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TE406ProjectII
Spring2016
REVISED LESSON PLAN TEMPLATE
Your Name: ___Jennifer Diemert
________________________________________________________________
Date: __March 2016______________________Total Lesson Duration: __________50
minutes________
Topic: __Adding and Subtracting Decimals______________________________ Grade:
________Sixth____
Goal(s) (What is the most important thing related to the math topic as
envisioned in your lesson plan that your students will learn in this
lesson?)
At the end of this lesson my students will understand how to add and
subtract decimals in real world scenarios as well as the multiple
methods to do so.
CCSS.MATH.CONTENT.6.NS.B.3:Fluentlyadd,subtract,multidigitdecimals.
Materials & Resources Needed
The materials needed for this lesson are, flyers of local grocery stores.
Predetermined budget on note cards (2 of each denomination), a
brown bag to grab the budgets at random. Lists of food items needed
for the party being thrown. Paper for the students to record their
budget, and pencils. Note cards with coupons or scenarios for each
group. The resources in the classroom that is needed for the lesson is,
a projector and computer to show expectations and instructions. As
well as the document camera for students to come a display their
solutions during concluding discussion.
Sequencing Group Work (List how your students will be working
throughout the different parts of your lesson, for instance: Whole
Group Pairs Whole Group. Explain how this sequence supports
any of the 5 practices to orchestrate math discussions.)
Whole group Pairs Whole Group
The lesson will begin in a whole group instruction this is the time when
I will go over expectations, brief instructions, as well as the time the
students will be assigned a budget. Then students with matching
budgets will break off into pairs, where they will go through the math
task together using up their entire budget. We will then come back
together as a whole group to debrief and discuss the different methods
JenniferDiemert
TE406ProjectII
Spring2016
students used to add and subtract decimals to complete their list. This
sequence supports the 5 practices to orchestrate math discussion.
First, working in pairs for the explore task will present multiple
solutions opposed to the students working as a whole group, which will
prompt me to use the first practice of anticipating. Also the monitoring
will be done through the pairs in exploration as well, this will be done
by me walking through the room listening and examining their
progress. The whole group at the end of the lesson will support the
establishing connections practice, during this time in the lesson will
prompt me to use the selecting practice. Although the selecting
process will be done very carefully and will require some student
participation. I believe that for this specific math discussion the
practice of sequencing will be difficult because I am hoping that
students voluntarily express new ideas opposed to structuring when
and how the students express their solutions.
Academic, Social and 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 your lesson (Launch, Explore, Discuss). These supports
should reflect ideas from our course readings)
During the launch of the lesson I will use a linguistic support to assist
student learning when explaining the activity more specifically the
budget/ credit cards the students will receive. My school is located in
an urban area and large portions of my students are of low
socioeconomic status. Because of this my students may not be familiar
with credit cards and or budgets on a card, this will prompt me to
carefully select the vocabulary I use and explain it in a way my
students will understand and be familiar with. I will use social
resources of the local store flyers to support student learning because
this will allow students to relate to the content as well as make more
meaningful connections, this will be done during the exploring part of
the lesson. An academic resource that I will use in the discussion
portion of my lesson will be the document camera. This resource will
help all of my students to be able to see first hand their peers thinking
as well as become exposed to the work and thoughts behind multiple
ways of adding and subtracting decimals.
JenniferDiemert
TE406ProjectII
Spring2016
JenniferDiemert
TE406ProjectII
Spring2016
your gift card. You are all going to pull a gift card; there
are two cards for each budget. You will find your
classmate with the same budget and sit together.
Put all of the budget cards in the brown paper bag and allow each
student to come up and grab a card. Then encourage the students
to find their partners and their seats quickly.
When all of the students are seated and quiet, explain the lists.
o Everyone will have a different list of items to complete but
everyone must stay within their given budget to get
everything on the list if possible
o Pass out a list for every pair.
To find out how much all of the things on your list cost you will use
catalogues from the local stores, you will keep track of how much
and what you are spending on this sheet (hold up record sheet).
o Give each pair a record sheet and a stack of catalogs (one
from each local store).
Ask if there are any questions. The goal is to have the students use
multiple ways to use their budget, do not answer any questions that
would send them in the direction of a method to solve the task.
o Also mention to the students to expect the unexpected(You
will be passing out random coupons and scenarios to affect
their budget).
JenniferDiemert
TE406ProjectII
Spring2016
Students will be working in pairs on the following high-level task, a
store simulation to find multiple methods of adding and subtracting.
Students will be given a certain budget to complete a list of goods they
need to purchase by keeping track of what they are buying and the
money they are spending.
Probingquestionsforthistaskmightbe:
1.Whatdoesthedecimalmean/whatdoesitrepresent?
2.How/whyisaddingwithdecimalsdifferentthanadditionofwholenumbers?
3.Whenyousubtractdecimalswhatdoyoudowiththedecimal?
4.Whenyouadddecimalswhatdoyoudowiththedecimal?
Solution1
Followupquestionsthatprobestudents
understandingofthissolution.
Followupquestionsthatextendoradvance
studentthinkingaboutthissolution.
Whatifthiswas26centscouldyou
Whatdoestheelevennexttothe
continuewiththeproblemlikeyou
twomean?
havehere?
Howdidyouknowwhatnumberto
Ifthegrapes(saythegrapeswhere.
putontopandwhatnumbertoput
79centsoff)were.90centsoffif
onthebottom?
youboughtthreepackageshow
muchmoneywouldyousave
Whatdoesthetwofourfive
buyingthreepackagesofgrapes?
represent?
Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Theremightbeapotentialmisconceptionwhenitcomestoborrowingwhensubtracting
JenniferDiemert
TE406ProjectII
Spring2016
Begin the discuss part of the lesson with the anticipated strategy
number three. This is the strategy when students put the
decimal in front of the number of decimals it is in the two
additives (similar to the strategy to multiply decimals). This will
bring up a good conversation about the logic behind the
strategy, for example if there were grapes for $3.26 and added
the cost of the banana for $0.79, would you have to pay $.0405,
it simply is not logical. I am anticipating this to bring up a good
conversation because often the students put the numbers into an
algorithm without thinking what the numbers mean or what is
being asked. This will then lead to the second solution strategy in
the sequence; this is the correct way to add decimals meaning
this is one of many strategies the students would use to get the
answer. This will also add to the conversation about logic and
asking if you had to buy both items does the total make sense.
And the last solution strategy brings up another whole method of
preforming the task. This would be, opposed to adding up the
costs of items to get to the total, the students would start with
their budget and subtract the cost of the items. This is then also
the time when we would discuss the multiple strategies within
subtracting using decimals.
JenniferDiemert
TE406ProjectII
Spring2016