USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford

Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

MAFS.5.NBT.2.7: Add, subtract, multiply, and divide decimals to hundredths, using

concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.

State Essential Understanding:

How can I add, subtract, multiply, and divide decimals?

Given a review, the student will be able to add, subtract, divide, and multiply decimals
with 95 percent accuracy.

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

This review lesson is being taught because students need a firm understanding of how to
add, subtract, multiply, and divide decimals for their upcoming standardized tests. We
are utilizing the smart board in this lesson because in the past the students have seemed
to enjoy working with the smart board and tend to be more engaged with it being used
throughout a lesson. We have also written the word problems with our students interests
in mind to help maintain their focus as well.

Pre-Assessment:
Formatives:
-Observation during seat work/ when students work on problems on the SMART board
-Exit ticket
-Review Worksheet
Summative:
-The students will be completing a formative assessment, two weeks after this lesson
that will assess their knowledge on these given topics.

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20
is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?

Adding and Subtracting: https://www.mathsisfun.com/adding-decimals.html

Write down the numbers, one under the other, with the decimal points lined up
Put in zeros so the numbers have the same length
Then add using column addition, remembering to put the decimal point in the
answer
Multiplying: https://www.mathsisfun.com/multiplying-decimals.html
Multiply normally, ignoring the decimal points.
Then put the decimal point in the answer - it will have as many decimal places as
the two original numbers combined.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about

Dividing: https://www.mathsisfun.com/dividing-decimals.html
To divide a decimal number by a whole number:
Use Division or Long Division (ignoring the decimal point)
Then put the decimal point in the same spot as the dividend (the number being
divided)
To divide a decimal by a decimal:
The trick is to change the number we are dividing by to a whole number first, by
shifting the decimal point of both numbers to the right
Now we are dividing by a whole number, and can continue as normal.
It is safe to do this if we remember to shift the decimal point of both numbers the
same number of places.
Students must know basic adding, subtraction, multiplying, and dividing techniquestraditional algorithms, long division strategies.
Students must know when to move the decimal based on the function they are using.
Students must know basic addition, subtractions, multiplication, and division facts.
Students must know strategies for problem solving with word problems.

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20
their readiness for this
content?
What misconceptions
might students have about
this content?

Students may not know to line up the decimals when adding and subtracting with
decimals.
Students may not know that multiplication does not require the decimals to be lined up.
Students may try to divide with the decimals sill in the divisor.
Lesson Implementation

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Guided Release- We will explain how to add, subtract, multiply, and divide with decimals
and then students will practice by themselves to show what they know

Time

Who is
responsibl
e (Teacher
or
Students)?

3 min

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Students
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you

25

The students will be given time to prepare for the day. Good
morning everybody. Please take out your notebooks and label the
top Review of Decimals and write the date. Today we are going to
be reviewing the different operations that we learned involving
decimals, including adding, subtracting, multiplying, and dividing.
This lesson today should be used as a refresher for you! We are
both here to help you so make sure you are asking any questions
that you may have! They will get a chance to preview the
objectives for the day and prepare their notebook.

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

min

10
min

Teach/Stud
ents

Students

Students
2 min

The teacher will first start by modeling adding decimals. She will do
the first problem on the SMART board presentation. Once the
students seem to understand, she will have them all do one
together. The students will then begin to work independently until
they have reached mastery. The teachers will be available to check
each students answers. If the student isnt getting the content, we
will use flexible grouping and put them in a group with a teacher aid
or a teacher that is not teaching. The same process will occur for
subtracting, multiplying, and dividing decimals. At the end of the
presentation, students will have the opportunity to complete the
word problems. The teacher will go over the answers with the
students and ask for volunteers to explain the process and their
thinking behind the problem.
The students will complete a review worksheet that summarizes
adding, subtracting, multiplying, and dividing decimals. This
worksheet will be used as a reinforcer for the information they
reviewed. If you dont finish the worksheet, we will have some
time to finish and go over it as a class tomorrow!

The students will complete an exit ticket that rates their learning
experience (1- being I dont understand anything, 5- I have a
complete understanding of these operations). The students will
also evaluate what is still muddy in their thinking.

What will you do if

a student struggles with the content?

If a student struggles with content either Ms. Nestor or Ms. Crawford, depending on who
is leading the lesson at that time, will work independently to reinforce any content the
student may be confused on.

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20

What will you do if

a student masters the content quickly?

If a student masters the content quickly extra problems will be available for them towork
on, they may also assist other students who are still working, or the gifted teacher may
pull them for further practice.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students like to work with technology. In this lesson, we will be working with the
SMART board. The students will have the opportunity to come up to the board to
share their answers. Throughout the lesson, there are various word problems that
contain the students names along with their interests to help keep them engaged.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
Product
Content
Learning Styles
Readiness
Interest

ExplainThere will be extra enrichment problems ahead for the students that understand all
of the information.

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20
How will you differentiate instruction for students who need additional
language support?
Process
Product
Content
Learning Styles
Readiness
Interest

ExplainThere will be assistance given to students that are struggling. For example, they can
receive help from the teacher aids in the room or by a student who has a clear
understanding of the operations. There will also be flexible grouping during the seat
work, so the students will have the opportunity to work in small groups so they could
review.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

S.A.- repeat directions

L.S.- make sure student is staying on task

SmartBoard
Math notebooks
Pencils
Review sheet

USF Elementary Education Lesson Plan Template (S 2015)

Name :Brittany Nestor and Julia Crawford
Grade Level Being Taught: Subject/Content: Decimals Group
Date of Lesson: 4/2/15
5th
Size: 20