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Delineate how you will differentiate the content, process, products and environment based on the student characteristics of an inclusive general education classroom (students who are English Language Learners (ELL)). Include a 1-page explanation about the lesson plan aspects that you differentiated/updated and why.

Math Lesson: Expanded Notation

Grade Level: 4

Lesson Summary: The teacher begins by making sure students can use place value to identify the value of different digits in given numbers. Students learn how to write numbers in standard notation, written form, and expanded notation. For guided practice, groups of students play a matching game. For independent practice, students write numbers in all three forms. Advanced learners will compare numbers written in different forms, and struggling learners will use a place value chart to help them with expanded notation.

Lesson Objectives:

The students will know…

· How to write numbers in standard notation, written form, and expanded notation.

The students will be able to…

· Write numbers in standard notation, written form, and expanded notation.

Learning Styles Targeted:

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Visual

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Auditory

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Kinesthetic/Tactile

Pre-Assessment: Give each student a copy of the Pre-Assessment*. Make sure students understand the directions, and allow students to work independently. When students finish, review the correct answers as a class. Reteach place value concepts, as necessary.

Whole-Class Instruction

Materials Needed: 1 piece of chart paper, writing utensils, Example Chart Paper* for teacher reference, 1 set of pre-cut and shuffled cards from the Matching Game* per group of students, 1 copy of the Independent Practice* per student, writing utensils

Procedure:

1) Tell students you want to make sure they could identify the value of different digits in numbers, because they need that skill to learn how to write numbers in a new way. Post a piece of chart paper, and divide it into three sections. See the Example Chart Paper in supplemental resources, if necessary. Tell students that they are going to learn three different ways to write numbers. Title the chart paper Three Ways to Write a Number.

2) Write standard form in the first section of the chart paper. Tell students that standard form is the most common form of writing a number, and record the definition beneath the title. Write a few examples of numbers in standard form under the definition. See the Example Chart Paper.

3) Write written form in the second section of the chart paper. Tell students that written form is when a number is written out in words, and record the definition beneath the title. Ask students to look at the first number written in the standard form section, 32. Explain that they should think of the words that they say when they read the number 32. Those words are used in the written form. Show students how to write “thirty-two” beneath the definition. See the Example Chart Paper, if necessary. Repeat this process for the other numbers that you wrote in the standard form section. Students should be able to see the same numbers written in both standard notation and written form.

4) Write expanded notation in the third section of

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