Teacher Education Lesson Plan
Teacher Candidate :Dominique Wooders School: Mathews Elementary __ Date and Time of Lesson 10/10/12_ Subject/Grade Level _Math/ 5th_
Description of Lesson: Students will continue learning about decimals. This lesson will incorporate
adding and subtracting money with use of word problems, pictures, and standard algorithms
Lesson Title: The Value of a Dollar Curriculum Standards Addressed:
National Common Core Standard(s): Number and Operations 5.NBT: Decimals Number and Operations 5.NBT.7: Add, Subtract, Multiply, and Divide decimals to the hundredths. SC Curriculum Standard(s): 5-2: The student will demonstrate through the mathematical processes an understanding of the place value system; the division of whole numbers; the addition and subtraction of decimals; the relationships among whole numbers, fractions, and decimals; and accurate, efficient, and generalizable methods of adding and subtracting fractions SC Academic Indicator(s): 5-2.5: Apply an algorithm to add and subtract decimals through thousandths
Cross Curricular Connections: Language Arts and Reading. This will assist when comprehending
words problems.
Instructional Objective(s) Criteria:
Assessment(s) of the Objectives:
First assessment will be 2 basic addition and subtraction multidigit number problems for them to solve. (This will allow me to see if they have an understanding of addition and subtraction w/ regrouping). This will informally assess and students will share their answers as the class does a quick review. The last assessment will be 3 word problems all having to do with money and multi-step problem solving.
TSWBAT: Add and subtract decimals using multi-step problems focused on increasing and decreasing money values.
Materials/Resources:
Textbook Workbooks Paper Pencil Smart Board Dry Erase Boards/ markers (extra help at the kidney table)
Prerequisites (Prior Knowledge):
A. Social: Students must be able to work individually, and be able to share their thinking with their classmates. B. Cognitive: Students must have an understanding of multiplication and how to write expressions mathematically. C. Physical: Students must be able to sit at their own desks and work without disturbing others D. Emotional: Students must be able to accept that sometimes they will not get the right answer and accept help from peers and teacher.
References: NONE Procedures:
1. The class will first be instructed on what materials they to get out for the Math lesson (paper, pencil, textbook, notebook) 2. Then I will put on the Smartboard, the first two problems they need to solve. (They will have 5 minutes to complete being that this will be a review of what they have been working on with decimals). 1.) 56.02 + 20.37 2.) 399.45 + 5.89 3.) 0.99 + .052 a. While they are working I will be walking around doing an informal assessment checking to see who is breezing through them and who is having trouble. The ones having trouble will be invited to the kidney table later in the lesson for extra assistance. 3. Once the 5 minutes are up or the majority of the class has finished, (whichever comes first) I will then ask for them to share their answers by completing them on the Smartboard and explaining their steps. (NCTM 2, 3). 4. The next step will be this question; How many of you get allowance? then this question How many of you get birthday money? Then How many of you Save your money then Who has a bank account? This question will be my lead up to my introduction. (NCTM 4) 5. Introduction: Teacher: Listen up guys Students will then tune in to what I am about to tell them (hopefully). Teacher: Picture it, two sisters, one 10 and the other 14, springing out of bed to go see whats under the Christmas tree. They have toys, games, and clothes. Then the older sister sees them (pause and ask the students if they know what she sees and give them time to give some suggestions) (NCTM 3). Teacher continues: the Oldest sister sees many envelopes scattered about under the tree. The girls await the nod of permission from their mom, then go for the envelops. Teacher asks: What do you think was in the Envelopes? Students answer then Teacher continues: Each sister received 3 envelopes apiece and each envelop enclosed MONEY!!!!!!! o Teacher then instructs students to get their pencil and paper ready for the next part of the story. Teacher: The younger sister received $10.50, $20.00, and $5.50: the older sister received $40.75, $28.15, and 31.27. How much did each sister have? (NCTM 1) o Teacher then writes the values on the smart board and allows students to work individually. o Once they have completed they are to turn and Talk with their partner and compare their answers. Teacher: calls on a few students to share their answers with the class and discusses their strategies for solving the problem. (NCTM 5) o Students will then be given a second part to the problem Teacher: ok class we all have come to the conclusion in one way or another that the youngest sister received $36.00 and the older sister received $97.17. So now I want you to picture this:
The Sisters have to go to their Grandparents house for Christmas Dinner. They each get $10.00 from Uncle Fred and the younger sister gets $5 from Ms. Shelly. How much money do they each have now? ($51.00 and $107.17) Teacher allows the students to work with their turn and talk partner and lets a few of them share their findings. (NCTM 2,3) Teacher: Now the sisters want to go shopping with their Christmas money. The older sister buys a shirt that cost $18.00 and a pair of shoes that costs $25.99. the younger sister buys a watch that costs $5.00. How much did they each spend? o Now this is when the teacher asks the class to raise their hands and tell her what are they going to do to solve this problem? Further break down: (writes problem on Smartboard as she talks it out) The older sister had $107.17 to start with, but then she BOUGHT (underline on the Smartboard) a shirt for $18.00 and a pair of shoes for 25.99. What do we need to do to figure this out? Student work individually the come together to compare. Teacher asks next question: how much does the younger sister have? Next question which sister has more money? They will answer both questions with their turn and talk partner. Teacher will walk and around and do an observation assessment. Then they will share with the class by working the problem out on the Smartboard. 6. Students will then be given the same problems as the pre-assessment, but they will be included in word problems and be represented as money. The problems will also require at least 2 steps to find the answer. 7. Once the students have completed the 3 problems. The teacher will take them up. The students who she noticed struggling throughout the lesson will be invited to the kidney table and the rest of the class works in their Math workbook on page8, solving word problems 1-8 (whats not finished will be homework. Any questions will be answered and then students will work independently until its time to transition to Science. o
Accommodations: Students at the Kidney table will utilize the white boards and markers and we will
re-work the previous problem step-by-step using pictures to represent the girls, envelopes, clothes, etc.
Early Finishers will get the chance to make up their own story/ word problem and will be allowed to have the class work it (once the teacher has a chance to work it). Or Work as a peer tutor.
