IMPACT Lesson Plan for Engaging All Learners

Candidate Name Content Area(s) Grade Level Estimated Time for Lesson Date

Guillermo duarte math 4th 1 hr 3/30

Learning Goal(s) (Content & ELD): What should students know and be able to do at the end of the lesson? What should ELD students know and be able to do at
the end of the lesson? List goals separately.

The student will be able to understand: the place value positions of whole numbers to one million,
the value of each digit in a given number to one million.
multiplying by 10 increases a number's value and shifts its place one position to the left,
explain the relationship of the place value positions in whole numbers to one million,
and explain that a digit in one place represents 10 times

Eld students should be able to have a dialogue with their partner and contribute to class, and group discussions.

Standards (Content & ELD): Which state-adopted standards will you be addressing? Include ELD standards as well as content standards.

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form( 4.nbt.1,2)

ELD. PI.4.1em - Standard: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

Assessment(s): How will you measure student progress toward the learning goal? What types of assessment will you utilize?
I will be using an informal assessment.
Self Assessment: How will you support individual goal-setting, reflection and progress monitoring?
I will be using the diagnostic results, summative results, and unit test.
Informal Assessment: What essential questions will you ask throughout the lesson? How will you determine the extent to which students are meeting/have met the
learning goals? If I get a passing grade of 67%, the student has mastered enough to move on. The essential question that I will be

Revised 3/28/22 1
How do I read and write whole numbers in different ways?
Formal Assessment: What will students do to demonstrate achievement of the learning goal?

They will take a unit test to demonstrate what they have learned.

Materials: What materials or supplies need to be prepared or on hand?

Whiteboards, I-ready book, smart board, dry erase marker, place value chart, eraser, pencil,

Considerations for Learner Variability: What assets and needs do students bring to this lesson? What developmental considerations need to be considered?
What are potential barriers that need to be overcome with this lesson?

Asset : The Students have previously learned what Place value; digits, ones, tens, hundreds, expanded form, and standard form in 3rd
grade. I'm simply building on previous knowledge.

Barrier: The vocabulary for this chapter is a lot to understand and half of my students are English learners who are level 2.

Academic Language Development: What vocabulary words or linguistic structures are necessary to be successful with this lesson? Make sure your plan
addresses how you will support students in meeting the language demands of the lesson.

Expanded form standard form Place valve, place value chart, digit, ones, tens, hundreds, thousands, ten thousands, hundreds thousands.

Estimated Teacher Actions and Pre-Planned Questions Student Actions/Learning Activities

Time

Don’t forget to include: options to optimize access & success, support for academic language
development, challenging activities that support higher order thinking.

2
Beginning of the The teacher will review some key points from The students will listen and take notes on the avid
Lesson yesterday. note-taking sheets.
(Engage)
Place value; digit, thousands tens thousands
How do you activate the
brain for learning & get hundred thousands. Expanded form and standard
students interested? form base ten
The students will respond with or something similar
Engagement
Strategies to Motivate &
The teacher will ask whats a place value the value of a digit according to its
to :
Encourage Persistence
& Self-Regulation The teacher will ask if they see a pattern in the position in the number
Goal= purposeful, value of the place to each other
motivated learners

During the Lesson The teacher will find the pattern to the problem
(Explore, Explain, 40,000
Elaborate) 4,000
How does the lesson 400
develop? What are the __
planned learning _
activities?

Engagement
Strategies to Motivate & The teacher will ask if they see a pattern in the The students will say yes the do.
Encourage Persistence value of the place to each other
& Self-Regulation
Goal= purposeful, The students will use a sentence starter that will The student will respond with :
motivated learners I think the value of each place is related to the one
read: I think the value of each place is related to
Representation the one next to it because … next to it because … it is 10 times bigger
The scaffolds/strategies

3
used when teaching
new knowledge/skills. The teacher will ask how are the numbers alike The students will respond with
Goal=Resourceful,
knowledgeable learners
How are they different? The are similar because because they all all have 4’s
Action & Expression and a 0
Choices to Support
Assessment of Progress
toward Learning Goal
Goal=Strategic, They are different because they all have one more
goal-oriented learners zero as the number gets bigger or less if you go
down
The teacher will now model it using this chart
To model

The teacher will ask for help to have student A student will answer 40 when it comes to digit 4
engagement. When the teacher gets to digit 4 and
9 Another student will answer 9 when it comes to digit
9

The teacher will ask students to pair up to discuss

the following questions each
the

4
The teacher will model how it should be done The group will state that the value of the 2 is 200,000
when talking to their partner And the value of the 5 is 50,000 or something similar

The teacher will ask a group how the value of the

digit 2 compares to the value of the 5

The teacher will walk around and ask each group

to see if they are understanding.

The students will take their place value chart out

The teacher will then ask students to take their
place value chart out

The teacher will write 789,543 on the smart board

The Students should write down 500

The teacher will ask the students to identify the
value of the 5.

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 The teacher go around and check for correct
answers The students should write 700,000

The teacher will ask the students to identify the

value of the 7

The teacher go around and check for correct

answers The students should write 40.

The teacher will ask the students to identify the

value of the 4

The teacher go around and check for correct

answers The students should answer 700,000 + 80,000 +
9,000 + 500 + 40 + 3

The teacher will ask for the students to write the

number (789,543) in expanded

Closing the The students will have to complete an informal

Lesson test.
(Evaluate)

How do students
demonstrate their
learning? How do you

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bring closure to your
lesson?

Action & Expression

Choices to Support
Assessment of Learning
Goal=Strategic,
goal-oriented learners

Reflection
(after the lesson)
What worked well in
supporting student
learning? Why?

What do I need to do to
become more effective
in supporting ALL
students?