1) The document outlines a 4th grade mathematics lesson plan focused on place value, comparing multi-digit numbers, rounding numbers, and adding and subtracting multi-digit numbers. 2) The lesson includes an introduction, independent practice, a main lesson with teacher explanation and examples, a group "Place Value Bingo" activity, and a concluding mini-quiz. 3) The teacher will assess student understanding informally during lessons and formally through quizzes and tests aligned to the grade-level standards covered in the unit.

1. Running head: Signature Assignment !1
Austin Fox
Signature Assignment
ITL 608: Design and Process of Teaching
National University

2. Running head: Signature Assignment !2
Grade: 4th Teacher: Mrs. Ruff
Subject: Mathematics School: Edna Batey Elementary School, Elk Grove, CA
Standards/Targets:
CCSS.MATH.CONTENT.4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in
one place represents ten times what it represents in the place to its right. For example, recognize
that 700 ÷ 70 = 10 by applying concepts of place value and division.
CCSS.MATH.CONTENT.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
meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.
CCSS.MATH.CONTENT.4.NBT.A.3: Use place value understanding to round multi-digit whole
numbers to any place.
CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using
the standard algorithm.
Learning Objectives: Students will generalize place value understanding for multi-digit whole
numbers. Additionally, students will use place value understanding and properties of operations
to perform multi-digit arithmetic.

3. Running head: Signature Assignment !3
Learners: 4th grade class with 25 students. There is one student in the class with a learning
disability and he was a para-educator working with him. In addition, there are two twin sisters
from Vietnam in the class who hardly speak any English.
Teacher: The teacher’s expectations of students are that students should be able to make sense of
problems and persevere in solving them. Students are also expected to work well independently
as well as collaboratively on solving problems, and are expected to ask questions if they have
any.
AIM
Assessment: The teacher will informally assess students progress by checking on students work
during independent and group work time during the lesson. The teacher can also perform
informal assessments by asking individual students questions about the content throughout the
lesson. The teacher will formally assess her students through the use of formal quizzes and tests
based on the content of the unit and the standards/targets outlined above.
Implementation:
Introduction (10 min.): The teacher will start out by projecting examples of place value charts
and briefly explaining what they are. The teacher will then show some examples to the students.
Independent Work (10 min.): The students will then work independently on 5 problems from
their CCSS Math workbook. After students are finished with these problems, the teacher will go
over the answers with the class and answer any questions.

4. Running head: Signature Assignment !4
Main Lesson (30 min.): The main lesson will begin with the teacher explaining place value
charts more in depth. They will then go over how to compare numbers and show examples so
that students can better understand it. After this, the teacher will give an in-depth explanation on
how to use place value understanding to round multi-digit numbers to any place, and they will
show the students examples. To conclude the main lesson, the teacher will show students how to
add and subtract multi-digit whole numbers using the standard algorithm.
Group Activity (20 min.): The students will participate in an activity called “Place Value Bingo”.
Students will make bingo cards using one, two, and three-digit numbers. They will then swap the
cards with other students. The teacher will then call out different numbers or clues such as “any
number with 3 in the one’s place”. The first person to get bingo can call out numbers in the next
round.
End of Lesson Mini-Quiz (10 min.): Students will be given a short quiz with ten math problems
pertaining to the day’s lesson. The teacher will then go over these answers before the next lesson.
Management:
Students are expected to be respectful of their peers during the group activity. They are also
expected to participate in the activity and all other parts of the lesson. Any student who fails to
participate will be talked to privately by the teacher and encouraged to participate in the future.
In addition, the students with the best behavior will receive an incentive to keep up their good
attitude and hard work.
UDL

5. Running head: Signature Assignment !5
Multiple Means of Engagement: Promote expectations and beliefs that optimize motivation;
Foster collaboration and community; optimize relevance, value, and authenticity.
Multiple Means of Expression: Vary the methods for response and navigation; Build fluencies
with graduated levels of support for practice and performance; Support planning and strategy
development.
Multiple Means of Representation: Offer ways of customizing the display of information;
Support decoding of text, mathematical notation, and symbols; Guide information processing
and visualization.