?
c. We are going to be respectful and not say things are wrong, only that we disagree.
i. How would we reply if the answer is wrong?
d. We are going to be good friends to each other and make sure everybody is working
together as a team.
5. Use group generator to create groups of 3 for energy sort activity.
6. Students will work in groups for 15-20 minutes sorting types of electricity/energy.
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7. Regroup and go over answers for energy activity.

8. Watch Bill Nye video
a. 23 minutes
9. Wrap-up
a. What have we learned today?
b. What types of energy does electricity create?
i. Sound, light, heat
c. What are some items we talked about that use electricity/sound
i. Light
ii. Heat
Activity Analysis:
The technology I will be using is the Smart board for a Bill Nye video and their notes. Bill Nye is
a fun way for the students to learn science because of his experiments and goofy nature.
Students will be allowed to sit anywhere they would like for the independent reading section of
the lesson. ESOL students will be encouraged to sit closer to the instructor during the read-aloud and
conversation. ESOL, slow paced students, and special needs students will receive completed notes as a
handout, and be in groups where early finishing students will assist them in instruction. The instructor
will walk around and make sure these groups are effectively assisting these students.
References:
South Carolina State Science Standards
Bill Nye safari-montage video
SSCA section 1A
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Mini-Unit Lesson Overview:

Mini-Unit Lesson Plans (chronological order):

Date and Time of Lesson: 9-5-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

EDUC 461: TWS #5

Math textbooks (one per student)

EDUC 461: TWS #5

13. Students complete odd number problems

Date and Time of Lesson: 9-8-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Assessment(s) of the Objectives:

EDUC 461: TWS #5

Math textbooks (one per student)

EDUC 461: TWS #5

Date and Time of Lesson: 9-9-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Assessment(s) of the Objectives:

EDUC 461: TWS #5

Math textbooks (one per student)

Prerequisites (Prior Knowledge): Student prior knowledge of place values.

EDUC 461: TWS #5

Date and Time of Lesson: 9-10-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Math textbooks (one per student)

Assessment(s) of the Objectives:

EDUC 461: TWS #5

EDUC 461: TWS #5

Date and Time of Lesson: 9-11-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Math textbooks (one per student)

Assessment(s) of the Objectives:

EDUC 461: TWS #5

EDUC 461: TWS #5

Date and Time of Lesson: 9-12-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Assessment(s) of the Objectives:

Math textbooks (one per student)

Math Notebooks (24 copies)

EDUC 461: TWS #5

EDUC 461: TWS #5

Date and Time of Lesson: 9-15-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Assessment(s) of the Objectives:

Math textbooks (one per student)

Pie pieces (enough for each student)

40 Unifix Cubes for each student

EDUC 461: TWS #5

13. Go over problem of the day.

EDUC 461: TWS #5

Date and Time of Lesson: 9-16-2014 at 10:00

School: Lakeview Elementary

Subject/Grade Level: 4th Mathematics

Assessment(s) of the Objectives:

Math textbooks (one per student)

Pie pieces (enough for each student)