Subject(s): Grade Teacher: Jennifer

Level: Eazell

Math 5th

Lesson Title: Date: 11/27/23 at 9:40am

Chapter 5, Lesson 6: Adding Decimals

Duration: 60 minutes

Common Core, CCSS-M.5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using
NGSS, and/or concrete models or drawings and strategies based on place value, properties of
Content operations, and/or the relationship between addition and subtraction; relate the
Standards strategy to a written method and explain the reasoning used.

- McGraw Hill My Math Teacher’s Edition

- McGraw Hill My Math Student Workbooks

- Playing cards

Materials/ - Poster paper (vertical non-permanent surfaces)

Resources/
Lesson - markers, pencils
Preparation
- Computer and Apple TV for projected presentation slides with group roles,
agenda, etc.

- Extend Worksheets for Early Finishers

- Reteach Worksheets (for WIN Time that same day)

Students will be able to add decimals to hundredths using place value

Learning understanding and strategies of addition properties.
Objectives

Assessments: The student workbook, group activity, the self-assessment, and whole group
discussions serve to provide a means of assessment throughout the lesson. I will be
able to analyze the results of the student workbook as a form of informal and
Formative formal assessment to interrupt their understating during the independent practice
 and at the end of the lesson as well. I can informally assess students during the
group activity to get an overall idea of each student’s level of understanding and to
determine what areas are still challenging for students. The self-assessment will not
only help students become aware of their own learning needs, but it will also serve
as a gauge for me to see where all my students are at in terms of understanding the
learning goals within the lesson. The whole group discussions before the group
Summative
activity will also help to guide my understanding of the group and help me to
determine if additional practice and modeling is needed before starting the activity
and moving forward in the lesson. If students are struggling to answer both higher
level thinking and basic questions surrounding estimating sums and differences,
then I know that I may need to provide additional direct instruction or modeling
before releasing them to the independent or group activity.

Lesson Delivery

Instructional  Direct Instruction Modeling  Guided Practice

Strategies:
 Independent Practice  Collaboration. € Other
_____________________________

Below is a list of the strategies utilized in my lesson and how they will benefit my
students.

 Direct Instruction: I will explicitly be teaching content utilizing the book as

framework and a guide.
 Modeling: Showing students exactly step-by-step how to add decimals. The
demos in the book will serve as a visual, step-by-step guide after the lesson
is complete as well. It will also provide additional examples and practice
using problems that are not pre-aligned by place value, so students can see
the placement of the decimals in context before doing it on their own.
 Guided Practice: Students are given a chance to practice finding the sum of
decimals using a group practice (Vertical Non-permanent Surfaces) activity
as well as review relevant vocabulary in order to complete the lesson. This
will allow students to pull from previously acquired knowledge to have a
better chance at being successful in this lesson. During the main guided
practice portion of the lesson students will be follow along with me as I
work with the whole group to apply the skills taught to them during the
direct instruction and modeling portion of the lesson. After instruction, I will
provide support as I walk around the room and prepare for the
independent practice/small group time.
 Independent Practice: Students demonstrate whether they are achieving
the lesson’s learning goals by completing some individual problems on their
own at their desk. If they are struggling, I will invite them to the back table
for Small Group support at this time.
 Collaboration: Students work in groups to complete the intro/vocabulary
review activity. They will trade off on roles to learn from each other to
 problem solve the questions given. Students in each group will provide
step-by-step explanations of how to solve the problems (with my support).
They will also be collaborating with the class by engaging in whole class
discussion as we complete the modeling and guided practice portion of the
lesson.

⇒ Students will be grouping randomly utilizing playing cards. I plan to shuffle

the playing cards and assign them to their respective groups for the guided
practice activity by placing a playing card on their desk in lead up to the
lesson. Students will be instructed leave their playing card on the corner of
their desk and not to lose it, so we can do the activity again in the future.
Grouping Expectations for the roles for the group activity will be discussed prior to
leaving their students to maintain positive behavior and attention. Students
will then find their groups and have 1 minute to determine who will take on
what role to ensure time is used wisely and to maximize instructional time.
⇒ During independent practice, students will be grouped at their desk with
their table mates or at the back table with me depending on if they need
additional support/clarification.

I will introduce the lesson by discussing what we did in our previous lesson and
asking the students to recall and review some of the key academic vocabulary and
concepts previously learned and relevant to today’s lesson through the use of
Anticipatory vertical non-permanent surfaces as a collaborative activity. I will also model/label
Set / Lesson some of these components on the board to provide a standing visual for students to
Opening reference throughout the lesson.

Previous Lesson: Problem Solving Investigation: Exact or Estimate Answer

Relevant Academic Vocabulary: Place Values (Hundredths, Tenths, Ones, Tens,

Hundreds, etc.), addition, decimal point, regrouping, etc.

Step-by-step The details of my lesson:

instructions for
the lesson
delivery
⇒ Instruction: Primary Instruction will take place during the direct instruction
and modeling portion of the lesson. I will demonstrate utilizing the textbook
how to use estimation and to find the sums and differences of decimals.
UDL Guidelines: The Guided Practice Activity will also serve as a secondary portion of the
instruction where students will be able to practice and learn
from/collaborate with their peers to solve the problems given. The
UDL Multiple
Means of… instruction will continue too when they are listening to their classmates
share how their reached their answer for each problem, which coincide
Representation with the problems within their math workbooks.

Engagement ⇒ Strategies: Some of the strategies I am using in the direct instruction are
modeling and visuals as well as critical thinking through group discussion
Expression about how we reached the answer we reached and why we made the
choices that we did. Also, I am utilizing Vertical Non-permanent Surfaces to
engage the students in an interactive, and collaborative activity to practice
the skills modeled within the introductory portion of the lesson. The use of
this activity is to deepen the students thinking and engage them in learning
in diverse ways to help them get on their feet and learning rather than
stuck in their desks all the time.
⇒ Tasks: Students will engage in group discussion to review previously learned
topics and complete the workbook pages alongside the teacher as the
teacher provides direct instruction to the class through the My Math
Curriculum Workbook. Next, the students will complete the independent
practice questions at their desk or with a small group with me at the back
table. Early finishers may complete an enrichment worksheet related to the
lesson provided within the My Math Curriculum.
⇒ Activities: The intro activity in the lesson is the use of Vertical Non-
permanent Surfaces to engage the students in collaborative and interactive
problem-solving opportunities. The goal is to get students out of their desks
and to help them development deeper thinking by hearing different ideas
and collaborating with their peers. The independent practice questions are
intended to provide practice and assessment of the children’s overall
understanding of the lesson. The last activity is for early finishers who finish
ALL their assigned tasks. These students may utilize playing cards to
construct and solve multiplication and division problems within their heads.
The intention of the playing card activity is to practice basic math facts and
explore different fact families.
⇒ Questioning: I will ask higher level thinking questions throughout the lesson
to engage them in deeper level thinking and to help isolate them on the
how and the why behind their actions to solidify the concepts more within
their minds. Some questions at the beginning of lesson may include: “Who
remembers what rounding is? How do we know when to round up? To
round down? What about the specific place value for the number 5 in this
number?” to activate prior knowledge. Other questions throughout the
lesson may include, but are not limited to: “How did you know it was [insert
answer]? Can you explain how you got [answer]? The goal of the
questioning is to activate the step-by-step thinking within the brain of
students to solidify connections, but also to help explain to others the
thought process utilized to meet that task or answer that question.
⇒ Engagement: I will engage students by providing peer collaboration
opportunities, by relying on structure and routine to provide a sense of
 predictability and rhythm, and by using activities that get student up and
out of their seats. I will also use repeated phrases and playful to try to make
the lesson more fun and inviting for students. I have found that my
approach, energy, and feelings around Math often radiates to my students.
⇒ Checks for Understanding: I will check for understanding of my students in a
variety of ways throughout the lesson. I will gather consensus and feedback
through a “fist to five” level confidence assessment part way through the
independent practice, I will observe responses to group questions, and I will
monitor the students’ individual progress during the activity and during the
independent practice portion of the lesson as well. I also can review their
homework the next day to add to my overall assessment of the
understanding of the topic. I can also examine how they do on the “Check
My Progress” test, which is the very next part of the workbook. Based on
these assessments, I will either adapt my instruction in the moment,
reteach to a small group during WIN Time or reteach/review the lesson one
more day before moving on to the next.
I will wrap up the lesson by informing students that we will utilize what we have
learned from the past couple lessons (which included our understanding of place
value, rounding, and decimals) to help us in understanding our next lesson, which is
Closure
on finding the estimate or the exact answer based on a given word problem. We
will isolate on specific terms utilized in this lesson to determine and differentiate
between finding exact answers versus estimated.

Modifications Differentiated instruction / adaptations for students with other instructional needs:

English Learners: My EL Learners will be able to collaborate and exchange

information verbally with their peers, which can help them better understand the
concepts provided within this lesson.

Special Needs: My students with Special Needs will be provide explicit and direct
instruction to aid in their overall understanding. I will also provide visual aids on the
whiteboard and step-by-step modeling of the problems to promote a deeper
understanding. The intro activity portion of the lesson will allow these students to
collaborate with their peers and exchange information about the topics verbally to
better understand the problem. The guided practice activity serves as additional
visuals and modeling because students are learning from their peers as they hear
and see a variety of explanations of how they would go about solving each problem
within the workbook that is displayed on the Apple TV for students to follow along.
 Accelerated Learners: I provide opportunities for accelerated learners to expand
their learning by taking the lead and collaborating during the introductory
interactive group activity. I also provide additional extension opportunities through
the deeper, higher-level thinking questions in whole group discussion. The Enrich
worksheet and Playing Card activity for Early Finishers also serves as a way for
accelerated learners to expand and challenge their understanding of the concept.

Lesson Reflection

After the lesson, I will reflect on how it went and note any modifications I will make
when using this lesson again in the future.
Teacher
Reflection on
Lesson Planning
After both the Check My Progress assessment and the Chapter 5 test, I will also
reflect on students’ learning and make suggestions for follow-up and improvement
of the lesson delivery for next time as well as ascertain whether further
intervention/clarification/reteaching is needed.