Whitehills

Elementary School
Weekly Elementary School Lesson Plan

Teachers: Ms. Sanchez Week of: March 6-10, 2017
Grade Level: 5th Grade


Subject Common Core State Standards
CC.5.NBT.2: Explain patterns in the number of zeros of the product when
Math 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.
CC.5.NBT.6: Find whole-number quotients of whole numbers with up to four-
digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication
and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
CC.5.NBT.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.
Objectives
Solve word problems involving division of whole numbers.
Divide decimals by whole numbers.
Solve division problems in which decimal places must be extended or created.
Explore patters in division by powers of 10, and use the relationship between
multiplication and division to solve simple divisions mentally.
Use money examples to see the way digits shift to the left when a whole
number is divided by 0.1, 0.01, and 0.001.
Explore what it means to divide a whole by a part of a whole.
Learn a strategy for solving problems that have decimal divisors.
Instructional Strategy
Mon Bell ringer: Students will log onto Front Row and complete two fact
fluencies and then practice with Numbers and Operations in Base Ten.
The teacher will review what students did on Friday. As part of the review,
the teacher will post the posters that students worked on last week. Since
each group was assigned to a different word problem, the class will review
all of the problems and students will have a chance to ask questions if
needed.
Students will then log onto Think Central and take their Unit 5 Quick Quiz
1.
Homework: 5-5 #1-10

Tues Bell Ringer: Remembering page 5-6. Students will start with problems 9-
11, then 3-8, and finish with problems 1-2.
The teacher will introduce lesson 6: Divide Decimal Numbers by Whole
 Numbers.
The teacher will have the following problem on the board:
Three friends set up a lemonade stand and made $20.25. They will share
the money equally. How much should each person get?
The teacher will provide students with play money. Each table group will
get at least 2 tend-dollar bills, 20 one-dollar bills, 22 dimes, and 15
pennies. The teacher will ask students to make $20.25 using 2 ten-dollar
bills, 2 dimes, and 5 pennies.
The teacher will then tell students the following:
I want you to find a way to share this money equally among three
people.
To divide the money, you will need to trade some bills and coins for
smaller bills and coins.
Make notes about what you do, so you can explain it to the class.
Students will have about 5 minutes to complete the task. The teacher will
then choose 1-2 groups to demonstrate what they did. If the following is
not demonstrated by the students, the teacher will demonstrate it:
Trade the 2 tens for 20 ones. Give 6 of the ones to each person. This
leaves 2 ones, 2 dimes, and 5 pennies to divide.
Trade the 2 ones for 20 dimes to get a total of 22 dimes. Give 7 of the
dimes to each person. This leaves 1 dime and 5 pennies to divide.
Trade the dime for 10 pennies. There are now 15 pennies to divide. Give
each person 5 of the pennies.
Each person now has 6 ones, 7 dimes, and 5 pennies, for a total of
$6.75.
Students will turn to page 161 in their SAB. The class will discuss the
sample problem at the top of the page. The teacher will connect the
numerical steps to the modeling students did with the money. The class
will complete problem 1 together. Students will then work with their table
group to complete 2-4. The class will review these problems after students
have had a chance to work. Students will then work to solve problems 5
and 6. The teacher will wrap up the lesson and explain that students will
continue working on lesson 6 on Wednesday.
Homework: 5-6: #5-13 (due Wednesday)

Wed Bell Ringer: Students will log onto Front Row and complete two fact
fluencies and then practice with Numbers and Operations in Base Ten.
Students will open to page 162 in their SAB. The class will discuss the
example at the top of the page. Students will then work in groups to
complete problems 7-12. The teacher will post the answers for students to
check their work.
The students will then turn to page 163 and discuss the example at the top
of the page. The class will work on problem 13 together before students
work on problems 14-17 with their table groups.
Students will turn to page 164 and discuss the notes at the top of the page
as a class. The class will then discuss problems 18-19 and complete
problem 20 together. Students will then complete problems 21-23
independently. Students will check their work and the class will complete
 problem 24 together. Students will then work in table groups on problems
25-31.

Thur Bell ringer: Remembering page 5-7. Students will start with problems 9-11,
then work on 3-8, and finish with problems 1-2.
The teacher will introduce lesson 7: Divide Whole Numbers by Decimal
Numbers.
Students will turn to pages 165 and 166 in their SAB. The class will discuss
and complete these pages together.
Students will work on page 167 with their table groups. The answers will
be posted for students to check their answers and ask questions if needed.
Students will work independently on the Puzzled Penguin example on page
168.
The teacher will wrap up the lesson for the day and let students know that
they will finish lesson 7 on Friday.
Homework: 5-7 #1-10 (due Monday)

Fri Bell Ringer: Students will log onto Front Row and complete two fact
fluencies and then practice with Numbers and Operations in Base Ten.
The teacher will review what the class did on Thursday. Students will work
on SAB p. 170 in small groups. They will work on problems 30-40 with their
small groups. Answer keys will be available for students to check their
work.

Materials Student Activity Book, math notebook, self-made notes, laptops

Subject Common Core State Standards
CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a text when explaining what
Reading the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.5: Explain how a series of chapters, scenes, or stanzas
fits together to provide the overall structure of a particular story, drama, or
poem.
CCSS.ELA-LITERACY.L.5.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.5.4.A: Use context (e.g., cause/effect relationship and
comparisons in text) as a clue to the meaning of a word or phrase.

Objectives
Students will be able to make generalizations about various texts that they
read throughout the week.
Students will be able to notice the story structure in various texts they read
throughout the week.
Students will be able to identify indefinite and reflexive pronouns.
Students will be able to use context clues and synonyms to determine the
meanings of unfamiliar words.
 Instructional Strategy
Mon After returning from specials, students will take their spelling pretest
focusing on words with prefixes ible and able. The teacher will then
introduce the grammar skill for this week (indefinite and reflexive
Subject pronouns) and model identifying these pronouns in a sentence before
having students work independently. Students will have a chance to check
Reading their work and ask questions if needed.
The teacher will review the unit question (How do people and animals
adapt to different situations?) and introduce the question of the week
(How do people adapt to new places?).
The teacher will read A Legacy of Courage by Ryan Propper and discuss the
story and question of the week with the class after.
The teacher will then introduce the comprehension skill (generalize) and
strategy (story structure) for the week. Students will receive notes to tape
into their reading notebooks. Students will then read page 106 in their
Reading Street book and complete their notes page. The class will then go
over these notes together.
The students will then practice the skill by reading First Day Without Joy.
They will use the story to help them fill out a graphic organizer. Students
will make a generalization about Aprils character, using details from the
text to support their generalization. The class will go over this story and
review what students wrote in the graphic organizer.
The teacher will review the question of the week one more time and
remind students to keep that question in mind while we work in centers
and read the main selection this week.
If there is extra time, the teacher will introduce the main selection for this
week, The Stormi Giovanni Club, and explain that the format is different
than students are probably used to because it is a drama (play). The
teacher will explain that the class will be reading this story together and
ask for volunteers to be certain characters in the play. The teacher will
record the names of students with the character they will be reading. The
teacher will explain that the story will be read on Tuesday.

Tues After students return from specials, they will gather their reading
materials. The teacher will introduce two centers and explain what
students will do during each center.
At the first center, students will continue working on their adaptation
project that they started in the previous week. The teacher will remind
students that the projects are due on Wednesday and that they should be
using their time wisely.
At the second center, students will begin reading a TFK article: Pass on
the Salt. Students will work with their groups to read the article and
answer comprehension questions.
These centers will start at 10:45 and each center will be 20 minutes long.
At 11:25, students will transition back to their desks with their Reading
Street books to begin reading the main selection for this week. The
teacher will review the question of the week and the genre of the story.
The class will begin reading the main selection, stopping to discuss certain
 parts of the play and answer/record their answers to comprehension
questions.

Wed After students return from specials, they will gather their reading
materials and the teacher will introduce three centers that students will
work in.
At the first center, students will finish their animal adaptation projects.
At the second center, students will continue reading the TFK article and
answering the comprehension questions with their group.
At the third center, students will read pages 108-109 in their Reading
Street books and use the information to help them complete a vocabulary
Reading Street handout. This handout will be turned in.
Centers will begin around 10:45 and each center will be about 15 minutes.
At 11:30 students will transition back to their desks and continue
reading/answering comprehension questions about the main selection.

Thur After students return from specials, they will gather their reading
materials. The teacher will introduce two centers that students will work
in.
At the first center, students will have time to finish their animal adaptation
project. If they finish early, they will have time for DEAR.
At the second center, students will read the paired selection, The Extra
Credit Club on pages 130-133 in their Reading Street books. Students will
answer comprehension questions about the story and turn them in when
they are done.
At the third center students will complete a spelling/grammar handout.
The centers will start around 10:50 and each center will be about 15
minutes long.

Fri After meeting with their buddy class, the students will take their spelling
test and complete a grammar handout.
The class will review the questions that went with the paired selection.
Students will use the remaining time to take a reading quiz.

Key Vocabulary Episode, cavities, strict, combination, demonstrates, profile

Materials Reading Street Text, laptops, Reading Street Handouts, Question sheets











Subject Key Concepts and Process Skills
The moons appearance changes in a regular and repeated pattern.
Science The lunar cycle allows us to predict future phases of the moon and prompts us
to generate questions and ideas about he causes of this cycle.
Objectives
Students will be able to make and record their own observations of the moon.
Students will be able to predict the phases of the moon for selected dates.
Students will be able to discuss and explain their predictions.
Instructional Strategy
Mon The teacher will display the recent moon phases and students will update
their recording sheet with the moon phases (79.1).
Students will take a few minutes to examine the observations they have
made on student sheet 79.1. The teacher will ask the class to comment on
what they have seen and to make comparisons from one day to the next.
During this discussion, students will describe their observations of the
moon, including when they saw it.
Students will turn to page F-42 in their science books. The teacher will
introduce activity 79: The Predictable Moon. The class will read the
scenario and information on page F-42 and the teacher will introduce the
challenge question for the activity. The lesson will stop here and students
will complete the activity on Wednesday.

Wed Students will be at their desks with their science books open to page F-42.
The teacher will review the challenge question and the scenario that was
given on Monday.
The teacher will introduce the term phase as something to describe the
shape of the visible portion of the moon. The teacher will also explain that
the full round disc of the moon is called the full moon. The teacher will ask
students give suggestions for the names of the different phases they have
observed so far. After hearing suggestions, the teacher will explain that the
new moon is the phase when the moon is not visible during either day or
night. The teacher will explain that students will learn the other phase
names and what causes these phases in a later activity.
The teacher will hand out student sheet 79.2 and display it on the doc
camera. Students will then have time to complete the procedure on page
F-43. The teacher will explain that the students data will most likely have a
different start point and different dates than Emilys observations.
After having time to work on the procedure, the teacher will display
student sheet 79.2 and review the appearance of the moon on each of the
highlighted dates (May 11, May 22, and May 28) and review the students
predictions for procedure steps 5-7.
The teacher will wrap up the lesson and finish activity 79 on Friday.

Fri The teacher will review that students had a chance to review their data
and compare it with Emilys on Wednesday.
The teacher will introduce the term lunar cycle and explain that this is the
cycle of the moons appearance. The teacher will review the terms new
moon and full moon and then introduce quarter moon and crescent
 moon. The teacher will explain that the term quarter moon refers to the
first or last quarter of the moons cycle and not the appearance of the
moon.
The teacher will review the predicted dates/phases from Wednesday and
explain that the predicted moon phase for May 11 is the first quarter,
while the moon shown on May 25 is the last quarter.
The teacher will introduce the term gibbous, describing the moon phases
that fall between the quarters and the full moon (May 14 and predicted
around May 28). Students will record these names on student sheet 79.2.
The teacher will also introduce the terms waxing (from new to full) and
waning (from full to new).
The teacher will display transparency 79.1 to summarize the complete
lunar cycle. The teacher will point out that the new moon does not always
appear at the beginning of the monthany phase is possible at the
beginning of the month.
Students will work with their table groups to discuss and answer analysis
questions 1 and 2. The class will discuss their responses after having time
to discuss these questions.
To check that students understand the cycle, the teacher can ask them to
predict the date of the new moon that began the cycle in May (around
May 4).
Students will then work independently on analysis questions 3-5 and turn
these questions in.

Vocabulary Crescent moon, full moon, first quarter moon, gibbous moon, last quarter moon, lunar
cycle, new moon, waning, waxing

Materials Science books, student Sheet 79.2, transparency 79.2, student sheet 79.1 (28), student
sheet 79.2 (28)