USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid

Grade Level Being Taught: 5th

Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

Focus Standard:
MAFS.5.NBT.2.7:
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.
MAFS.5.NBT.1.1:
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as
it represents in the place to its right and 1/10 of what it represents in the place to its left.
MAFS.5.NBT.1.3:
Read, write, and compare decimals to thousandths.
Read and write decimals to thousandths using base-ten numerals, number names, and
expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2
(1/1000).
Compare two decimals to thousandths based on meanings of the digits in each place, using
>, =, and < symbols to record the results of comparisons.
MAFS.5.NBT.1.4:
Use place value understanding to round decimals to any place.

Essential Understanding
(What is the big idea or essential
question that you want students
to come away with? In other
words, what, aside from the
standard and our objective, will

How do we solve real world problems using whole numbers and decimals?

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

students understand when they

finish this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present
tense, A: the student B: will be
able to re-write the sentence in
future tense D: with no errors in
tense or tense contradiction (i.e., I
will see her yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for

Students will perform operations with multi-digit whole numbers with decimals to the
hundredths.

I am teaching this lesson and objective because the standard fits into the content calendar.
This also aligns with standards and objectives in the Go Math! textbook curriculum of 2
lessons within a larger unit. I am teaching it as a steM plan because the integration of
subjects helps me to have student interest. This lesson also relates back to a field trip we
took and therefore the students will be able to relate to the topic. It is important for
students to learn this because it is required in the curriculum but also because it will be
applied throughout their future learning.

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

students to learn this

concept?
Evaluation Plan- How will you
know students have mastered
your objectives?

Students will complete a self-assessment reflecting on how the planning and

implementation of the lemonade stand helped them:
-engage in the mathematical application of decimals.
as well as:
-how well they worked as a team player
-how well they followed the RFP and requirements
-how effective their business plan was in helping them make a profit.

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
The self-assessment will include giving students an index card to answer the essential
you collect, either during this
lesson or in upcoming lessons? question: How can you solve real-world problems using whole numbers and decimals?

It may be necessary to model for the students what you would like this entry to look like.
Allow students to share out their reflections and how they might use what theyve learned
in future group or STEM activities.

What Content Knowledge is

necessary for a teacher to teach
this material?

The teacher must know how to manipulate decimals. They must have a clear understanding
on place value and applying the operations to decimals.

What background knowledge is

necessary for a student to
successfully meet these
objectives?

The students will have the background knowledge of division. They will have recently gone
through units of division in class including multi-digit division and division of fractions.
They will have to understand what division is and be able to divide multi-digit non-decimal

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

numbers.
How will you ensure students

have this previous knowledge?

Who are your learners?

What do you know about
them?

What do you know about their

readiness for this content?

What misconceptions might

students have about this
content?

Some students might have division facts memorized and not really understand the concept
of division. They may also become confused by the decimals and place value- thinking
thousandths is larger simply because the word thousand is in it.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided release,
5 Es, direct instruction, lecture,
demonstration, partner word, etc.)

Small group
Whole class discussion
Independent work
Turn and Talk
Gallery Walk
Self-Evaluation
Modeling
Peer Tutoring

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

Date of
Lesson:
TBD

Problem/Challenge (ENGAGE): 7 to 10 mins

Request for Proposal:
J.A. Biz Town is requesting that you design/build a lemonade stand for them to add to the
town. You must create and submit a blueprint for them to approve before building. J. A.
Biztown will provide you with $200.00 to purchase materials for the build. You will need
to keep track of your spending, and create a budget plan for how you will make a profit.
The $200.00 provided by J.A. Biztown is a loan that must be re-paid.
Engage: Show video about kids making a lemonade stand
Brainstorm/ Investigate (Focus Concepts): 10- 15 mintues
Students
Whole Group Discussion: promote student engagement by building interest in the
subject. The whole group discussion allows student who need their voice to be heard to
get it out while those who are more soft-spoken to learn through listening.
Have you ever seen a lemonade stand?
Have you ever had your own lemonade stand?
o What went into it? How much did you make? what did you spend?
Turn and Talk: promotes student engagement because it gets every student in the room
involved in the conversation.
Students will turn and talk with their table partners about what materials and

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

supplies they will need to build and run a lemonade stand.

Have students create a supply list in their notebooks including building materials
as well as supplies needed for making and selling lemonade.
Systematic Observation:
Circulate, 2 minutes at each table, and observe what misconceptions students
might have about needed materials and supplies.
Whole Group Discussion: promote student engagement by building interest in the
subject. The whole group discussion allows student who need their voice to be heard to
get it out while those who are more soft-spoken to learn through listening.
Bring students back together and discuss any misconceptions
Tell the students what actual materials they will be required to use in their
plan/blueprint of their lemonade stand:
Have them use a computer to research their tools. This promotes student
activity because it allows the students to really feel in control of their
project and what will go into making it. For learners who may not be able
to participate in this activity sheets will be printed out from hardware
store websites so they can still research without having to work the
computer. This sheet should have pictures to accommodate for learners
who may have reading difficulties/barriers such as language.
Now ask students, what will you need to do to make a profit after youve built
your lemonade stand, and re-payed J.A. Biztown for their loan.

Alternate strategy to facilitate equitable learning environment. Student who need it will
be pulled for this section to be parallel taught in a small group setting. This will give them
the extra support that they may need.
Plan/Design(Blueprint): 20 mins (flexible)
Group work: groups set up through leveling. This promotes student learning because it

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

allows students to get the support they need in this project. Those who need a teacher to
help facilitate their group will have one.
Blueprint:
Break students into groups.
Pass out the Design Your Lemonade Stand Sheet to begin the blueprint portion of
the activity.
Tell students that they must create a blueprint of the design of their lemonade
stand.
o Tell them that they must use all listed materials.
o Tell them that their blueprint must be labeled with accurate and
appropriate measurements.
o Materials may be cut and/or manipulated in any way they choose, but all
materials must be used.
Business Plan:
Hand out business plan sheet.
o Instruct the students to complete their business plan worksheet.
o Circulate and try to resolve any student misconceptions or confusions
about their business plan sheet.
Menu:
o Create a menu, with construction paper, of
the types and sizes of lemonade you will sell at your
stand.
o You must have at least 3 items on your
menu.
o At least 1 menu item must include dollars
and cents. (ex: $1.54)

Design- Lemonade Stand

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

Available supplies:
(give dimensions of specific supplies- dimensions in decimals)
Your lemonade stand must include:
Students must convert from feet to inches.
4 posts length __.__
Plywood __.__ by __.__
Sign __.__ by __._
Students will create a diagram of what they imagine what their lemonade stand will look
like.
Plan- Lemonade Stand Business Plan

Students will 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.

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

Build/Test: 20 minutes (flex into next day)

Have students test the effectiveness of their business plan, by acting out a specific
scenario that includes transactions completed at their stand.
o Scenario 1: You have 16 customers per day. If each of these customers buys
2 lemonades, how long would it take you, at this rate, to earn back the
$200.00 originally given to you to start your stand? How long would it take
you to make at least $125.50 in profit?
o Scenario 2: Your business loan of $200.00 must be re-paid. What is the
minimum number of customers you can have in order to earn $200.00?
Whats the minimum number of customers you would need to make a
profit of $100.00?

Students display their blueprint of their lemonade stand, along with their business
plan, and answers to each scenario.

Collect/ Analyze Data:

Students will engage in a gallery walk which helps students to be engaged because
they will be interested in seeing what other groups did. Students who need
assistance will have the teachers circulating during the activity. Students will be
given the opportunity to write any suggestions or improvements on an index card
for their classmates. This also gives the studenets the opportunity to look at each
groups work. The teacher can see if the student has mastered conceptual
understanding or has a misconception. The teacher then can conference with
groups or group members while the students continue the gallery walk. He/she
can direct the student on what to do next during the reflection phase.
Students will be given calculators to check their classmates work. This promotes
learning because it allows them the excitement of using calculators while also
having them check their classmates work. This also makes it so the classmates will

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

know if there are any problems in their budgeting. For students who are unable to
use calculators they will be able to work with a teacher through the gallery walk
and the teacher can aide them in using the calculator.
Students will also jot down ideas that they might use to improve their own design.

Reflect on Improvements:

Students will be given time to read their classmates suggestions and decide if they
will need to make adjustments or improvements to their lemonade stand.
Students will be given time to make any necessary adjustments.

Evaluate/ Justify:

Students will complete a self-assessment reflecting on how the planning and

implementation of the lemonade stand helped them:
o engage in the mathematical application of decimals.
as well as:
how well they worked as a team player
how well they followed the RFP and requirements
how effective their business plan was in helping them make a profit.
The self-assessment will include giving students an index card to answer the
essential question: How can you solve real-world problems using whole numbers
and decimals?
It may be necessary to model for the students what you would like this entry to
look like.
Allow students to share out their reflections and how they might use what theyve
learned in future group or STEM activities.

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

What will you do ifa student

struggles with the content?

If a student struggles with the content they will be put in a small group with a teacher. This
re-teach group will allow the student time to really understand the concept. It will also
allow the student to learn another way of approaching the problem. Having the teacher in
their small group will help them to get one-on-one teaching of the standard if they need it.

What will you do ifa student

masters the content quickly?

If a student masters the content quickly they will be assigned to help another student who
may just need the extra help working through the assignment. Through peer-tutoring the
student who has mastered the content will be able to enrich their learning though
teaching/aiding another student.
Although this lesson does not connect to the culture of the students since lemonade stands
are not prominent in the community it does relate to the students interest. Since my class
spent many weeks in preparation for and then went on a field trip to JA Biztown the engage
part of this activity will really interest the student. I know this because my class really
enjoyed the JA Biztown curriculum and field trip.

Meeting your students needs as

people and as learners,
If applicable, how does this
lesson connect to the interests
and cultural backgrounds of
your students?
If applicable, how does this
lesson connect to/reflect the
local community?

This lesson connects to JA Biztown which is a large part of the Hillsborough County school
system elementary school community.

How will you differentiate

instruction for students who
need additional challenge
during this lesson
(enrichment)?

For students who need additional challenge their group will be asked what their profit
would be the week after they pay off their loan. They will need to decide how much
lemonade supplies to buy. Then they will be told that they sell 24 cups of lemonade a day.
In this case do they profit from their sales? Did they buy enough lemonade for the week?

How will you differentiate

instruction for students who
need additional language
support?

Instruction sheet with be provided with images explaining steps.

Can have anything read to them and questions can be repeated.
Can use their language dictionary whenever they feel the need to.
Scenarios for assessment will be broken down with images.

USF Elementary Education Lesson Plan Template (S 2014) Name: Casey Diuguid
Grade Level Being Taught: 5th
Subject/Content:
Group Size: Whole Class
steM

Date of
Lesson:
TBD

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then
explain the accommodation(s) you
will implement for these unique
learners.)

EL: will be placed in small group with teacher and provided with instruction sheet with
pictures. Time and a half to finish the assignment.
CB: will be placed in small group with teacher and provided with instruction sheet with
pictures. As much time as needed to finish assignment.
MG: will be placed in small group with teacher and provided with instruction sheet with
pictures. As much time as needed to finish assignment.

Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)

Copies of the
-Design your lemonade stand sheet
-Business plan
-Building your lemonade stand
-paper
-pencils
-Computers (1 per group)
-Calculators