Sydney Laughlin
Rationale for teaching addition of decimals
Decimals have such a real world application that we would be robbing the students of valuable
everyday strategies. Decimals can be found in our stores, in our food measurements, our yard work, our
buildings, our gasoline, and our taxes. The work sheets used in these lessons include word problems with
weather charts that can be seen every day on a weather channel. These are all things that adults come into
contact with on a regular basis. Without a firm grasp on addition of decimals ore even their awareness would
be sending our students out in the real world to fail.
The reason for teaching addition through these games and work pages show the gradual release of
responsibility from teacher modeling to teacher student work and finally giving the students their own time
to grasp the concepts within the lesson. They are always supported during the lesson but they are given the
chance to slowly take on more responsibility for their own learning.
These units also include the use of Metacognitive teaching. Metacognitive teaching is when you
model a problem solve it and go step by step through the process out loud giving your reasons for each step.
Metacognition is seen through working with partners, teacher modeling, and student sharing. It is so
important to know your work enough to explain why and how you did it the way you did. Students will be
able to feel comfortable in the answers they got. Through metacognition students will be able to take their
though process an apply it to various problems, numbers, and situations.
1
Lesson Plan for ED 443
Student Teacher: Sydney Laughlin
Date of Lesson: May 15th
Grade: 5th
Lesson Title/Description: Strategies for Adding Decimals
Lesson # 1 of
3
Time Allotted for this Lesson: 60 minutes
Standard:5.1.4 Develop fluency with efficient procedures for adding and subtracting
fractions and decimals and justifying why the procedure works
Goals:
Objectives:
 They estimate, solve, and discuss
 Students will use representation to add
their strategies for adding decimal
tenths, hundredths and thousandths.
fractions.
 Students will Add decimals to the
thousandths through reasoning about
place, equivalents and representations
Pre-Requisite Knowledge and/or Skills:
Identification of decimals and their place values
Addition of functions
Materials/Equipment/Supplies/Technology/Preparation:
 Calculators
 Math journals
 Investigations book, Unit 6
 Decimal cards set A
 Decimal cards set B
Procedure: Teacher Does……….
Procedure: Students Do……..
Time Motivation/Hook:
5
Show five decimal cards on the
min overhead.
Motivation/Hook:
Place from least to greatest
15
min
Teaching:
Discuss place values using one of the
decimal cards.
Model pulling top five greatest cards
to add together.
Show personal metacognition,
“Why?”
Teaching:
Follow along with math journals open
10
min
Group Application:
Assign five more cards as whole
class practice
Group Application:
Complete remaining decimal equations with
class assisting
2
25
min
Independent Application:
Assign work pages 49, 50 with
partner
Independent Application:
Complete work pages with partner
5
min
Closure:
Share work from 49-50
Assign homework page 51
Closure:
Share work
Begin Homework page 51
Meeting Varying Needs of Students:
Intervention:
Students having trouble may use decimal card set A only, choosing less than five to add or
referencing to their past work as an anchor. Work with teacher in small group at back based
on small assessment (thumbs rating)
Extension: Students who complete all the work may add all five decimals together and/ or
choose different sets of numbers to add.
Assessment
1. Evidence collected from this lesson:
No Formative for this lesson
Reflection:
1. How did the students do re: the objectives, and how do you know?
NOTE: Also include your Literacy Questions noted in your Scoring Guide for Mini Work
Sample ONE Lesson handed out to you on Wed 25. Jan 2012.
Reflection:
2. Describe any changes you made as you were teaching the lesson.
3
Reflection:
3. What would you change about this lesson plan? Pay attention to situations where students
either did not learn or already knew.
Reflection:
4. How did the results of this lesson influence the way that you will teach in the future?
Lesson Plan for ED 443
(LITERACY)
Student Teacher: Sydney Laughlin Date of Lesson: May 16th
[
Lesson Title/Description: Decimal Problems
Lesson # 2
of
3
Grade: 5th
Time Allotted for this Lesson: 60 minutes
Standard:5.1.4 Develop fluency with efficient procedures for adding and subtracting fractions
and decimals and justifying why the procedure works
Literacy Standard: 5.R1.3 Explain the relationship or interactions between two or more
individuals, events, ideas, or concepts in a historical text based on specific information in the
text.
Goals:
Objectives:
 They estimate, solve, and discuss
their strategies for adding decimal
 Students will estimate sums of decimal
fractions through word problems.
numbers
 Students will use representation to add
tenths, hundredths and thousandths
 Pre-Requisite Knowledge and/or Skills:
 Identification of decimals and their place values.
 Addition of functions.
4





Materials/Equipment/Supplies/Technology/Preparation:
Decimal cards set A
Decimal cards set B
Math journals
Investigations book, Unit 6
Procedure: Teacher Does……….
Procedure: Students Do……..
Time
Motivation/Hook:
Motivation/Hook:
Answers may vary,
5min
Who can give me three facts on what Line up decimals
we learned yesterday during math
Some decimals can be added to get one
with decimals?
(whole)
Teaching:
Teaching:
Have written story problem 1 from
With their math journals open students follow
15min work pages 52-53 in math journal.
along with the process of solving word
Model highlighting important pieces problems
in a word problem.
Solve word problem and show
metacognition, “Why?”
Group Application:
Group Application:
15
Complete story problem 2 from
Solving story problem in their math journals
min
work pages 52-53 as a class
20
min
5 min
Independent Application:
Assign rest of work pages to be
completed with partners
Independent Application:
Complete pages with partners
Closure:
Share work page answers
Assign homework page 55
Closure:
Share work page answers
Start homework page 55
Meeting Varying Needs of Students:
Intervention: Students may need to work on the back carpet to get help (form myself or my
mentor teacher) with reading through the story problems.
Extension: Students may compare three instead of two numbers in a story problem to work
with.
Assessment
1. Evidence collected from this lesson:
No Formative for this lesson
5
Reflection:
1. How did the students do re: the objectives, and how do you know?
NOTE: Also include your Literacy Questions noted in your Scoring Guide for Mini Work Sample
ONE Lesson handed out to you on Wed 25. Jan 2012.
Reflection:
2. Describe any changes you made as you were teaching the lesson.
Reflection:
3. What would you change about this lesson plan? Pay attention to situations where students
either did not learn or already knew.
Reflection:
4. How did the results of this lesson influence the way that you will teach in the future?
Lesson Plan for ED 443
Student Teacher: Sydney Laughlin Date of Lesson: May 17th
[
Lesson Title/Description: Decimal games Part-1
Lesson # 3 of
3
Grade: 5th
Time Allotted for this Lesson: 60 minutes
Standard:5.1.4 Develop fluency with efficient procedures for adding and subtracting fractions
and decimals and justifying why the procedure works
6
Goals:
 They estimate, solve, and discuss
their strategies for adding decimal
fractions.
Objectives:


Students will estimate sums of decimal
numbers
Students will use representations to add
tenths, hundredths and thousandths
Pre-Requisite Knowledge and/or Skills:
Identification of decimals and their place values.
Addition of functions.
Materials/Equipment/Supplies/Technology/Preparation:
 Decimal cards set A
 Decimal cards set B
 Math journals
 Investigations book, Unit 6
Procedure: Teacher Does……….
Procedure: Students Do……..
Time
Motivation/Hook:
Motivation/Hook:
Who can tell me what they learned
Answers may vary,
5min
about decimal problems yesterday?
Highlight important pieces like what the story
is asking you to do.
Highlight the numbers
Teaching:
Teaching:
Introduce game Close to 1.
Following game along
15min Take decimal cards, add them
together to see how close to 1 you
can get.
Pull five decimal cards and see how
many variations of decimal answer
we can get to 1 as possible
Group Application:
Group Application:
15
Play two rounds of Close to 1 as a
Assist in trying to get to 1.
min
class.
20
min
5 min
Independent Application:
Assign work page 57 (a record of
rounds of Close to 1) and 58 (record
of Decimal Double Compare). Have
students play enough rounds to fill
page.
Closure:
Share answers to work page 57 and
58
Assign homework page 59
Independent Application:
With partners complete work page 57 by
playing rounds of Close to 1 and Decimal
Double compare
Closure:
Share work page answers
Starts homework page 59
7
Meeting Varying Needs of Students:
Intervention: Students who are not comfortable working with the harder decimal card set may
use set A.
Extension: Students can add a time limit to their game rounds to add complexity.
Assessment
2. Evidence collected from this lesson:
No Formative for this lesson
Reflection:
1. How did the students do re: the objectives, and how do you know?
NOTE: Also include your Literacy Questions noted in your Scoring Guide for Mini Work Sample
ONE Lesson handed out to you on Wed 25. Jan 2012.
Reflection:
2. Describe any changes you made as you were teaching the lesson.
Reflection:
3. What would you change about this lesson plan? Pay attention to situations where students
either did not learn or already knew.
Reflection:
4. How did the results of this lesson influence the way that you will teach in the future?
8