Indiana Wesleyan University

Elementary Education Lesson Plan

Emily Gerycz
Teaching Date- October 24, 2019

LESSON RATIONALE
Students must understand decimal numbers in order to broaden their number sense. Whether they realize it or not,
students do a variety of computations of decimals in real-life scenarios. When students want to convert measurements or
split the cost of the newest video game, they are multiplying and dividing decimals outside of the classroom walls. In this
lesson, students will practice multiplying and dividing decimal numbers through a variety of problem-solving situations.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will understand how to multiply and divide decimal numbers.
B. Objective(s)— As a small group, students will correctly solve a sequence of two to four calculations that require
multiplication and division of decimal numbers.
C. Standard(s): IAS 5.C.8- Add, subtract, multiply, and divide decimals to hundredths, using models or drawings
and strategies based on place value or the properties of operations. Describe the strategy and explain the
reasoning.

II. Management Plan-

 Time-
o Anticipatory Set- 5 minutes
o Mini-Lesson- 15 minutes
o Group Activity- 45 minutes
o Closure- 5 minutes
 Space- For the anticipatory set and the mini lesson, the students will be sitting in their assigned desks.
For the small groups, each team will have an assigned “team headquarters” where they will work on
their problems. One will work at the kidney table, one will work at the low table, and one will work at a
group of desks. When the students are finding their clues and getting their answers checked by the
teacher, they will be moving around the classroom.
 Materials
o Envelope with instructions inside for anticipatory set
o Envelopes of first clues
o Baggies with clues for each group
o Baggies with letters for each group
o Task cards
o Recording sheets
o Whiteboards and markers
 Expectations/Procedures- Students are expected to collaborate with their groups throughout the
lesson. Each student will be expected to be engaged in the task at hand and remain focused with their
group to solve the problems they are given. If the students get off task or are not participating in the
lesson appropriately, they will receive a verbal warning. If their behavior has to be addressed again,
they will lose a Dojo point. Groups who stay on task, work together, and behave appropriately will gain
Dojo points.
 Grouping-
o Group One (kidney table) - Jenna, Landin, Jackson, Brody, Kalissa
o Group Two (low table)- Zack, Eli, Amri, Ivan, Sabrina
o Group Three (group of desks)- Wilson, Shamar, Arianna, Lainey, Mason

III. Anticipatory Set

• “I found this envelope and I’m not sure what’s in it. I think it’s going to be important in our mission for today. Can
someone raise their hand if they want to open it for us?”
 Call on one student with their hand raised to open the envelope. The front of the paper in the envelope will
explain that the class is on a scavenger hunt mission. In order to complete the scavenger hunt, they will need to
complete a variety of tasks and problems—emphasize that there will be a special treat at the end if they
complete the entire scavenger hunt.

IV. Purpose: Today, we are going to continue multiplying and dividing decimals, so that when you want
to split the cost of a new video game with two of your friends, you know exactly how much you each must pay.

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PLAN FOR INSTRUCTION
V. Adaptation to Individual Differences and Diverse Learners—
 The class will be split into three groups accordingly to their ability level. They will each be given tasks that
address what they know, but also appropriately challenge them.
 Wilson, a student with Autism, gets overwhelmed easily and often needs to be reminded to stay focused. He is
in a group with students who are well-behaved and on task. He will also be given a stress ball and a
whiteboard to work out his problems, so they are larger and easier to see than pencil to paper.
 The group that struggles with multiplication and division facts will be allowed to use their multiplication chart
for reference during the activity.

VI. Lesson Presentation (Input/Output)

 Read the back of the paper in the envelope that explains how the students will find their first clues and mission
teams. “In order to find where our first clues are located, we need to solve a few problems as a class.”
 I will review one multiplication and one division problem as a whole group. I will model think-aloud strategy as
we work to solve each of the two problems.
 Throughout the review lesson, I will ask students questions such as “What do I do next?” and “Why is that the
next step?” and “Why do I need to count the decimal places?”
 The answer to the whole group problem will correspond with the scavenger hunt instruction paper, giving them
the location for their teams and first clues.
 “Let’s look at this paper. Where does it say our clues are located if this is our answer to the division problem?”
 Call on one student to share the response and move to that location to uncover the next step of the scavenger
hunt.
 “Look at this! We found our mission teams! Before I tell you your teams and where your “team headquarters” will
be, I’m going to explain what is going to happen today. You are going to have tasks to complete—you’ll get one task
at a time. You are going to work on these tasks as a team, and each of you needs to record your answers on your
mission recording sheet.”
 “When EVERYONE in the group finishes the task, you need to find your team sponsor (either Miss Gerycz, Miss
Sherrow, or Ms. Kellams). They will check your answer. If it is incorrect, they will help you find where it is the
mistake is. Then, you need to fix it. If it is correct, they will give you your clue to find your next task. You will then
need to repeat this process until you have completed all of your tasks. When you finish all of your tasks, you will
work on task-cards with a partner.”
 “There is one more part of this—when you get an answer correct, your team sponsor will also give you a word. You
need to place this word on the correct space on the board (according to the number that’s on the back). For
example, if I give you a ‘the’ card with a 1 on it, you will place your word ‘the’ in the first space. All together, these
words will spell out where we can find the reward of completing our mission.”
 Show the students an example card and how to find its place on the board.
 Before starting, ask the students some questions about procedures of the activity to ensure they understand
what they are doing.
 “Now let’s reveal your mission teams. Do not move to your headquarters until I say ‘Go!” Say the names of the
students in Group 1 and tell them they are working at the kidney table. Say the names of Group 2 and tell them
they are working at the low table. Say the names of group three and say they are working at the group of back
desks.
 Put each team’s envelope and recording sheets at their headquarters. “Okay, now you may get up and move to
your headquarters to begin your first task. Go!”

VII. Check for understanding.

 Each group is appointed a “team sponsor” who they have to check their answer with before receiving their next
clue. Each team sponsor (Miss Gerycz, Miss Sherrow, or Ms. Kellams) will check answers before the group can
move on. If the answer is incorrect, the team sponsor will walk through the problem, helping them find their
mistake. The team sponsor will serve as a facilitator for the group, being there to answer any questions they
have.
 The recording sheet will serve as a tangible example of student progress. However, the recording sheet is not the
only measure of understanding; the teachers in each group will take anecdotal notes about student observations,
common errors, misconceptions, and strategies that they use to benefit further instruction.
 If individuals or the whole group is struggling with a problem, the teacher or group sponsor might have to
reteach or review a strategy.

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VIII. Review learning outcomes / Closure
 When each group gets their recording sheet signed, they will receive a letter along with their new clue. These
letters will be put in order according to the number on the back of the card.
 When all groups are finished and all letters are on the board: “Okay, now that all letters are on the board, let’s see
what our clue is to find our completed mission prize.” I will read the word that is spelled out on the board and
model think-aloud: “Our phrase is ‘You solved the mission, check under Ms. Kellum’s desk’ raise your hand if you
think you might have a guess to where our clues lead to?”
 Ask for a student response. Have them check for the fall treat in the location that the student suggests.
 When they find the fall treats, say, “Good job everyone! You completed the fall mission.”
 Ask the students, “What was your favorite part about today’s lesson?” and ask for three students to share when
they are called on.

PLAN FOR ASSESSMENT

 Formative
o During the whole group instruction, I will ask students to give me a thumbs up, thumbs-in-the-middle,
or thumbs down on how they feel about whole group practice before going to work in small groups.
o The three adults in the room will be checking the recording sheets for answers before teams can find
their next clue. The recording sheet will serve as a tool for teachers to check understanding.
o I will circulate around the classroom taking anecdotal notes of student progress or individual struggles.
o I will ask students a variety of higher level thinking questions throughout the lesson such as “why did
you complete that step next?” and “how did you arrive at the correct answer?”
 Summative
o The students will have a unit test on these concepts the following day.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objectives? For those who did not, why not?
All students in the class completed all three tasks and achieved the lesson objectives.
2. What were my strengths and weaknesses?
I believe that a strength of mine was asking students questions to walk them through the problem. Instead of
telling them the next step or the correct answer, I asked them questions so that they could come to a conclusion on their
own. I also think that I kept high energy throughout the lesson. My energy made my students excited to be included in the
mission. Students that do not normally participate were active and engaged in the lesson.
I believe that a weakness of mine was not communicating what to do if students finished before other groups.
While I believe that I had clear directions for all students to follow, I did not go over work for early finishers. This caused
some confusion with the group that finished first. Next time, I would clearly communicate the work for early finishers so
students can go right from one assignment to the next.
3. How should I alter this lesson?
One change I would make to this lesson is making the problems in the envelopes larger. They were printed on
small paper, so students had to pass them around. Because of this, they sometimes wrote down the wrong number. If I
printed them larger, or had a copy of the problem for each student, I believe it would have been a smoother process.
4. How would I pace it differently?
I think the timing of the “mission” worked well, but next time I would reiterate how long students had to
complete it. I could have given them verbal cues such as saying, “right now, you should be working on task two.” Given the
students suggested times would help give the lesson structure.
5. Were all students actively participating? If not, why not?
All students were participated were actively participating in the lesson. There was one student who I had to
remind to stay on task a few times, but once I reminded him he did well. This student was getting frustrated when he
would miss a step in the problem. Once I talked him through it and asked him questions, he went back to being on task.
6. What adjustments did I make to reach varied learning styles and ability levels?
Next time, I would be more clear about early finishers. Because I changed grouping to have multiple ability levels
in the same group, some students finished the problem quickly and had to wait for the rest of the group to move on. I
think next time, I would have “challenge problems” in the envelope that are optional. I was also careful about planning for
a variety of learning styles. The students were able to see each problem, which incorporated visual, talk their group
through the problems, which was auditory, and move around the room to find clues, which was kinesthetic.
7. What were common errors when the students were multiplying and dividing decimals?
One common error students made while multiplying involved counting the decimal places. While they often
knew how many places to count, they started counting from the left instead of the right. One common error when dividing
was students not lining up their numbers in long division. This often caused them to have the right numbers, but not put
their decimals in the correct place in the number.

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8. Was every group able to complete all of their tasks with enough time for each?
Each group completed all three tasks. Two groups finished early and worked on a variety of practice problems
and assignments. I did not feel that any group was rushed. While some went more quickly through the tasks than others,
all groups finished within ten minutes of each other.
9. Did the clues and prizes distract or motivate students?
For the most part, I felt that the prizes motivated the students. I had one student in my group who spotted clues
around the room and got distracted by them, but he got back on task when he was reminded. For all other students, I did
not feel as though the clues and prizes were a distraction.