Hope College Education Department EDUC 310/311 Lesson Plan Assignment

Lesson Plan Think Aloud Version Name Rachel Lundstrom When do you plan to teach this lesson? 3/4/14 Content Area Mathematics Topic Multiply Decimals by Whole Numbers Standards (Common Core Math): CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. CCSS.Math.Practice.MP4 Model with mathematics. CCSS.Math.Practice.MP6 Attend to precision. CCSS.Math.Practice.MP7 Look for and make use of structure. CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. CCSS.Math.Content.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Thinking about the learning Rationale Why is this important to learn? How does it fit in with the rest of the curriculum? Learning how to use decimals in multiplication will allow students to successfully count money and easily calculate the cost of items. This lesson falls about halfway through the unit, and the unit goal is to become more proficient in multiplying decimals and whole numbers. This skill is applicable in both higher level math courses and real life with money. Preassessment What do students already know about the content/topic? How will you figure this out? Students mastered whole number multiplication during yesterdays lesson. I will confirm this by asking students to complete whiteboard problems as we work on the rug. I will present problems on the front board and students will complete them on their individual boards. I will also ask a few students to describe what they have learned in math since I was last in the classroom to see the information they recall. Objective What is this lesson about?

What is your objective? What do you want students to learn (know and be able to do)? This lesson is about multiplying a whole number by a decimal. The workbook uses money as an example to get students actively involved with the lesson. Students will apply the decimal shift that they looked at in 0 and 5 patterns earlier on in the unit to decimal numbers. By the end of this lesson, students should understand that multiplying a whole number by a decimal leads to the same decimal point location in the answer as the decimal factor. The learner will learn how to multiply the numbers and will be able to accurately place the decimal point in the answer by using the expanded think-aloud method. Summative Assessment How will determine that students learned what you intended? What specific evidence will you look for that demonstrates learning? Following the lesson, students will enter into review stations (MobyMax, checking old homework/starting new homework, and working with Mrs. Barnes in their hardcover books/notebooks) and it will be easy to assess students at the homework station. Students should be able to work in partners and complete the homework problems together if they have mastered the content. The homework problems are based on this concept, and will be graded the next day at the homework station. This will document whether or not the student understands how to multiply a whole number by a decimal. Summative assessment will take place the following day when students grade and turn in their homework. While my mentor teacher works with a small group at the back table, I circulate the room and check in with all students. So, I am not available to be present at the homework station for the entire time. Students will turn their work in on the following day and will be expected to demonstrate the homework knowledge in the next lesson, which applies multiplying decimals and previously learned shift patterns. Thinking about the lesson Introduction How will you engage students in the topic? How will you hook them? How will you explain idea? How will I put the content in context? To begin the lesson, students will come to the rug and answer the math problems on the board. All problems will be whole number multiplication, and students will be expected to raise their whiteboard once they have the correct answer. This will serve as a pre-assessment, and allow for lesson manipulation if necessary. If a student is still struggling with whole number multiplication, I will work with them individually during rotations. If a large number of students are struggling, I will put extra time into whole number multiplication, and use lots of think-aloud to demonstrate exactly how the decimal relates to the whole numbers. Students will be hooked because they receive immediate feedback on their answers, and they also get the chance to sit on the rug and move about the classroom. Once we put the information into context, students will be hooked when they see that whole number multiplication is very similar to decimal multiplication. Students will want to dig into this information, and learn the why behind decimals. This content will be put into context because I will check in with the students to be sure they remember what they talked about yesterday in math. I will be observing all students from the

front of the rug, and asking probing questions to those who are still discovering the concept. To explain the idea and real-world application of todays lesson, I will be posing the question If Susan is given $0.72 for her allowance each week, how much money will she earn in 97 weeks? to see if students have any preconceived ideas of partial products. We will return to this problem in closing to apply our newfound knowledge. Connection What connections will you make to previous lessons? What ideas or skills will you need to review before the lesson? What will students need to recall in order to be successful? At the beginning of the lesson, I will ask students if they remember what Mrs. Barnes taught them yesterday. Students should have a solid grasp on whole number multiplication, and be able to solve most problems with carrying. If students do not remember this concept, we will review it. To be successful, students need to remember how to do two- and three- digit multiplication and understand place value. Task What will students do during the lesson? What instructional strategy(ies) will you use? How are students asked to think critically about the content? Students may struggle with understanding the similarities between 10/100 shift patterns and decimal shift patterns. I will provide direct instruction to begin the lesson in this area on the rug whiteboard, and ask multiple students to explain their thinking. Students will be working on workbook pages 119-120 using money concepts when we get back to their desk groupings. I will present the opening problem and use it in discussion with the students. (see attachment of workbook pages) Students already have the first chart completely filled in. I will ask students why 3x9 cents=27 cents is the same as 3x$0.09=$0.27 and why does the decimal point occur in that specific place? Does it matter? I hope to show students visually that these two columns in the chart are the same thing, just written in different ways. I hope that the students will able to see that this is true for the first row, as well as all subsequent rows. Then, we will complete questions 1 and 2 in small groups. I will demonstrate the partial products, and allow students to help me with the second problem and question 3. I will call on students to answer the equivalent of 80 cents ($0.80) and the equivalent of 60 dimes ($6.00). Students should be able to apply the way answers are given to complete these answers in step 2. Students will apply this knowledge for the third problem in their table groups, and answer questions 4-6 together. This application of partial products will allow students to see how the numbers are separated, and where the decimal place is supposed to be. Finally, students will complete the fourth problem and answer questions 7-8 individually, and we will discuss the answers as a whole group. Students will be able to see by the end of the two pages that the digit shift is similar to the shift patterns we saw when multiplying by 10 or 100. Students will also be able to explain why partial products make these problems work successfully. In the third chart, for example, students are asked to solve $0.65 x 222. In the three steps of the chart, students multiply 2 x .65, 20 x .65, and 200 x .65. In step 4, the 3 partial product solutions ($1.30, $13, and $130) are added together to solve 222 x .65. After completing the third and fourth chart, students should be able find partial products (splitting 222 into 2, 20, and 200 and understand why they work. Students will be able to apply this in the homework, where step-by-step boxes are not given. In the homework, students are expected to

solve the multiplication with one whole number and one decimal in the best way possible, which should mean that they apply and remember the partial products from the lesson. Formative Assessment As you teach the lesson, how will check (at various times throughout) whether students understand the content? What questions will you ask? Throughout the lesson work time, I will use the stick jar to call on students to provide answers. I may also pull a second stick to have a second student confirm the first students answer or explain the reasoning behind the answer, instead of simply stating as the teacher that they are correct. I will also allow for group collaboration, so that students without an answer are able to feel more confident about their work. I will ask students how the shift patterns relate to earlier lessons, and look for the 10/100 connection. I will also ask students to explain why the partial products method works, and how students can easily discover the appropriate location for the decimal point (especially when relating to money). Accommodations What do you anticipate students might struggle with? What will you do to support students who are struggling? How will you accommodate different learning styles? How will you challenge students who need it? What can students do if they finish early? What accommodations will you need to make for SPECIFIC students in your class? Students may struggle with understanding the similarities between 10/100 shift patterns and decimal shift patterns. I will provide direct instruction in this area on the rug whiteboard, and ask multiple students to explain their thinking so that all can see where they are coming from. I will complete some work on the class whiteboard, students will work on their personal whiteboards, and students will be able to discuss their answers in their groups before being called on. This will allow kinesthetic, verbal, and auditory learners to take in the information. Students who need a challenge will be asked to go into deeper explanation as to why partial products work. I may also ask them to explain this concept to the class, applying it to addition or subtraction. I will also ask them to work cohesively in their groups and not just give the answer away immediately. Students who finish early will also be asked to define partial products. These students may also take the problem a step further and see if there are other patterns for decimal multiplication, or start examining problems with two decimal factors. For my student who has difficulties paying attention, I will continue to use the timer and star chart that is currently in use. He knows how to set the timer himself, and when it goes off, I will acknowledge his behavior and ensure that he is filling out his rubric. I will also use proximity control if necessary to keep him on task. This is something used every day in the classroom, so I plan on continuing what my teacher has been doing each day. For a student who gets flustered easily, I will go over the entire lesson outline before I begin so that he doesnt feel blind-sided. Closure How will you close the lesson and synthesize the learning? How will you making learning explicit if students were engaged in hands-on learning, science inquiry, group work, etc.

How will you come back around to the objective so that students know what they learned? To close the lesson, I will ask students to summarize todays lesson in their small groups. Students should take away that the number of decimal digits in the factor will also be the number of decimal places necessary in the product and those partial products will allow for twostep multiplication. They should also process how decimal x whole number multiplication directly relates to money, and I will ask them to include some applications of money multiplication in their summary (finding the cost of cookies for the whole class, calculating allowance if you earn 50 cents per week, for example). Students will be asked to present these summaries on their whiteboards as a table group, and I will also end in summary of the lesson. In my summary, I will include the problem I posed at the beginning (If Susan is given $0.72 for her allowance each week, how much money will she earn in 97 weeks?) to see if students can apply what we just learned to a realistic situation. This will be completed in groups so that students can see and apply todays lesson. Technology How can technology enhance the lesson? Technology could be used to enhance this lesson. However, the materials provided in the Student Activity Book will allow students to complete a hands-on/paper and pencil exploration of the multiplication concept, as well as the addition of whiteboards. So, I do not plan on using any technology in this lesson until the students enter rotations and use the iPads for MobyMax. Logistics What directions will you give? What materials will you need? How much time do you anticipate the lesson will take? To begin the lesson, I will invite students to get a whiteboard and marker and head over to the rug. I will direct students to move carefully and kindly over to the rug to begin todays lesson. I will need the curriculum book and the whiteboard/markers. Students will need a whiteboard/marker, their softcover math journal, and a pencil. This lesson should last 20-25 minutes. Lesson Plan Real World Version A clear objective and key ideas to be taught Evidence of learning How will students demonstrate their learning? What are you looking for during both formative and summative assessment? Implementation notes (language to remember, directions, materials, etc.) Key ideas (intro, connections, closure, etc.) Accommodation notes (about specific students and how you will support them)

I will be placing post-its on the curriculum guide (pg 330-331) for my real world version.

Intro-Review: general whole number multiplication, If Susan is given $0.72 for her allowance each week, how much money will she earn in 97 weeks? Objective- TLW multiply a whole number by a decimal using partial product addition. Directions-1. whiteboard/marker on the rug 2. softcover journal pg. 119-120 Key Ideas- Review: whole number multiplication. New: multiplying by a decimal leads to a decimal answer, place value (similar to 10s/100s) Demonstrate learning-Problem 3 (pg 120)-in groups Problem 4 (pg 120)-individually, small/large group discussion Closure: summary statements, return to Susan problem in groups, rotations (Moby/small group/homework) Accommodations-timer/star chart, preview directions