Lesson Plans

SAINT FRANCIS UNIVERSITY
Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher Carly Gromel Grade 5

Subject Math _
Time Needed for Lesson 55 minutes Lesson Concept Estimate Decimal Sums and Differences
PA STANDARD(S) (Write out standards):
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.
Extend an understanding of operations with whole numbers to perform operations including decimals.
BIG IDEAS/ESSENTIAL QUESTIONS:
How can you estimate decimal sums and differences?

The real world actions for addition and subtraction of whole numbers are the same for operations with fractions
and decimals.
Why is it important to be able to estimate?
Whole numbers and decimals can be compared by analyzing corresponding place values.
ELIGIBLE CONTENT:
Assessment Anchors
M05.A-T.1.1 Understand the place-value system.
M05.A-T.2 Perform operations with multi-digit whole numbers and with decimals to hundredths.
M05.A-T.2.1 Use whole numbers and decimals to compute accurately (straight computation or word problems).
Eligible Content
M05.A-T.1.1.1 Demonstrate an understanding that in a multi-digit number, a digit in one place represents 1/10
of what it represents in the place to its left.
M05.A-T.1.1.5 Round decimals to any place (limit rounding to ones, tenths, hundredths, or thousandths place
M05.A-T.2.1.3 Add, subtract, multiply, and divide decimals to hundredths (no divisors with decimals).
OBJECTIVE(S) (Be sure to include all four parts):
Using rounding, each student will be able to solve 3 decimal estimation problems with 100% accuracy during
independent practice.
Using benchmarks, each student will be able to solve 2 out of 3 estimation problems during independent
practice.
On the homework, each student will be able to correctly solve 12 of the 17 assigned problems.
MATERIALS:
Go Math! Chapter 3 Workbook

An object to pass around (binder)
ACTIVITIES (There are three sections here):
OPENING (Introduction, purpose, hook)
- Have the students pass around an object (like a binder)

- Ask them how much they think it weighs
- Have few students share their answers.
- Explain that these answers are estimates.
- It is not an exact value, but instead, just an approximation or a guess
- Explain we are going to use rounding to estimate.
- Remind students of rounding rulesfive or more raise the score, four or less give it a rest
BODY (Bulleted step by step/differentiation must be included)
- Model the Unlock the Problem pg 189

- Have a student read the problem aloud
- Ask students what word in the problem suggests you should estimate instead of finding an exact
answer. (ABOUT)
- Emphasize they are rounding to a whole number.
- Add those numbers to get an estimate.
- Model the Try This! A and B using the same method as above
- A: rounding to the ones B: rounding to the tens
- Read example 1 on page 190
- Explain what a benchmark is (a familiar number used as a reference)
- Tell the students think of it as money (0, 0.25, 0.50, 0.75, and 1)
- Model example 1
- Read example 2
- Ask for volunteers to complete the problem together
- Model the Share and Show numbers 1 and 4 with an emphasis on directions.
- Allow the students to practice independently on problems 2,3, and 4.
- Go around the room and check the work and answer any questions.
- Allow students to work independently on problems 6-11.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
- Ticket out the door:

Have a students complete problem 17 on page 192)
- Return quizzes
- Assign homework page 193-194 and get quiz signed
ACCOMMODATIONS/MODIFICATIONS:
Increased guided instruction, extended time, and eliminating problems will be used for students that referred to
in the Special Education Matrix.
Struggling students/learning support:
- Compute exact answers
- Adaptations made on homework
If students finish early allow:
- Additional practice (problems 12-21)
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.
To determine if students have mastered the objects, various assessments will be completed. Some include:
informal checks for understanding, observation, student dialogue, independent practice, the closure activity, and
the homework.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
A few things were changed throughout this lesson. First, before even teaching the lesson once, I decided
to change the hook. Instead of having the students pass around an object and estimate how much it weighs, I
decided to put a picture of a jar jelly beans on the board and have all of the students write down how many they
think there were. I did this to explain that they were not finding an exact answer, but instead were just taking an
educated guess or estimating. I decided to change this before teaching the lesson because I did not want to
waste time having each student hold something and guess how much it weighs. I figured it would be easier and
would take less time to have all of the students look at the picture and guess at the same time. I am very happy I
thought to change this initially because it seemed to be very effective.
In addition, I realized in periods one and two that the students had some trouble when it came to using
benchmarks. Therefore, I decided to make a big emphasis that benchmarks and easy numbers. So, I told the
students to think of a dollar and think of the easy numbers that make up a dollar. This seemed to really help the
students. I made sure to explain this in the following periods. Also, in period one, I realized that I wasted too
much time writing the problems on the board. So, for the following periods, I prepared the board early, so I
could just read the problems and solve them with the students. I also noticed that students struggled with on one
problem in particular, so I made sure in the following periods that we did that problem together.
Lastly, the later periods (4,5,7) seemed to grasp the material much quicker, so I decided to allow them to
complete more problems independently and move through the On Your Own section at a quicker pace.
Overall, even though the lesson was somewhat difficult, I think I was able to explain it very well and the
students seemed to grasp the material quite well.
Loretto, PA 15940
LESSON PLAN Format

Subject Math _
Time Needed for Lesson 55 minutes Lesson Concept ___Add Decimals_
decimals.
Why is place value important?

How can place value help you add decimals?
and decimals.
Decimal place value is an extension of whole number place value.
ELIGIBLE CONTENT:
Assessment Anchors
Eligible Content
Using guided and independent practice, each student will correctly solve 5 problems in the Share and Show
section on page 196.
Before being dismissed from class, each student will complete the ticket out the door (problem 22 pg. 198) with
100% accuracy.
On the homework, each student will correctly solve 8 of the 10 addition problems.
MATERIALS:
- When students come in, have them write their homework in their planners and place their signed quizzes
on their desks.
- While going around collecting the quizzes and checking the homework (for completion) from the
previous night (3.7), have students complete the bell ringer in their journals:
Jenna bought 1.62 pounds of apples and 3.12 pounds of oranges. About how many total pounds did she
buy?
- Go over the answer- 5 pounds

- Project the answers from lesson 3.7 on the board and allow the students to check their answers.
- Go over any questions/misconceptions.
- Explain Lesson 3.8 will deal with adding decimals (a familiar concept).

- Have a student read the short paragraph using proper mathematical language.
- Have the students write the problem 2.35 + 1.82 and add, whiling filling in the lines provided.
- Refresh the students memories of drawing a quick picture by asking them questions while drawing.
- Explain the total amount is a good estimate, so the answer is reasonable.
- Guide students through the Try This! on page 196.
- In step 2, remind students how important it is to line up the decimals and use the ghosty zero.
- Model numbers 1-2 on the Share and Show pg. 196. Emphasize the directions on estimating AND
finding the exact sum!
- Mention numbers 4 and 5 are written differently, so rewrite them ontop of one another.
- Allow the students to independently work on numbers 3-5.
- Have the students check their answers with their neighbors.
- Have the student read the word problem written on the board:
Last week, Emma spent $2.74 on candy. This week, she spent $1.17 on candy. How much did she spend
altogether?
- Ask students how to do the problem, using the strategy CUBES.

- Answer: $3.91
- If time allows, have students complete problems 10-18 page 197.
Ticket out the door:

- Complete problem 22 on page 198
- Assign homework 3.8 page (199-200)
Learning Support:
- adapted worksheets: no estimates, just exact sums.
Advanced- additional practice problems 10-21
the homework.
I learned quickly in period one that the students struggled with the homework from the previous night. While
going around checking it for completion, I noticed many students were not following directions and making
mistakes. I also noticed some confusion when going over the bell ringer. The students seemed to forget to look
at the directions to see which way to estimate. Therefore, I emphasized how important it is to read the
directions. I also knew that the homework from the previous night was going to take a bit longer than expected
to go over. So, I decided to skip the word problem in the following lesson (3.8), which allowed us to finish on
time. Luckily, lesson 3.8 was mostly review, so it worked out nicely.
In period one, I was able to determine where students were having trouble. Therefore, in periods three and four,
I made sure to double check the homework problems and problems in the lesson that seemed to cause some
confusion. For instance, I made sure to go over number 7 in lesson because I was seeing a reoccurring mistake
in periods 1 and 3.
Mrs. Petre taught period five because I was receiving feedback about my lesson from period 4. Therefore, when
I returned, I walked around, helped students with problems, and took note of how Mrs. Petre taught some things
differently that seemed to be effective. Therefore, the last period (7) seemed to go the best. I knew where
students were having the most troubles, addressed some issues, and taught the lesson using various tools and
deeper questioning. This seemed to work really well. Lastly, since this was my most advanced class, I did less
modeling and allowed for more independent practice.
Loretto, PA 15940
LESSON PLAN Format

Subject Math _
Time Needed for Lesson 55 minutes Lesson Concept ___Subtract Decimals_
decimals.

How can place value help you subtract decimals?
and decimals.
ELIGIBLE CONTENT:
Assessment Anchors
Eligible Content
Before being dismissed from class, each student will complete the ticket out the door (problem 21/22 pg. 204)
with 100% accuracy.
On the homework, each student will correctly solve 8 of the 10 subtraction problems.
On the homework, each student will correctly use inverse operations to check their answers on 3 of the 4
subtraction problems.
MATERIALS:
- When students come in, have them write their homework in their planners.
- While going around checking the homework (for completion) from the previous night (3.8), have
students complete the bell ringer in their journals:
Casey drove 43.21 miles on Monday and 47.83 miles on Tuesday. How many total miles did she drive?
- Go over the answer- 91.04 miles

- Explain Lesson 3.9 will deal with subtracting decimals (a familiar concept).

- Have the students write the problem 3.36-2.28 and subtract, whiling filling in the lines provided.
- Refresh the students memories of drawing a quick picture by asking them questions while drawing.
- Explain the total amount is a good estimate, so the answer is reasonable.
- Guide students through the Try This! on page 202.
- In step 1, remind students how important it is to line up the decimals and use the ghosty zero
(equivalent decimal- same number of digits- to keep place values aligned).
- In step 2, ask the students how they think they would check their answer. Explain inverse operations and
adding the answer and the number subtracted will give the number subtracted from.
- Model number 1on the Share and Show pg. 202. Emphasize the directions on estimating AND finding
the exact difference!
- Allow the students to independently work on numbers 2 and 3.
- Mention numbers 4-6 are just asking for the exact difference AND check answer.
- Model number 4.
- Allow the students to independently work on numbers 5 and 6.
- Have the student read the word problem 19 on page 203.
- Ask students how to do the problem, using the strategy CUBES.

- Answer: 2.31 meters
- If time allows, have students complete problems 12- 17 page 203.

- Periods 1,3,4: complete problem 21 on page 204
- Periods 5,7: complete problem 22 on page 204
Learning Support:
- adapted worksheets: no estimates, just exact differences.
Advanced- additional practice problems 12- 17
the homework.
Although this lesson was formatted very similar to lesson 3.8, the students in period one seemed to struggle
much more. Subtracting and remembering to regroup if a smaller number is on top required much guided
instruction. Mrs. Petre gave me a great idea to teach the students BBB which means, if the bigger number is
on the bottom, you need to borrow. This seemed to help many of the students. In addition, the students seemed
to really struggle with checking their answers, so we decided the learning support students would only need to
subtract to find the difference. I did not get through as much of this lesson as I had planned, so the ticket out the
door was kind of rushed. However, I think all of the major points of the lesson were covered.
Periods three and four ran a little bit better. The students seemed to understand the homework from the previous
night a little bit more, so I did not have to review as many problems. I focused on the problems that I knew were
more difficult. This allowed us more time to get through lesson 3.9. I went over all of the problems I had
anticipated going over. I also realized during third period that students were having some difficulty on number
3, so I made sure to go over that in the following periods. I had plenty of time to allow the students to complete
the ticket out the door.
The lesson in periods five and seven went very smoothly. I knew what problems that needed to be focused on so
I addressed those early. The students in these periods seemed to have the best understanding of the concepts
being taught so we were able to cover all of the content in the lesson. The students completed their tickets out
the door in plenty of time and were even able to get a head start on the homework.
Loretto, PA 15940
LESSON PLAN Format

Subject Math _
Time Needed for Lesson 55 minutes Lesson Concept ___Patterns with Decimals_
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.
How can place value help you add/subtract decimals?
and decimals.
ELIGIBLE CONTENT:
Assessment Anchors
M05.B-0.2 Analyze patterns and relationships.
Eligible Content
M05.B-O.2.1.1 Generate two numerical patterns using two given rules.
Before being dismissed from class, each student will complete the ticket out the door (problem 12 pg. 210) with
100% accuracy.
On the homework, each student will correctly solve 3 of the 4 pattern/sequence problems.
MATERIALS:
students check their answers from the homework.
- Explain Lesson 3.10 will deal with finding a pattern.

- Guide the students through each step of the problem
Line up the terms, look for a pattern (increasing or decreasing) by finding the difference, come up
with a rule, and complete the sequence
- Guide students through the Example on page 208.
- In step 1, ask the students if the sequence is increasing or decreasing (decreasing)
- In step 2, explain that if a sequence is increasing you use addition, and if it is decreasing you use
subtraction.
- Allow the students to determine the rule by finding the difference.
- Step 3, fill in the sequence chart together.
- Guide the students through the Try This! problem on page 208.
- Guide the students through the Share and Show problem 1 on page 209.
- Ask if the sequence is increasing or decreasing (increasing means add)
- Come up with the rule.
- Allow the students to complete #2 on their own and check answer with neighbor.
- Guide the students through the Share and Show problem 3 on page 209.
- Ask if the sequence is increasing or decreasing (increasing means add)
- Come up with the rule and fill in the sequence.
- Allow the students to complete #4 on their own and check answer with neighbor.
- Allow the students to independently work on numbers 5-11 .
- Go over #9 using the strategy CUBES.

- Complete problem 12 on page 210
Learning Support:
- adapted worksheets: skip 9 on lesson and modified homework
the homework.
Before beginning the lesson in periods one and two, I decided to skip over the Unlock the Problem, Example,
and Try This! sections. I did this because I was afraid it would confuse the students and the lesson is already
pretty difficult. So, I decided to make my own problem dealing with patterns, but using whole numbers instead
of decimals. I figured this would be a better way to introduce the students to the topic and go over all of the
steps. This would make it simpler and allowed the students to gain a better grasp on the material. From there, I
decided to move right on to the share and show and provide them with examples similar to the ones that would
appear on their homework. By skipping over the initial problems, I had more time to model and guide the
students through the problems that would be similar to their homework. It also allowed the students time to try a
few problems on their own. By skipping over a few of the problems with my students abilities in mind, I think
the lesson went very well. I also realized in first period that when finding the rules for the sequence, the
students understood better if we found the number first and then the operation. The students were having trouble
remembering to always subtract first, so I decided to teach them the procedure to subtract the first two numbers
(always putting the bigger one on top) and then to determine if the sequence was increasing or decreasing to
determine the operation. I decided to teach second period with the method too.
For periods four, five, and seven, I still decided to use the example in the beginning with whole numbers so they
had a deep understanding of the concept we would be covering. I also decided to skip over the sections in the
beginning because I felt that they would still take up too much time and confuse some students. So, we moved
right on to the Share and Show problems (similar to the homework). However, in these periods, I did not
provide as much guidance. Instead, I modeled one problem and allowed for more independent practice.
Even though I did not use my lesson plan exactly as I planned it, I think I adapted it based off of the needs of
the students. Therefore, I think it went pretty well in every period.
Loretto, PA 15940
LESSON PLAN Format

Subject Math _
Time Needed for Lesson 55 minutes Lesson Concept ___Review 3.7-3.10_
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.
How can place value help you add/subtract decimals?
and decimals.
ELIGIBLE CONTENT:
Assessment Anchors
M05.B-0.2 Analyze patterns and relationships.
Eligible Content
M05.B-O.2.1.1 Generate two numerical patterns using two given rules.
During the game, each student will participate in playing Bingo by solving numerous decimal
addition/subtraction problems with 100% accuracy.
On the quiz, each student will work independently to solve at least 3 of 4 questions correctly.
MATERIALS:
students check their answers from the homework.
- Explain we will be review 3.7-3.10.

- Break the students up into 8 groups (approximately 3 or 4 students in each).
- Pass out 1 Bingo card per group, counters, and scratch paper.
- Tell the students whichever group gets Bingo will receive a prize (bonus point on quiz or candy).
- Read off the list of decimal addition/subtraction/estimation problems.
- Make sure each group is completing the problems and go over each answer before putting the counters
on.
- Continue until a group gets Bingo!
- When 10 minutes is remaining, collect all the materials, and pass out the quiz.

- Turn in quiz
- Assign homework: None
Learning Support:
- Adapted quiz
the quiz.
Prior to teaching the first lesson, Mrs. Petre and I decided that instead of taking the time to have the students
check their homework themselves, we would collect the homework and allow them to complete a bell ringer on
a topic they still struggled with from early in chapter 3. Then right from there, we started to play BINGO. To my
surprise, it went really well. Although the students were somewhat rambunctious, all of the students were
working really hard. This is very uncommon for period one. I think because I used a game to review the
concepts covered, the students became competitive and were willing to work hard (especially because a prize
was involved. I ensured that one group was able to get BINGO before ending and starting the quiz. The quiz
also went very well this week; it was much better than I expected. Since the lesson went so well in period one, I
decided to keep it the same for the remaining periods.
I realized in period 3 that not all of the students were completing each problem, so I made it point from then on
that the every student needed to complete each problem; otherwise, if they got BINGO it would not count. I also
think that because I made it a competition in all of the periods, they worked really hard to get a prize. Overall, I
really liked this lesson. It taught various concepts related to decimals (place value, adding, subtracting, and
estimating). All of the students were very engaged and working hard, so I think it went well.

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SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Carly Gromel Grade 5

PA STANDARD(S) (Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

How can you estimate decimal sums and differences?

OBJECTIVE(S) (Be sure to include all four parts):

Go Math! Chapter 3 Workbook

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

- Have the students pass around an object (like a binder)

BODY (Bulleted step by step/differentiation must be included)

- Model the Unlock the Problem pg 189

- Ticket out the door:

LESSON PLAN Format

Student Teacher Carly Gromel Grade 5

PA STANDARD(S) (Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

Why is place value important?

OBJECTIVE(S) (Be sure to include all four parts):

Go Math! Chapter 3 Workbook

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

- Go over the answer- 5 pounds

BODY (Bulleted step by step/differentiation must be included)

- Model the Unlock the Problem pg 195

- Ask students how to do the problem, using the strategy CUBES.

Ticket out the door:

LESSON PLAN Format

Student Teacher Carly Gromel Grade 5

PA STANDARD(S) (Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

Why is place value important?

OBJECTIVE(S) (Be sure to include all four parts):

Go Math! Chapter 3 Workbook

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

- Go over the answer- 91.04 miles

BODY (Bulleted step by step/differentiation must be included)

- Model the Unlock the Problem pg 201

- Ask students how to do the problem, using the strategy CUBES.

Ticket out the door:

LESSON PLAN Format

Student Teacher Carly Gromel Grade 5

PA STANDARD(S) (Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

Go Math! Chapter 3 Workbook

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

BODY (Bulleted step by step/differentiation must be included)

- Model the Unlock the Problem pg 207

Ticket out the door:

LESSON PLAN Format

Student Teacher Carly Gromel Grade 5

PA STANDARD(S) (Write out standards):

BIG IDEAS/ESSENTIAL QUESTIONS:

OBJECTIVE(S) (Be sure to include all four parts):

Go Math! Chapter 3 Workbook

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

BODY (Bulleted step by step/differentiation must be included)

Ticket out the door: