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Hassan Adenolal Mircoteaching Lesson Plan

This lesson teaches students how to multiply orders of 10, 100, and 1000 by shifting the decimal place. It will allow students to develop an understanding of place value and a faster method for solving math problems involving large numbers. To engage students, the teacher will present word problems about apple picking that require adding numbers with different orders of magnitude. Students will count the total apples and discuss if there is a more efficient way. The teacher will then introduce multiplying by shifting the decimal place as a faster method and have students practice applying this concept.

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0% found this document useful (0 votes)
49 views4 pages

Hassan Adenolal Mircoteaching Lesson Plan

This lesson teaches students how to multiply orders of 10, 100, and 1000 by shifting the decimal place. It will allow students to develop an understanding of place value and a faster method for solving math problems involving large numbers. To engage students, the teacher will present word problems about apple picking that require adding numbers with different orders of magnitude. Students will count the total apples and discuss if there is a more efficient way. The teacher will then introduce multiplying by shifting the decimal place as a faster method and have students practice applying this concept.

Uploaded by

api-684060423
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Strand/Topic: Intro to decimals: multiplying orders of 10, 100 and 1000 Grade: 4 Date: October 18, 2022

by shifting decimal place


Expectations
The concept of multiplying orders of 10, 100 and 1000 by shift decimal places will be
This lesson will allow students to develop understanding on how multiplying by multiples of used to connected to the students love of activities which can we done in the spring or
10, 100, 1000 shifts the decimal point ( Place value) of a number. fall seasons. we will use the element of time consumption/reductions to get the
attentions of the learners. The process of using the old school method of basic counting
Student to develop a faster way to solve/get math problems in the realm of 10s, 100s, 1000s vs math method, will be used to show students how much time using the math concept
place values. of shifting decimals places can save they and its positive effect on decrease potential
errors which are made while doing it.
Student to understand the value/importance of each move of the decimal point.

Equity/ Diversity and Social Justice (Teacher Actions)


The minds on activity will mainly be presented in the form of written out scenario which the group will read and think of as if they were the individuals being described in the example.
This part might be disadvantageous to the student who are more of a visual learner and benefit from watching videos to get a better understanding of what is being taught. We will try to
mitigate this problem by focusing on a few different visual representing while solving the case/problem as a group. This will also done over zoom which can cause a communication
issue. Some students might have bad connections to wi-fi while others do not. This might effect students ability to fully dive into the concept being taught.
Questions to Ask Accommodations/ Materials
Modifications
(content/process/product)
Prior knowledge required for this lesson include: What key questions - Completing the - Tools
 Student must know how to count from 1 to 1000 will you ask during the Minds on - Screen share
 Student much know how to add large numbers lesson? off zoom, you
activity will
 Students much know the different between tens, hundreds or thousands place give the students
can simply use
How long did it take you the white
 Students will benefit from knowing their multiplication table
to count the total a warm board if this is
combined apples? up/refresher on done in person
For the Minds On activity, I will present a series of scenarios which will require the
students to add/count large numbers. I will also ask someone in the group to keep track
Ask them if they think
counting large
of how long it take to add/count these large numbers. When the scenarios are done and numbers and - Note pad
there is an easier way to function on
solved, I will ask the students if they think there is a faster way to solve it without
do this? remind them your compute
having to take the same length of time. In order to keep it simple and relevant to the
time/season, the example will be something to do with events that is done during the how easy it to to show the
fall/spring season. For example “apple picking’. make mistakes if problem that is
Ask if they have worked needed to be
with decimal values you have to
- Question; Jack and gill went apple picking , jack got 10 apples and gill got solved visually
before and if so when? count one at a
10. How many apple do they have in total ? they were able to count that they
had 20; time.
Part 1: Minds On

- 10 minutes into apple picking, jack now had 100 and gill had 100. They Provide a visual
were able to count that they has 200 ; representation of the
question you are asking
- By the end of the apple they had 1000 each. how many apples do they have ?
They were able to count 2000 but it took them too long. them to solve. This will
account for the different
types of learner we
might have in the class.

Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place
How long did it take you Because this lesson will be - If online, you would
Right after the students finish counting and going through all three questions given to when you used the new conducted online, it will be need a computer to set
them. We will debrief with the questions and introduce them the a faster and more method vs when you just best to look into the potential up zoom
effective way of doing it counted. of recording it so that students
who find themself still a little If in person, you would
Did you find it easier to confused about the lesson need a white board or
multiply with orders of have the ability to go over it big paper
10, 100, and 1000 to get on their own time.
your answer? - makers
It will also be beneficial to - pencil
provide additional video link - black board
What are other real and extra take home examples - Base ten
Introduce them to the concept and rules when shifting decimal place world examples you can for those who are visual and blocks
- When multiplying with orders of 10, 100 or 1000 the decimal Is used as a come out with, where tactical learners.
place holder for the zeros. multiplying with orders
- when you multiply by 10, you simply shift the digits one place to the right. 10,100 and 1000 would
Part 2: Action

A zero is used as a place holder. For example, when you multiply 3×10, you be beneficial.
shift the digits one place to the and get a product of 30. When you multiply
6×10, you shift the digits one place to the right to get the product of 60

After explaining this concept, the students will now try to answer/solve the math
problem or scenario by using the new method shown to them.
-

Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place
Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
To do a full debrief, I asked one of the students to give a breakdown of the main What did you learn from - Students who do not - Sticky notes
points talked about in the lesson and the use of it. This can follow with ideas on how today’s lesson? want to post their
the lessons can be used to solve other simple questions or math problems.
- Online question
sticky note on the anonymous question
Are there any questions board can give it to
After going through the debrief as a group, the lesson can end by giving a taste about that you still have after the drop box.
the teacher
what will be learned next class. lesson? - Stay back In class to
answer any
- Take home practice questions will be given so student can participate on their Did you enjoy the lesson? questions students
own time and in their own space. may have
Part 3: Consolidate Debrief

- For those student


who still have
question but are not
yet sure how to ask
them, an online
question board can
be posted. You keep
it anonymous and
take up these
question next class
before diving into
the next topic.

Assessment Tools (diagnostic/formative/summative)


Assessment will be based on the questions the students ask during, and after the lesson. If the questions asked during the lesson still comes up at the end
of the lesson, this can tell us as teachers that we did not get the information across to all student and must try a new style of explanation for those who do
not understand..
Next Steps
Although student learned how to multiply by using orders of 10,100,1000, this same rules of shifting the decimals can also be use when dividing by using orders of 10,100,1000 and the
only difference will be that the shift of decimal will be to the left where as it was a shift to the right when multiplying.

Self Reflection
What went well? What didn’t go so well? What do I need to change?
- - -

Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place
Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place

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