USF Elementary Education Lesson Plan Template (S 2014) Name: _Michael Bennett_________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 10-12-2017

Lesson Content
What Standards (national or
state) relate to this lesson? MACC. 5.NBT.2.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
(You should include ALL applicable drawings and strategies based on place value, properties of operations, and/or the relationship between
standards. Rarely do teachers use addition and subtraction; relate the strategy to a written method and explain the reasoning used.
just one: theyd never get through
them all.)

Essential Understanding
(What is the big idea or essential How can you use base-ten blocks to model decimal subtraction?
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? Given a problem the student will be able to model decimal subtraction using base-ten blocks with little
(Student-centered: What will students know and be able to do
after this lesson? Include the ABCDs of objectives: action, error.
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 (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 I am teaching this objective because it is a Florida state standard.
objective?
Where does this lesson fit This lesson fits within a larger unit that deals with addition and subtraction of decimals to the
within a larger plan? hundredths place.
Why are you teaching it this My plan to have Ms. Casey as a bank will help students better understand the concept that
way? students will be trading out tenths (rods) for hundredths (tinies).
Why is it important for This concept is important in the real world, I may utilize the real-world application of money to
students to learn this concept? engage or build understanding. The application of money also lends itself to the bank of Ms.
Casey who will be exchanging 1 rods (tenths) for 10 tinies (hundredths).
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 5th
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 is
necessary for a teacher to teach
this material?
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 their
readiness for this content?
What misconceptions might
students have about this content?
Name: _Michael Bennett_________________
Subject/Content: Math Group Size: Date of Lesson: 10-12-2017
Students will be working on notes along with me and asking questions if they become confused;
the students will work in partnerships with base-ten blocks to solve a problem; the students will
work in their big book pg. 127
That nights homework will be the evens from pg. 63 in their homework book
Subtraction
Regrouping
On Wednesday, 10/11/2017, students will be adding three digit numbers w/ decimals and I will
be there to watch this process and assessing what students already know.
5th grade class of mixed boys and girls.
I know that these kids have the ability to understand this concept well, however they do have a
tendency to play with materials if not instructed to leave them alone so I will need to include that
in my instruction.
I know a majority of the students possess the ability to subtract three digit numbers by other
three digit numbers using standard algorithm and regrouping. I think the hard part of this concept
will be getting students to understand that the base ten block will represent the number 1 when
they have been accustomed to it representing 100.
A common misconception that children have during this concept is that hundredths are bigger
than tenths because they are accustomed to seeing the hundreds place and tens place. However, I
really do not anticipate this being a big problem during the lesson because we have addressed this
misconception whenever it arises and the students have worked with place value extensively in
their morning work.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 5th Subject/Content: Math
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.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Name: _Michael Bennett_________________
Group Size: Date of Lesson: 10-12-2017
Lesson Implementation
Engage I will engage my students prior knowledge by writing a three-digit subtraction w/ a
decimal problem on the board and having the students explain the regrouping that is
necessary for this problem.
Exploring the Students will explore the idea with manipulatives. I will give them a certain number of
idea manipulatives and ask them to subtract from it. The students will run into the problem
that they will not have enough manipulatives to regroup in the problem and they
should notice this. When this occurs, I will open up the Bank of Ms. Casey who will
regroup ones for ten tenths, and a tenth for ten hundredths. Once students regroup
they will have enough ones, tenths, and hundredths.
Explanation Once students have completed this problem, I will explain that this same problem can
be completed in their notebook without the use of manipulatives. On the overhead
projector I will project the process of subtracting
Extend the
Idea
Evaluation Students will work through page 127, and I will circle the class answering questions as
students answer their questions on the page.
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
10 min Students I will have the students complete the question 500 249 on the
whiteboard that is located at their desk.
o I will prompt students to keep their answer concealed until I ask
them to show their answers.
o When students reveal their answers I will ask a student to explain
the regrouping in that problem because it is similar to the
regrouping in the three digit subtraction w/ a decimal.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 5th
Who will work together in
groups and how will you
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?
What will you do if
What will you do if
Name: _Michael Bennett_________________
Subject/Content: Math Group Size: Date of Lesson: 10-12-2017
Next, I will indicate that the children will be working with their partners
for the next portion of the lesson. I will tell students that they will
10 min Students complete the problem 5.00 2.49
o After giving instructions I will pass out manipulatives and allow
students to start working on this problem when they receieve
their materials.
When they work on this problem they will run into the problem that they
do not have the enough materials to complete the problem and they will
10 min Students need to regroup.
o When this happens I will open the bank of Ms. Casey who will
regroup student materials.
o Students will then continue to work on their manipulative
problem.
After this problem is completed I will illustrate how we can complete this
same problem in our notebooks without the use of manipulatives and
10 min Teacher instead using quick pics. Students will pull out their own math notebooks
and copy down the notes that Im writing as they are projected onto the
screen. Students should be asking questions as we go through this
process.
Once students have successfully copied down the notes from the screen
they will be able to independently work through their big book pages
20 min Students (127-128).
a student struggles with the content?
There will be a lesson check after problems 6&7, if these problems are answered incorrectly they
will be prompted separate questions to help guide them.
a student masters the content quickly?
If students master the content quickly I will allow them to continue to work independently on
their work and progress on to their homework if need be.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Michael Bennett_________________
Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 10-12-2017

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners+ students?

I dont believe this lesson has any connection to the interests or cultural backgrounds of my
students.

If applicable, how does this lesson connect to/reflect the local community?

I do not believe this lesson has any connection to the local community.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

How will you differentiate instruction for students who need additional language support?
T & M usually need language support and individual attention, however Im unsure how to
accommodate for this in such a number dense lesson.

Accommodations (If needed)

(What students need specific T & M usually need language support and individual attention, however Im unsure how to
accommodation? List individual accommodate for this in such a number dense lesson.
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why Base-ten blocks, rods, tinies.
did you choose these materials? Projector
Include any resources you used. Notebook
This can also include people!) Ms. Casey
USF Elementary Education Lesson Plan Template (S 2014) Name: _Michael Bennett_________________
Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 10-12-2017