EIGHT MATHEMATICAL PRACTICES CHECKLIST – COMMON CORE

Students make sense of problems and persevere in solving them

___ Word problems, situations, manipulative work begins lesson of new content
___ Students are given time and encouraged to analyze and work out solutions
___ Students make conjectures, which sometimes lead to math rules or procedures
___ Students test conjectures
___ Students may consider similar-type problems or simpler problems of the same type
___ Students use manipulatives or drawings
___ Students discuss solution methods with other students and the teacher

Students reason abstractly and quantitatively

___ Students understand concept at hand through their drawings, manipulatives, etc.
___ Students decontextualize the situation, or abstract it into pictures then numbers
and symbols
___ By representing numerically the quantities involved, students perform quantitative
thinking
___ Students create generalizations about the problem situation

Students construct viable arguments and critique the reasoning of others

___ Classroom or small group discussions ensue about the problem situation
___ Teacher plays “devil’s advocate” to provoke arguments and critiques
___ Students provide solutions or conclusions and explain/justify their work
___ Students provide critiques of others’ statements and explain/justify their positions

Students model with mathematics

___ Students model the math situation using manipulatives or drawings to understand
the concept
___ Students represent a situation through math symbols, numbers, tables, graphs, etc.
___ Teachers introduce new symbols, tables, graphs in a manner that provides use to
students

Students use appropriate tools strategically

___ Students use tools appropriate to the situation
___ Students evaluate the use of each tool, possibly changing tools during their
problem solving
___ Teachers make all tools easily available to students at all times
___ Students evaluate their work through estimation, possibly changing tools due to
results

Students attend to precision

___ Students provide accurate answers
___ Students define terms and variables clearly
___ Students use estimation appropriately for answers or checking answers
___ Students use appropriate degree of accuracy for numbers and decimals
 ___ Students clearly communicate mathematical ideas or clearly explain or justify
work

Students look for and make use of structure

___ Students find patterns within activities and evaluate them
___ Students analyze word problems or situations for mathematical ideas
___ Students find or describe various representations of the same value
___ Students can analyze expressions or equations and describe various mathematical
possibilities

Students look for and express regularity in repeated reasoning

___ Students find patterns within activities and evaluate them
___ Students develop formulas and can describe them in words
 Baldwin-Wallace University/School of Education/Universal Lesson Plan

I. Subject: Math Date: 11/10/16 Grade Level: 5

II. Alignment to Standards:

Ohio's Learning Standards - Common Core
-CCSS.MATH.CONTENT.5.NBT.A.3: Read, write, and compare decimals to the
thousandths.
-CCSS.MATH.CONTENT.5.NBT.A.3.B: Compare two decimals to thousandths based on
meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.
ISTE:
-1.C: Use models and simulations to explore complex systems and issues.

III. Central Focus of the Learning Segment:

During this unit, students will be introduced to decimals using base-ten blocks and a
fraction/decimal chart. They will learn to read, write, and compare decimals to the
thousandths using base-ten numerals, number names, and expanded form. Finally, they will
find the pattern to compare two decimals based on place value using <, >, and = symbols.

IV. Learning Objective:

By the end of the 50-minute class, students will be able to:
-Compare two decimals to the thousandths place using <, >, and = symbols (using base-ten
blocks, drawings, or a chart if needed) with 90% accuracy on a 10-problem assessment.

V. Assessments:
A. Formative assessments during the lesson:
-The teacher will observe the students as they work - Do they know the values of each of
the base-ten blocks? Are they holding up the correct comparison symbol card?
-The teacher will walk around the classroom as the students work on their problem sets - do
they seem to know what they are doing or are they struggling?
B. Summative assessment at end of learning segment:
-The teacher will collect the comparison problem sets as students finish them.

VI. Academic Language:

A. Function: explain, compare, demonstrate, apply, analyze for patterns, model,
manipulate, create
B. Content Vocabulary: N/A

VII. Materials/Candidate Resources:

-Base-Ten Blocks - 1 set per student (24 sets total)
 -Comparison Symbol Cards - 1 set per student (24 sets total)
-SMART Board: YouTube: NUMBEROCK Comparing and Ordering Decimals Song -
https://www.youtube.com/watch?v=68TBZRfaKnA
-Differentiated Problem Sets - 24 total - 3 advanced with challenge questions

VIII. Behavior Expectations:

-Students are expected to remain in their seats during the activity and raise their hand before
answering a question. They are also expected to keep their base-ten blocks in their own
work space and only use them to solve a problem when they are directed to.

IX. Procedures:
Motivation/Hook:
-At the beginning of the lesson, students will be asked to take out their base-ten blocks
(flats, rods, and units) along with their math notebook and a pencil. These will interest the
students and start them wondering about how we are going to use them. (2 minutes)

Instructional Strategies:
-The teacher will tell the students that they will be continuing working with decimals using
base-ten blocks. Although they were briefly introduced to comparing decimals previously,
today they will be figuring out how to eventually compare decimals even if they don't have
manipulatives on hand! (1 minute).
-The teacher will begin the instructional portion of the lesson by asking various students to
hold up each of the base-ten blocks and describe their value (flat = whole, rod = .1, unit =
.01). The teacher will then do a quick review of their knowledge of decimals by asking them
to represent different decimal values through the use of the base-ten blocks (for example:
1.4, .23, 1.03). (5 minutes).
-The teacher will then remind the students that they can use their comparison symbols to
compare the values of two different decimals. The teacher will call three different students
to come up to the board and draw a greater than, less than, and equal sign for the rest of the
class to see. At this time, the students will take out their comparison symbol cards as well.
(2 minutes).
-The teacher will say, "Today we are going to start by using our base-ten blocks to help us
find a pattern that will help us compare decimals to the thousandths. Everybody say, 'I can
compare decimals to the thousandths." The class will repeat after her. The teacher will then
tell the class flip to the next clean page in their math notebooks and write the date at the top
and title the page "Comparing Decimals". (From this point forward, the teacher will be
writing everything on the board as well). (2 minutes).
-The teacher will say, "Let's start by comparing these two decimals: 1.3 and 2.3." She will
write them at the top of the page, one directly below the next. "Who can tell me which
number is larger? Go ahead and model the problem using your base-ten blocks." The teacher
will wait for students to model the problem and hold up their comparison symbol card and
will then call on a student to answer and explain (there are less flats/wholes in 1.3 so 1.3 <
2.3.). The teacher will underline the ones place to show that this was where the student was
making the comparison. (4 minutes).
-The teacher will then continue to offer more problems in the same way, recording them as
the students explain. (1.2 O 1.4 1.14 O 1.15 0.3 O 1.1 1.26 O 1.36 1.42 O 1.41) (5
minutes).
-After the students seem to have a grasp of modeling the problems to solve the answer, the
teacher will point out that so far this is working because we have all of the pieces in front of
us, but what if we didn't have manipulatives on hand? The teacher will ask the students to
look at their chart so far and see if they can find a pattern -- is there any way to figure out
how to compare decimals just by looking at them? The students should think, pair, and share
for this portion of the lesson. (4 minutes).
-Hopefully the students will recognize that if we start at the left and find the first number
that isn't the same between the two decimals, we can compare that number to find which is
greater than/ less than. The students will write this strategy in their math notebooks: "Line
up the decimals. Start at the left and look to the right until the numbers don't match up. Then
compare." (2 minutes).
-The class will then check to see if this pattern is correct. The teacher will offer up a new
problem (1.23 O 1.33). The students will start at the left and look to the right until they find
a number that does not match up (the tenths place). The students should then recognize that
1.23 < 1.33 because there are less tenths in 1.23 than there are in 1.33. The students will
then check that this is true through the use of their manipulatives. (2 minutes).
-The teacher will then say, "Since this pattern seems to be working, I bet we could use it to
compare decimals that are even bigger than these ones! What if we had 1.234 O 1.233?
1.23456 O 1.23451? The students should work through these more difficult problems in
order to practice using their newfound pattern. (3 minutes).
-The teacher will also present some story problems to the class so that they understand the
application of the concept they are learning. The teacher will ask the students if they have an
example of where we might see decimals in real life (money, measurement, weight,
nutrition labels, gas station, mileage, etc.). The teacher will ask the students: Would you
rather have $20.07 or $20.70? What about 3.74 million dollars or 3.75 million dollars?
Would you rather get a free bag of candy that weighed .084 pounds or .087 pounds? What
about .074 pounds or .065 pounds? The students should write out each of these problems
and be able to explain their reasoning for choosing a certain answer. (5 minutes).
-The teacher will then tell the class that she has found a decimal song that has some
comparison problems in it. She will explain that she will pause the song after each problem
is presented, and the class will try to figure out the answer before she starts up the song
 again so they can check their work. The teacher will then play, "Comparing and Ordering
Decimals" by NUMBEROCK and the students will try to figure out each story problem that
is presented throughout the song. (3 minutes).
-Finally, the teacher will tell the students that she would like to see how well they
understand this concept by doing a quick story problem practice set. The teacher will hand
out the differentiated practice sets and after completing them the students will hold them up
to be collected. (7 minutes).
Review/Closure:
-At the end of the class, the teacher will ask the students what they learned today.
(comparing decimals, greater than/less than/equal, using base-ten blocks, place values, etc.)
(2 minutes).
-The teacher will ask the class to clean up their manipulatives and get their things ready for
their next class. (3 minutes).

Differentiation:
This lesson is created to meet all learning styles - auditory (speak the place values aloud,
listen to the comparison song), visual (using a chart to keep track of the comparisons,
actually seeing each decimal presented through the base-ten blocks), tactile (using base-ten
block manipulatives, moving from concrete to abstract). Advanced students will be given
problem sets with challenge questions on them to get them thinking ahead and creating their
own problems. Struggling students will have the opportunity to use the base-ten blocks if
necessary.
X. REFLECTION (For 300-level courses and beyond)
How did research inform this lesson? Be specific, describe the research and how it had an
impact when creating this lesson plan.

What technology did you use in this lesson? What was its academic purpose?

How do you know your Objective(s) has or has not been met? (Discuss your assessment(s)
and what they reveal; go beyond an overall score for a student or the class and analyze the
results; any trends in the problems that were incorrect?).

Describe a question or issue that arose that you did not expect. How could you have changed
your lesson to have prevented this question/issue from occurring or how could you have
better addressed this question/issue during the lesson?

What kind of adaptations did you make to accommodate individual differences? What other
adaptations would have been helpful to accommodate the needs of individual students?
Besides any other adaptions you would have made, what other changes would you make to
your lesson? (E.g. introduction and transitions, sequence of activities, specific steps and
methods, time management, questioning, etc.) Why or why not? What changes would you
make?

How did this teaching opportunity help you to grow as a teacher?

Signature of Cooperating Teacher: Date:

BAS: 8/31/16
Name: ___________________
Comparing Decimals
1.23 O 1.32 2.07 O 2.068 3.4 O 3.49

-Briana wanted to have ice cream as a special treat for dessert. When she went to the ice cream
shop, she saw that a cone cost $1.25 and that a cup cost $1.10. Which one was less expensive?

-Ariona was riding in her car and saw that her family had traveled 41.23 miles. Sariah was riding
in her car and saw that her family had traveled 41.224 miles. Which family had traveled further?

Name: ___________________
Comparing Decimals
1.23 O 1.32 2.07 O 2.068 3.4 O 3.49

-Briana wanted to have ice cream as a special treat for dessert. When she went to the ice cream
shop, she saw that a cone cost $1.25 and that a cup cost $1.10. Which one was less expensive?

-Ariona was riding in her car and saw that her family had traveled 41.23 miles. Sariah was riding
in her car and saw that her family had traveled 41.224 miles. Which family had traveled further?
-Katrina stopped at the store to buy some Pringles for the Pringles Challenge. The can of pizza
flavored Pringles weighed 15.04 ounces and the cheddar flavored Pringles weighed 15.13
ounces. Which can had the greatest weight?

-Create your own story problem that compares two decimals! Then write the solution below it.
How did you figure it out?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

-Challenge:
1 4/10 O 1.047 1 17/100 O 1.017 2.998 O 2 99/100

-Katrina stopped at the store to buy some Pringles for the Pringles Challenge. The can of pizza
flavored Pringles weighed 15.04 ounces and the cheddar flavored Pringles weighed 15.13
ounces. Which can had the greatest weight?

-Create your own story problem that compares two decimals! Then write the solution below it.
How did you figure it out?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

-Challenge:
1 4/10 O 1.047 1 17/100 O 1.017 2.998 O 2 99/100
-Katrina stopped at the store to buy some Pringles for the Pringles Challenge. The can of pizza
flavored Pringles weighed 15.04 ounces and the cheddar flavored Pringles weighed 15.13
ounces. Which can had the greatest weight?

-Create your own story problem that compares two decimals! Then write the solution below it.
How did you figure it out?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

-Katrina stopped at the store to buy some Pringles for the Pringles Challenge. The can of pizza
flavored Pringles weighed 15.04 ounces and the cheddar flavored Pringles weighed 15.13
ounces. Which can had the greatest weight?

-Create your own story problem that compares two decimals! Then write the solution below it.
How did you figure it out?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________