Lesson Plan - Day 1

Your name: Kelsey Calton

Math Topic: Decimal Points and Whole Number Place Value
Grade: 5th

Learning Goal(s)
Students will be able to describe what the decimal point is, what it does and how this relates to
real life scenarios.

Students will be able to understand the relationship between the decimal point and the place
value of the numbers to the left of the decimal point.

Materials & Resources Needed; Plan for Distribution [or Virtual Access]
White boards and white board markers, something to erase the white boards with.
Since our SMART board is broken, I will not be able to have students drag things by
themselves on the SMART board or write on it using the writing tool. Instead, either my
mentor teacher or I will be managing the google slides by typing on them, and the students
can use their white boards.

Academic, Social, & Linguistic Support

Provide 3 specific ways in which you will use academic, social, and linguistic resources to
support the learning of your students. Locate these ways across the three parts of each of your
lessons (Launch, Explore, Discuss). These supports should reflect ideas from course readings
and discussions in TE406 and/or TE801.

Academic support in launch: I will have visual representations projected on the SMART board
to help students make connections while we do our number talk.
Academic support in explore: When working on the task, students will have their partners and
myself to help them with academic support.
Academic support in discuss: I will record student ideas on the white board in the front of the
classroom so that students can keep track of the ideas being stated during the discussion.

Social support in launch: We will be having a number talk discussion with the entire class.
Social support in explore: Students will have a partner to bounce ideas off of and try to work
on the task with. I will also be walking around the room to assist students.
Social support in discuss: We will have a whole class discussion about our findings.

Linguistic support in launch: We will build background knowledge during our number talk
when we decide which items we would buy.
Linguistic support in explore: I will read the riddle aloud to the students.
Linguistic support in discuss: We will have a whole class discussion about the riddle.
Launch
Expectations
● All ideas are good ideas :) I will try to hear from as many people as possible
● Raise your hand so I can call on you
● During turn and talk or partner work time, try to keep your conversations math related

First, I will launch with a number talk. I will display on the SMART board $22.30.
Number talk:
What is the thing with the red circle around it called?
What does the decimal point do? Why do we even have decimal points?
Separates bigger numbers (whole numbers) from numbers smaller than 1 (fractions
smaller than 1)
Where can we see a decimal point in everyday life?
What item could we buy with this amount of money?
What if we moved the decimal point one place to the right?
What values do the numbers have now?
Would we have more or less money now?
What item could we buy with this amount of money?
What about one more?
What values do the numbers have now?
Would we have more or less money now?
What item could we buy with this amount of money?
What is this pattern?
When you move the decimal to the right, the number increases in its value.

They will connect this to real world scenarios by choosing which item we could buy at each
stage of moving the decimal point to the right.

Explore
Students will be working on this high level math task (riddle) with a partner at their desks and
using white boards and white board markers to record their thinking.
This task was taken from EveryDay Math Unit 2-1. I thought it would be best to go back to a
previous unit to help refresh students’ brains with knowledge of place value that we have
learned before, but it’s been a while since we’ve talked about it.
To keep students engaged, I will remind them that they are all math detectives (we’ve used this
framing before with them). If a student doesn’t understand the task at all or cannot seem to get
started, I will come and help them one on one or with their partner by helping them walk
through the first steps of the riddle. If a student finishes early, I will encourage that student and
their partner to talk to another pair of students about how they solved the riddle.
As I move around the room and check in on partner pairs, I will be saying things like “How do
you know this number goes in this place?”. A question that may come up is about the last part
where the riddle says, “The other is worth 1/10 as much”. If this problem comes up and students
start to get stuck at this part, I will say “Does 1/10 mean it is worth less or more?” and see if that
can redirect students in the right direction.
Discuss
The purpose of the discussion is to connect what children were doing to the big
mathematical ideas. This is a chance to make connections across children, to attach
language to what children are doing, and to let children put their thinking into words.
I will ask for partner pairs to explain what answer they got and how they got to that solution. I
will ask students to say more about what they have said. I will ask them to explain why they put
certain numbers in certain places. I will also ask where the decimal point should be in this
solution. I would like to see different ways of thinking, and wrong answers. The order that might
be most effective would be to see a wrong answer first so we can try to think of what other
strategies may be used to solve the riddle.
My strategies for managing over participation during this time would be to thank students for
their participation, but ask for volunteers who I have not yet heard from, because I want to hear
from everyone.
My strategies for managing under participation during this time would be to say that I’d love to
hear from students I haven’t heard from yet, and remind students that it’s ok to give it a try and
that it’s ok to take a best guess.

Lesson Plan - Day 2

Your name: Kelsey Calton

Math Topic: Decimal Point and Fractional Place Value
Grade: 5th

Learning Goal(s)
Students will be able to describe the relationship between the decimal point and the place value
of the numbers to the right of the decimal point.
Materials & Resources Needed; Plan for Distribution [or Virtual Access]
White boards and white board markers, something to erase the white boards with.
Since our SMART board is broken, I will not be able to have students drag things by
themselves on the SMART board or write on it using the writing tool. Instead, either my
mentor teacher or I will be managing the google slides by typing on them, and the students
can use their packet to write their ideas.

Each student will be handed this packet: Day 2 Math- Packet and they will need a pencil.

Academic, Social, & Linguistic Support

Provide 3 specific ways in which you will use academic, social, and linguistic resources to
support the learning of your students. Locate these ways across the three parts of each of your
lessons (Launch, Explore, Discuss). These supports should reflect ideas from course readings
and discussions in TE406 and/or TE801.

Academic support in launch: I will have visual representations projected on the SMART board
to help students make connections while we do our number talk.
Academic support in explore: Students will have both the chart to record their responses and
also the chart with all of the candy prices at their seats to look at, instead of trying to squint at
the SMART board. They will also have their partner and myself for academic support.
Academic support in discuss: I will record student ideas on the white board in the front of the
classroom so that students can keep track of the ideas being stated during the discussion.

Social support in launch: We will have a whole class number talk discussion.
Social support in explore: Students will be working with a partner on their task, and I will also
be walking around the room.
Social support in discuss: We will have a whole class discussion about our findings.
Linguistic support in launch: We will build off of students’ background knowledge when we
decide which items to buy with the different amounts of money during the number talk.
Linguistic support in explore: I will read the directions aloud to students.
Linguistic support in discuss: We will have a whole class discussion.

Launch
Expectations
● All ideas are good ideas :) I will try to hear from as many people as possible
● Raise your hand so I can call on you
● During turn and talk or partner work time, try to keep your conversations math related

I’ll start my launch with a number talk similar to Day 1.

Number talk:
What is the thing circled in red called again?
The decimal point
Yesterday, we were talking about what happens when we move the decimal point to the right.
Today, we’re going to think about what would happen if we moved our decimal point to the left.
What item could we buy with this amount of money? $22.30
The dippin dots ice cream machine
What if we moved the decimal point one place to the left?
What values do the numbers have now?
Would we have more or less money now?
What item could we buy with this amount of money?
Toxic waste sour candy
What about one more?
What values do the numbers have now?
Would we have more or less money now?
What item could we buy with this amount of money?
20 cent lollipop
What is this pattern?
When you move the decimal to the left, the number decreases (or gets smaller) in its
value.
They will connect this to real world scenarios by choosing which item we could buy at each
stage of moving the decimal point to the left.

Explore
Students will be working with a partner at their desks on the following high-level task:
Day 2 Math- Packet
The chart was taken from unit 4-1 of EveryDay Math. I created the candy prices chart.
To keep students engaged, I will remind them that they are working with their partner on this
to see how many they can figure out together.
If a student doesn’t understand the task at all or cannot seem to get started, I will work with
them one on one and ask prompting questions like “What number is in the ones place? What
number is in the tenths place?” and so on.

If a student finishes early, I will encourage them and their partner to share their thinking with
another pair of partners.
As I move around the room and check in on groups of pairs, I will be asking things like. “How
many tenths blocks would you need?”.

Discuss
Our discussion will be focused on both the solutions the students came up with when
working with their partner, and the differences between numbers on the left and right sides
of the decimal point.
I will ask for volunteers of partners who want to share what numbers they put in which
place values on their chart. I will ask why they thought those numbers belonged there. I
think that wrong answers will give us an opportunity as a class to think about how students
came up with their answers more deeply.
My strategies for managing over participation during this time would be to thank students for
their participation, but ask for volunteers who I have not yet heard from, because I want to hear
from everyone.

My strategies for managing under participation during this time would be to say that I’d love to
hear from students I haven’t heard from yet, and remind students that it’s ok to give it a try and
that it’s ok to take a best guess.

Lesson Plan - Day 3

Your name: Kelsey Calton

Math Topic: Representing Decimals to the tenths and hundredths place
Grade: 5th

Learning Goal(s)
Students will be able to represent decimals to the tenths and hundredths place by using ones,
tenths, and hundredths blocks.
Materials & Resources Needed; Plan for Distribution [or Virtual Access]
Since our SMART board is broken, I will not be able to have students drag things by
themselves on the SMART board or write on it using the writing tool. Instead, either my
mentor teacher or I will be managing the google slides by typing on them.

Each student will get one of these papers with the blocks to cut out: Day 3 Math WS #1
1 Plastic sandwich bag will be given to each student to keep their cut out blocks in.
The Five Fastest Men in History This video will be shown on the SMART board.
 Day 3 Math Packet #2 Each student will be given this packet.

Academic, Social, & Linguistic Support

Provide 3 specific ways in which you will use academic, social, and linguistic resources to
support the learning of your students. Locate these ways across the three parts of each of your
lessons (Launch, Explore, Discuss). These supports should reflect ideas from course readings
and discussions in TE406 and/or TE801.

Academic support in launch: We will watch a short video during the launch to spark students’
interest and prior knowledge to the subject of decimals.
Academic support in explore: Students will have both the chart to record their responses and
the chart that shows the men’s sprint times so that they won’t need to squint at the SMART
board. They will also have their partner and myself for academic support.
Academic support in discuss: I will record student ideas on the white board in the front of the
classroom so that students can keep track of the ideas being stated during the discussion.

Social support in launch: We will have a short number talk as a class.

Social support in explore: Students will work with partners on their task, and I will also be
walking around the room.
Social support in discuss: We will have a whole class discussion about our findings.

Linguistic support in launch: We will watch a video that explicitly shows what subject we will
be focusing on in the lesson, and draws on students’ background knowledge.
Linguistic support in explore: I will read the directions aloud to the students.
Linguistic support in discuss: We will have a whole class discussion.

Launch
Expectations
● All ideas are good ideas :) I will try to hear from as many people as possible
● Raise your hand so I can call on you
● During turn and talk or partner work time, try to keep your conversations math related

Number Talk:
Do you have a guess of what these blocks represent?
Are tenths smaller or bigger than one? How do you know?
Are hundredths smaller or bigger than one? How do you know?

To raise students’ curiosity about decimals and to get them interested in the lesson, I’m going to
show them a video of the fastest 5 men in history in the olympics sprints. Video:
The Five Fastest Men in History
Explore
Students will be working on the following tasks in pairs at their desks:

These were taken from Everyday Math Unit 4-1.

To keep students engaged, I will remind them of how these are important decimals because
they are real times that the fastest men in the world ran.
If a student doesn’t understand the task at all or cannot seem to get started, I will work with
them one on one to try to help them with the first steps.
If a student finishes early, I will encourage them to share their work with a partner to see what
another student did.
As I move around the room to check in on partners, I will ask things like, “ What number is in
the hundredths place?”.
Discuss
The main focus of the discussion will be about where students put the different numbers in
their place value chart, and why they put them there. I think wrong answers would be
beneficial to understand different thought processes that students are having.
I will ask questions like, “Where did you put Usain Bolt’s numbers in your place value chart?”
and so on.
My strategies for managing over participation during this time would be to thank students for
their participation, but ask for volunteers who I have not yet heard from, because I want to hear
from everyone.

My strategies for managing under participation during this time would be to say that I’d love to
hear from students I haven’t heard from yet, and remind students that it’s ok to give it a try and
that it’s ok to take a best guess.

Lesson Plan - Day 4

Your name: Kelsey Calton

Math Topic: Representing and Sequencing Decimal numbers to the thousandths place.
Grade: 5th

Learning Goal(s)
Students will be able to represent decimals to the tenths and hundredths place by using ones,
tens, hundredths and thousandths blocks.

Students will be able to put decimal numbers up to the thousandths place in order from least to
greatest.
Materials & Resources Needed; Plan for Distribution [or Virtual Access]
Since our SMART board is broken, I will not be able to have students drag things by
themselves on the SMART board or write on it using the writing tool. Instead, either my
mentor teacher or I will be managing the google slides by typing on them.

Each student will need their personal white board and white board markers which are already
at their desks.
Each student will get one of these papers with the blocks to cut out if they haven’t already
(absent on Day 3) or if they lost it already: Day 3 Math WS #1
Each student will be handed one of these packets: Day 4 Math Packet
Video 0:00-2:12: Gas prices to remain high through 2021. Could we see $4 per gallon e…

Academic, Social, & Linguistic Support

Provide 3 specific ways in which you will use academic, social, and linguistic resources to
support the learning of your students. Locate these ways across the three parts of each of your
lessons (Launch, Explore, Discuss). These supports should reflect ideas from course readings
and discussions in TE406 and/or TE801.

Academic support in launch: I will show the students a short video that will help activate their
prior knowledge about the subject of decimals in gas prices.
Academic support in explore: Students will have both the chart to fill in with their responses
and the map of the gas prices at their desk so that they don’t have to squint at the SMART
board. They will also have their partner and myself for academic support.
Academic support in discuss: I will record student ideas on the white board in the front of the
classroom so that students can keep track of the ideas being stated during the discussion.

Social support in launch: Students will turn and talk with their partners about their guesses.
Social support in explore: Students will be working with a partner and I will also be walking
around the room for help.
Social support in discuss: We will have a whole class discussion about our findings.

Linguistic support in launch: We will watch a video that will show what subject we will be
focusing on in the lesson, and draw on students’ background knowledge and real life
experiences.
Linguistic support in explore: I will read directions to students aloud.
Linguistic support in discuss: We will have a group discussion.

Launch
Expectations
● All ideas are good ideas :) I will try to hear from as many people as possible
● Raise your hand so I can call on you
● During turn and talk or partner work time, try to keep your conversations math related

First, I will talk about gas prices and I will ask if anyone has heard their parents complain
about the gas prices lately.
I will have students turn and talk about what their guess is for the average price of Michigan
gas right now, they will write these on their white boards.
Then we will watch this video to peak their curiosity, which is about metro detroit gas prices.
Gas prices to remain high through 2021. Could we see $4 per gallon early next year?
After that, I will ask if anyone saw any decimals in the video, and what place value did the
numbers have?
Explore
Students will be working with a partner at their desks on the following task:

This was taken from Unit 4-1 of EveryDay Math.

To keep students engaged, I will remind them that this is about real life gas prices, and I really
want to know if Michigan has the cheapest gas, or the most expensive gas, or somewhere in
between and I need their help to figure that out.

If a student doesn’t understand the task at all or cannot seem to get started, I will work with
them one on one to try to explain the directions, and give them help with figuring out which
number goes first.

If a student finishes early, I will ask those partners to share their ideas with another pair of
students.
One problem I can anticipate that I might need to address is students having trouble with
deciding which order to put the numbers in. I would help them go through the process of
checking each place value to put the numbers in the correct order from least to greatest.
As I move around the room checking on pairs, I would ask “ Where do we start to figure out
which number is the smallest?”
Discuss
The discussion will be focused on students’ ordering of the gas prices into their decimal
place value chart. Pairs of students will present what they thought. I will ask them what
their process was for figuring out what order to put the numbers in. For this task, I think
that a wrong answer would give us an opportunity to think about the process we go through
when deciding how to order numbers from least to greatest.
My strategies for managing over participation during this time would be to thank students for
their participation, but ask for volunteers who I have not yet heard from, because I want to hear
from everyone.

My strategies for managing under participation during this time would be to say that I’d love to
hear from students I haven’t heard from yet, and remind students that it’s ok to give it a try and
that it’s ok to take a best guess.