advertisement

Grade Level 5 Content & Standard(s) Code M5N3A, B, C, D Name of Unit Multiplication & 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 Email Address 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 *Short answer quizzes 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? - Read The Phantom Tollbooth - 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? - LINK Activity - 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. Copyright/References provided by Unit Writer Comparable Copyright /References 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 & Students will write an example of a decimal using a model that they have drawn and explain how they are Answer Essential Question) related. 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. Acceleration/Previewing: LINK Activity (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.) Summarizing Strategies: LINK Activity: (Learners Summarize & Fill in Know column. Class discussion. Answer Essential Question) 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.) Check answers for accuracy. Model more examples on board. 14 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 & Answer Essential Question) 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 & Answer Essential Question) 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 & Answer Essential Question) 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. 20 Extending Thinking Lesson Planning Form Name: Essential Question: Mini-Lesson: Task: Summarize/Sharing: Assignment: 21 Extending Thinking Lesson Planning Form Name: Essential Question: Mini-Lesson: Task: Summarize/Sharing: Assignment: 22 Extending Thinking Lesson Planning Form Name: Essential Question: Mini-Lesson: Task: Summarize/Sharing: Assignment: 23 Extending Thinking Lesson Planning Form Name: Essential Question: Mini-Lesson: Task: Summarize/Sharing: Assignment: 24 25 26 The following pages (29-66) contain sample Graphic Organizer (GOs) templates in direct reference to Decision 2. A Table of Contents can be viewed on page 27. You must include at least one in your unit. Please reference the graphic organizers chosen for 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 ® Learning-Focused Strategies Notebook Teacher Materials Dr. Max Thompson & Dr. Julia Thompson Learning Concepts Inc. PO Box 2112 Boone, NC 28607 (866) 95-LEARN (866) 77-LEARN Fax www.learningconcepts.org 28 Graphic Organizers Table of Contents 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 * Justify Your Answer (Justification)……………………………………… 58 * 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 adjectives or qualities. 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? Does my answer make sense? Can I draw a diagram of the problem? 59 Justify Your Answer (Justification) To solve this problem, first I ___ To solve this problem, first I ___ Then I ___ Then I ___ This answer is ___ This answer is ___ ..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 & 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 The most important thing about is __ But. The most important thing about is __ 68