Standards-Aligned Unit Planning Process LESSON PLAN
1. Unit Overview
Brief description of the unit of study
Grade level standard(s) to be addressed
in this unit of study
Big Ideas addressed in this lesson
Content Area: Mathematics
Grade Level: Fifth
Adding and Subtracting Decimals:
Students should be able to read, write, and name decimals according to place value with
complete accuracy. Students should also be able to work with and manipulate decimals in
various ways. This includes, using estimation, adding, subtracting, rounding to specified
place values, and determining and creating sequences.
Standard - CC.2.1.5.B.1
Apply place value to show an understanding of operations and rounding as they pertain to whole numbers
and decimals.
Standard - CC.2.1.5.B.2
Extend an understanding of operations with whole numbers to perform operations including decimals.
Standard - CC.2.2.5.A.4
Analyze patterns and relationships using two rules.
How can you use addition or subtraction to describe a pattern or create a sequence with decimals?
Known elements in a pattern can be used to predict other elements.
Why is place value important?
How can place value help you add/subtract decimals?
The real world actions for addition and subtraction of whole numbers are the same for operations with
fractions and decimals.
Whole numbers and decimals can be compared by analyzing corresponding place values.
Decimal place value is an extension of whole number place value.
Learning Targets

Learning targets (concepts and Prioritized learning targets (concepts and competencies) for students with complex
competencies) for all students instructional needs

M05.A-T.1.1.1 Demonstrate an M05.A-T.1.1.1a Identify place value in a 3-digit number using models.
understanding that in a multi-digit number, a
digit in one place represents 1/10 of what it M05.A-T.1.1.4a Compare two numbers up to the hundredths place.
represents in the place to its left.
M05.A-T.1.1.5a Round a decimal from the tenths place to the nearest whole number.
M05.A-T.1.1.3 Read and write decimals to
thousandths using base-ten numerals, word M05.A-T.2.1.1a Multiply single-digit whole numbers.
form, and expanded form.
M05.A-T.2.1.3a Add or subtract decimals to the tenths place.
M05.A-T.1.1.4 Compare two decimals to
thousandths based on meanings of the
digits in each place using >, =, and < M05.B-O.2.1.1a Identify and extend numeric patterns.
symbols.
M05.B-O.2.1.1b Generate a pattern that follows 1 or more rules provided.
M05.A-T.1.1.5 Round decimals to any
place (limit rounding to ones, tenths,
hundredths, or thousandths place).

M05.A-T.2.1.1 Multiply multi-digit whole

numbers (not to exceed three-digit by three-
digit).

M05.A-T.2.1.3 Add, subtract, multiply, and

divide decimals to hundredths (no divisors
with decimals).

M05.B-O.2.1.1 Generate two numerical

patterns using two given rules
Key vocabulary for all students Prioritized key vocabulary and ideas for students with complex instructional needs
Digit
Sequence
Sum
Term
Difference
Estimate

Instructional Process (body and closure) List steps to follow

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Instructional Materials, Assessment
Instructional Practices Resources and Barriers to Accommodations
Components Tools Access and
Modifications

Introduction Problem of the Day Promethean Board Informal

Review Homework questioning Difficulty - Adapted forms
Go Math! Workbook of content of materials
Vocabulary Whole Group Observation
Review Vocabulary too - Calculators
Discussion complex
Explicit Instruction

New Explicit Instruction -Multiple copies of -Observation - Difficulty of -Alternate forms

Concepts Errorless teaching guided student -Informal content of materials
Modeling worksheets questions -Adapted
Guided practice -Modified worksheets -Checking for -Length of materials
Indep. Practice -Physical completion activity -Reteach
Hands on Activities manipulatives
 Problem Solving -Base ten blocks -Checking for -Uninterested -Teacher
Feedback -Bingo (decimals) correctness guidance
- Prizes -Review of -Give breaks
answers -Physical
*Go Math! -Weekly quiz manipulatives
Workbook -Visual supports
-Peer buddy
system
-Calculators

Closure Ticket out the Door -Tickets -Written feedback -Difficulty of -Adapted
Discussion -Homework -Check for content materials
Think-Pair-Share -Modified version understanding -Give Breaks
Summary/Reflection -Quiz -Grade homework -Visual supports
Feedback on completion -Guidance
-Quiz grade
Supplemental Explicit Instruction -Calculator -observation -Difficulty of -Adapted
Components Errorless teaching - picture emphasizing content materials
Feedback estimation
-Bingo

4. Individualized Student Planning

Student Standards-Aligned IEP Student-Specific IEP Goals Individualized Student
Goals Supports
Unit Summary

I. Overview

The purpose of this unit was for students to work with and manipulate decimals. The big ideas involved place value,
estimation, adding, subtracting, and finding patterns/ sequences with decimals. Students were required to identify place values
including the ones, tenths, hundredths, and thousands. They were also required to estimate/round to specified place values. In addition,
students were taught how to add and subtract decimals with the use of base-ten blocks and the standard algorithms. This allowed them
to determine patterns and find numbers missing in a sequence.

Activities used throughout this unit included: direct instruction, modeling, guided practice, errorless teaching, independent
practice, review, and problem solving. These instructional practices were used to introduce new content and required the students to
practice with guidance and independently on their homework. A typical lesson started out with a problem of the day, which reviewed
previous material or introduced the new content. Homework was then reviewed, and the new lesson was taught. When the new lesson
began, the new content was modeled for the students, then guided practice was used, then the students practiced independently, ending
with a ticket out the door. The students were then required to complete homework. Much review was also included to reinforce the
content. Problem solving and interactive games (Bingo) were used to support and review the material. Various checks for
understanding were used such as, observations, informal questioning, homework, tickets out the door, and quizzes.

II. Summary of the lesson critiques

While critiquing my lessons, I realized that lessons are never set it stone. It is important to be flexible and adapt them when
needed. For example, I realized that it is important to focus on areas where students struggle most. If you notice a student is struggling
on a problem, it is a good idea to review that problem with the others classes as well because they will most likely have similar
questions. I also realized that it is important to control the pace based off of students understanding. By looking at the students faces
and body language, you can usually tell if they have a good understanding and you can move on or if you need to slow down the pace
and review. I also realized it is very important to analyze the lessons and determine what is the most important topics and questions to
cover. There is not always enough time to cover everything, so it is imperative to pick and choose what is essential for the students
learning. Lastly, I also realized that it is important to make the learning fun! It is important to hold each student accountable and help
them be motivated to learn. By using supplemental materials, such as technology and games, it really grabs the interest of the student
and they are more likely to be engaged. Overall, all of the lessons in the unit seemed to go pretty well. I realized the areas I needed to
work on and realized what worked best for me.
III. Student Outcomes

In general, the students seemed to do very well. Most of the students completed their homework every night and seemed to
have a good grasp on the essential ideas. Students who struggled more were supported with adapted resources and supplemental
materials, which seemed to help them a great deal. This was determined through informal checks for understanding, the Bingo game,
and the quiz. All of the students seemed to do pretty well on the homework. If there were any questions, they were discussed and the
content was reviewed if necessary. The Bingo game was very rewarding because the students were motivated to work with decimals
and it showed they had a good understanding of the topics covered in the unit. The small quiz at the end of the unit also showed that
the majority of the students had a deep understanding of the content covered. Most of the students did very well on the small quiz and
were able to easily fix their mistakes. Overall, it seemed that the students seemed to enjoy this unit a lot and were able to grasp the
concepts quite well.