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