# Unit - Ware County School System

```Grade Level
5
Content &amp;
Standard(s) Code
M5N3A, B, C, D
Name of Unit
Multiplication &amp; Division of Decimals
Page Numbers
Unit Decisions
Pages 1-9
Acquisitions Lessons, Pages 12-15
Extending Refining Lessons, Page 20
Graphic Organizers, Page 57
Submitted
By
April Simmons
Professional/System
asimmons@atkinson.k12.ga.us
System
Atkinson County
School
Please do not use initials. Type
full name of school.
Willacoochee Elementary School
1
Created by: April Simmons
Decision Two: The performance or product project
that will be the culminating activity of the unit
Note: Decision One is the
Content Map
Students’ Assignment Page for the Culminating Activity
Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
How does the use of decimals affect the accuracy of the store’s prices? (If decimals are not multiplied or divided correctly, the store or consumer may
pay an incorrect amount for the items they purchase.)
Paragraph Description of the Culminating Activity:
Students will create a pamphlet from a grocery store showing 5-6 particular items and their amounts. Students will then purchase 3 items and
show the total purchase price including 7% sales tax. The student will then subtract this amount from the \$100 they have. Lastly, the student will
divide evenly the change from the \$100 between himself and his friend.
Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
1.
2.
3.
4.
5.
6.
7.
8.
Decide on 5-6 grocery items and prices.
Draw/color items on white paper and list price
Students choose the 3 items they wish to purchase.
Total the 3 items and multiply the total by the sales tax amount. (7%/0.07)
Student will subtract this total amount from the money (\$100) that they brought with them.
Once the remaining balance has been calculated, the student will then divide this amount between himself and his best friend.
Student will then list the amounts that he and his best friend leave the store with.
Show all work.
2
Decision 3: Culminating Activity/Project Rubric
Awesome!
25
All information filled in
correctly
Great
20
No more than 2 computational
errors on pamphlet
Need help?
15
No more than 4
computational errors on
pamphlet
See me!
10
5 or more computational
errors on pamphlet
Pamphlet
5-6 grocery items listed on
pamphlet with prices
4 grocery items listed on
pamphlet with prices
3 grocery items listed on
pamphlet with prices
2 or less grocery items
listed on pamphlet with
prices
Working
collaboratively
Works will with group with
no teacher redirection
Works with group but needs
minimal redirection
Works with group but needs
much redirection
Does not work well with
group
Creativity
Neat/colorful with numerous
illustrations
Neat/colorful with some
illustrations
Lacks neatness and color
with few illustrations
Sloppy work with little or
no illustrations
Scale
Criteria
Filled in amounts
correctly
3
Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?
Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews
*Use base ten blocks for modeling
*Group practice
*Design and construct a pamphlet (Culminating Activity)
*Decimals worksheet
4
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.
Read aloud The Phantom Tollbooth by Juster, 1961, and discuss how decimals are used in everyday life.
Invite students to give examples and/or make up similar stories.
Communicate why it is important to understand decimals and how to compute them. Discuss averages in decimals, where decimals came from,
and learn why it is important to sometimes be exact in computation of decimals.
Teacher will then give students the content map and vocabulary and discuss it with class.
5
Decision 6: Acquisition Lessons
Plan the acquisition lessons you need for your Learning Unit. You must have at least one lesson for each of your essential questions in your Content
Map.
See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.
Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills
Cause/Effect
Justification
Error Analysis
Classifying
Evaluation
Compare/Contrast
Induction
Abstracting
Example to Idea
Writing Prompts
Constructing Support
Deduction
Analyzing Perspectives
Idea to Example
Writing prompts:
Students will be paired and must write word problems that contain computation of decimals. Each student will have the
opportunity to answer the word problem that his or her partner has constructed.
Error Analysis:
Students will look for possible errors on a sample grocery sales paper involving computation of decimals and sales tax.
6
Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?
Lower level: shorten assignments, peer partners, redirection, and preferential seating
Gifted students: Create their own pamphlet for a common grocery store with advertised prices, tax, etc.
Decision 9: Lesson/Activity Sequence and Timeline
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.
7
1. How can I use models to write decimals?
- Use GO to introduce vocabulary
- Practice using base ten blocks to find decimals
- Students construct word problems with models
2. How do you multiply a decimal by a whole number and/or by another decimal?
- Vocabulary
- Demonstrate multiplication of decimals
- Paired students work 10 problems
3. How do you divide decimals by whole numbers and/or by other decimals?
- Sample problem
- Vocabulary
- Demonstrate division of decimals
- Group work with students
- Ticket out the door
This is approximately a 14-day unit.
8
Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.
9
Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.
Mathematics in Action by Macmillan/McGraw-Hill
Name That Portion by Dale Seymour Publications
10
The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.
11
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: April Simmons
Essential Question: How can I use models to write decimals?
Activating Strategies: Teacher will read aloud The Phantom Tollbooth and discuss the importance of decimals in everyday life
(Learners Mentally Active) and why knowing how to compute decimals are important.
Acceleration/Previewing: Use Frayer diagram 1 to introduce vocabulary.
(Key Vocabulary) *Decimal, fractions, multiplier, divisor, grids
Teaching Strategies: Display a hundreds square to the class using the overhead projector. Have a volunteer count off 40 places
(Collaborative Pairs; on the model, covering each place with a one’s square.
Distributed Guided Practice;
Distributed Summarizing; -How many squares are covered? (40)
Graphic Organizers) -How many rows of ten squares are covered? (4)
-How many squares are not covered? (60)
-How many rows of ten squares are not covered? (6)
What is the relationship between the number of squares covered or uncovered and the corresponding rows
of ten squares? (The zero is dropped from the end of the number of ones to determine the number of rows of
tens.)
Discuss problem and solutions and then go into lesson. Use base ten blocks demonstrate decimals.
Distributed Guided Practice/ -Think-pair-share to answer word problem.
Summarizing Prompts: -Students write a word problem dealing with the modeling of decimals and trade with partner to solve.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies: Ticket out the door:
(Learners Summarize &amp; Students will write an example of a decimal using a model that they have drawn and explain how they are
12
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: April Simmons
Essential Question: How do you multiply a decimal by a whole number and/or by another decimal?
Activating Strategies: Students will be paired and given various decimal models and asked to determine what each row, square,
(Learners Mentally Active) and column represent. Each set of partners should receive four models with the numbers 1 to 4 on the back.
The students are to determine what each row, square, and columns represents and write the number on the
back. They are then asked to place the models under their desk for later use.
(Key Vocabulary) List, inquire, take notes, and know: Complete list and inquire on what they know about multiplying
decimals?
*Review previous vocabulary
Teaching Strategies: Present problem:
(Collaborative Pairs; Suzie needs 5.25 yards of fabric for a sewing project. The fabric costs \$3.75 per yard. How much will the
Distributed Guided Practice; fabric cost? Round your answer to the nearest cent. (5.25 x \$3.75 = \$19.6875; \$19.69) Use GO page 57
Distributed Summarizing; (Flow Chart) to solve the above problem. Discuss problem and possible solutions and then go into lesson.
Graphic Organizers) -What is the job of a decimal point? (It indicates the place where the whole number ends and decimal places
begin.)
Distributed Guided Practice/ Have students work in pairs to complete 10 problems. Make sure students understand:
Summarizing Prompts: - The number of decimal places in the product of two decimals is equal to the sum of the decimal places
in the two factors.
(Prompts Designed to Initiate
Periodic Practice or *How is this rule similar to the one for multiplying a whole number and a decimal? (It is the same. The
Summarizing) number of decimal places in the product is equal to the number of decimal places in the decimal factor.)
(Learners Summarize &amp; Fill in Know column. Class discussion.
13
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: April Simmons
Essential Question: How do you divide decimals by whole numbers and/or by other decimals?
Activating Strategies: Present problem:
(Learners Mentally Active) John’s car traveled 298 miles on 10.05 gallons of gas. Describe how to estimate the number of miles John’s
car traveled on each gallon of gas. (Take the total number of miles traveled –approx. 300, and divide that
number by the number of gallons of gas –approx. 10. 300/10=30. John’s car got approximately 30 miles to
the gallon.
Acceleration/Previewing: *Division, divisor, dividend, quotient
(Key Vocabulary)
Teaching Strategies: Show the students a problem with a decimal in the divisor only. (Ex. 0.5\10) Have them focus on their GO
(Collaborative Pairs; (Flow Chart) to solve the problem.
Distributed Guided Practice;
Distributed Summarizing; Step 1. Identify how many numbers are behind the decimal (one)
Graphic Organizers) Step 2. Move the decimal once to the right. Model this on the board 0.5.
Be sure to emphasize that by moving the decimal one place to the right .5 was multiplied by 10 and became
the whole number 5. Remember, if we have a decimal in the divisor, what do you think we should do to the
decimal in the dividend? (move it) Ones, turn to your partner and tell them how many places we should
move the decimal point and why. Two’s, decide if they are right or wrong and be able to support your
answer. (1 place-multiplied by 10 in the divisor, so we multiply by 10 in the dividend). Check answers for
accuracy. Before I move the decimal in the problem, I have one major problem to address. It has a
decimal, but I can not see it. Two’s, turn to your partner and tell them where you think the decimal is.
One’s be prepared to tell me what your partner said and whether or not you agree. (Behind the number. All
whole numbers are followed by a decimal. If it isn’t there, it is understood to be behind the number.)
Model more examples on board.
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Distributed Guided Practice/ Give the students a few problems to practice the “criss-cross” method . (Ex. 6.5\0.9)
Summarizing Prompts:
(Prompts Designed to Initiate Then give the pairs some examples to work. While working in pairs, have them take turns instructing and
Periodic Practice or writing. Check for understanding as the pairs work each problem.
Summarizing)
Summarizing Strategies: Have students write step-by-step directions for solving a division with decimals problem.
(Learners Summarize &amp;
15
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &amp;
16
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &amp;
17
18
19
Extending Thinking Lesson Planning Form
Name: April Simmons
Essential Question: Why is it important to have accurate decimals?
Mini-Lesson: Students will learn the importance of the accurate use of decimals while dealing with interest rates in
savings accounts.
Task: Compute the amount of money earned in a particular bank account.
Summarize/Sharing: Explain to the class how much money you earned in your account at the bank and what would have
happened if the decimal amounts had been incorrect.
Assignment: Each student will be given a certain amount of money and told to invest in different types of accounts at a
local bank. Ex. Savings account, CD, student account, bonds, IRA’s etc.
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Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Summarize/Sharing:
Assignment:
21
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Summarize/Sharing:
Assignment:
22
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Summarize/Sharing:
Assignment:
23
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Summarize/Sharing:
Assignment:
24
25
26
 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 You must include at least one in your unit.
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate textspaces.
27
&reg;
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson &amp; Dr. Julia Thompson
Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org
28
Graphic Organizer Titles
Page Numbers
* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
29
Graphic Organizers
1.
Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.
2.
Graphic organizers turn abstract concepts into concrete visual representations.
3.
Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*
Sequence or Time-Order
*
Listing or Description
*
Compare/Contrast
*
Cause/Effect
*
Problem/Solution
4.
The most important question a teacher can answer is:
“How do I want students to THINK about my content?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.
5.
The use of graphic organizers produces learning effects that are substantial and long
lasting.
30
KWL Outline 1
-KThink I Know…
-WThink I’ll Learn…
-LI Learned…
31
KWL Outline 2
-KI Know…
-WThink I Know
-LWant to Know
32
KWL Outline 3
-KWhat I Know…
-WThink I’ll Know
-LWhat I Learned
33
KWL Outline 4
-KWhat We Know
-WWhat We Want
To Find Out
-L
What We Learned and
Still Need to Learn…
34
KWL Plus Outline
Topic:
-KKnow
-WWant To Know
-LLearned
Final category designations for “L”:
35
Word Map Outline 1
What is it?
(write the definition)
What is it like?
Causes
The Word
What are some examples?
36
Frayer Diagram 1
Definition
Examples
Characteristics
Non-Examples
37
Frayer Diagram 2
Definition
I Think
Sentence
Draw
38
Folk Tales Story Map
Title:
Characters:
Setting:
Problem:
Events: 1.
2.
3.
4.
Solution:
39
Fish Bone (Cause / Effect)
Effect
Causes
40
Cause and Event
CAUSE
CAUSE
EVENT
CAUSE
41
CAUSE
Cause and Effect
Cause
Cause:
Cause:
Effect:
Cause:
Cause
42
Flow Chart
(Sequence)
Skill or Problem:
43
Cycle Graph
(Sequence and Repeat)
44
Compare / Contrast 1
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
45
Compare / Contrast 2
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
Summarize:
46
Describing An Event (Abstracting)
WHO?
WHEN?
WHERE?
WHY?
HOW?
SIGNIFICANCE?
47
Descriptive Organizer
(Literary Element)
TOPIC
DETAILS
MAIN IDEA SENTENCE
48
DETAILS
(Literary Element)
MAIN
IDEA
49
STORY MAP
(Literary Element)
Title:
Setting
Characters
Problem
Event 1:
Event 4:
Event 2:
Event 5:
Event 3:
Event 6:
Solution:
50
Story Pyramid (Characterization)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Directions:
Insert 1 word that names a central character.
Insert 2 words that describe the setting.
Insert 3 words that describe a character.
Insert 4 words that describe one event.
Insert 5 words that describe another event.
51
Character Map (Literary Element)
Example
Example
Quality
Example
Example
Quality
Quality
Character’s Name
Example
Directions:
1.
2.
3.
Write character’s name in central square.
In the rectangles, list adjectives or qualities that describe
that character.
In the ovals, writs examples from the text that support the
Example
52
STORY WORM (Literary Elements)
Event
Event
Conclusion
Setting
Main
Character
53
Story Map Showing Character Change
Turning Point
Character at Beginning
of Story
Events That Caused Change
Character at End
of Story
54
Matrix
Top
Category
Side
Category
55
WEB DIAGRAM (Classifying)
56
Newspaper Model – 5W Model (Abstracting)
Topic:
WHO
WHAT
WHEN
WHERE
WHY
Using the information from this form write a paragraph
57
5W and How Model
TOPIC: ______________________________________
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
SUMMARY STATEMENT:
58
Word Problems: Math (Problem Solving)
What is the question?
What is the essential information?
What information is not needed?
What operations will I use?
Can I draw a diagram of the problem?
59
To solve this problem, first I ___
To solve this problem, first I ___
Then I ___
Then I ___
..because ___
..because ___
60
Organizational Graphic Organizer (Classifying / Categorizing)
Central Topic
61
Problem / Solution Organizer (Problem Solving)
Topic
Problem
Solution
Main Idea Sentence
62
SKILLFULL DECISION MAKING
OPTIONS
What can I do?
OPTION
CONSIDERED
CONSEQUENCES
What will happen if
you take this option?
SUPPORT
Why do you think each
consequence will occur?
VALUE
How important is the consequence?
Why?
63
Prediction Tree Model (Deduction)
Details / Proof
Details / Proof
Prediction
Prediction
Details / Proof
Prediction
Conclusion or Final Prediction
1. Solid Lines &amp; Boxes Are Details / Proof
2. Ovals Are Predictions
3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction
64
Constructing Support
Position Statement
Reasons
Facts
65
Inductive Reasoning
Details:
Patterns:
Generalization:
66
Analyzing Perspectives
Issues:
Personal Perspective or Main Character’s Perspective:
Reason/Logic:
Different Perspective:
Reason/Logic
Conclusion/Awareness
67
The Most Important Thing
is __
But. The most important thing about
is __
68
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