ELED 433 1

Spring 17
Wallace
ELED 433 Math Methods
LESSON PLAN

1. TITLE OF LESSON
a. Spending Decimals

2. CONTEXT OF LESSON
This activity is appropriate for the students at this time because they will have
been introduced to decimals, but will not have yet been taught how to add them together.
The lesson follows after the students have had time to understand what decimals are, and
will help them progress in their knowledge of decimals.

3. RELATED VIRGINIA STANDARDS OF LEARNING

4.5 c. add and subtract with decimals

4. LESSON CONCEPTS (UNDERSTAND)

Students will understand the place values of decimals up until the thousandths
place (tenths, hundredths, and thousandths).
Students will understand that adding zeros to a decimal does not change the value
of the decimal (0.5 is still equivalent to 0.500 even when adding zeros).

5. LESSON CONCEPTS (KNOW)

Students will learn how to add decimals and understand how to line up decimals
when adding them vertically.

6. LESSON OBJECTIVES (DO)

Students will demonstrate their understanding of adding decimals by working
cooperatively in groups to correctly solve decimal addition problems.

7. ASSESSMENT OF LEARNING
My assessment of the lesson will be seeing each group put a total cost answer up
on the board underneath a job offer, because if all groups are able to put up an answer,
that means that all groups understood how to correctly add decimal values and had their
answers approved by a teacher. My assessment will also be at the end of the lesson as I
watch to see if each group is able to correctly represent their total cost answer using a
hundredths chart on the overhead.

8. MATERIALS NEEDED
List ALL the materials that will be needed to conduct this activity.
1. Blank tenths, hundredths, thousandths charts
2. Overhead (provided by CT)
3. Restaurant Menu
4. Furniture options
5. Grocery options
6. Clothing options
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9. PROCEDURES
BEFORE:
At the beginning of the lesson, I will use blank ones, tens, hundreds, and
thousands charts on the overhead to demonstrate to students through overlapping the
charts how to add pieces of a whole together, thereby demonstrating adding decimals. I
will use the whiteboard to show students how to line up decimals in a vertical addition
problem, and explain why the decimal points are lined up on the left rather than having
the numbers lined up on the right like in a whole number vertical addition problem.
This is a whole (show on the overhead the empty square). If we put this over it
(the tenth chart), now we have split the whole into ten pieces, and if we color in one of
the ten pieces, now we have colored in 1 out of 10, or 1/10, or 0.1 because the 1 is in the
tenths place. If we color in two of the ten pieces, we now have colored in 2 out of 10, or
2/10, or 0.2 because the 2 is in the tenths place. If we put this over the whole square (the
hundredth chart), now we have split the whole into 100 pieces, and if we color in one of
the hundred pieces we have colored in 1 out of 100, or 1/100, or 0.01 because the 1 is in
the hundredths place. So if we put this over the whole square (the thousandth chart), now
we have split the whole into 1000 pieces, and if we color in one of the thousand pieces,
we we have colored in 1 out of 1000, or 1/1000, or 0.001 because now the 1 is in the
thousandths place. The last number is always in the place value of the number of pieces.
So if we have 100 pieces, then the last number will go in the hundredths place, if we have
1000 pieces, the last number will go in the thousandths place. If we color in 150 pieces,
what is the last number in 150? (students will say 0). Ok then the 0 goes in the
thousandths place, 0.150.
Now lets say we want to add these pieces together. So what if we had one of the
pieces colored in on the tenths chart; what decimal would that represent? (students should
say 0.1). Ok, so what if we color in twenty five of the pieces on the hundredths chart,
what would that decimal be? (students should say 0.25). Now when we go to write them
in an addition problem (vertical addition), we always line the decimal points up with each
other. So in our problem, 0.1 lines up underneath the 0.25 and the 1 is underneath the 2.
We have a small problem with these numbers, though. Does anyone know what it is? (let
students guess and if no one gives the answer then proceed to say) they dont have the
same amount of numbers. 0.1 needs another number to be lined up with 0.25, does
anyone know how we fix this problem? (again ask for students to guess and then if no
one knows what to do, say). We can always add a zero to the end of decimal numbers
to fill in the spaces so that all of the numbers are lined up. Now our problem is 0.25 +
0.10 and then we add it just like a normal addition problem, but we always pull the
decimal down to our answer also (put a decimal under the line and underneath the
decimals in 0.25 and 0.10). Does anyone know the answer? (students should say 0.35).
Good! Now does anyone know what 0.35 means? (give students a chance to say 35
pieces out of 100 pieces). And we can check this by using our charts again, if we put our
tenths chart and our hundredths chart together, how many hundredth pieces fit inside one
tenth piece? (students should say 10). So that is 10 pieces out of 100, or 0.10. How many
pieces did we color in on our hundredths chart? (students should say 25). So that is 25
pieces out of 100, or 0.25. Now what is 25 plus 10? (students should say 35). So that is
like saying we colored in a total of 35 pieces out of 100, or 0.35.
Ok lets try one more together. Now well color in five pieces of the tenths chart,
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can anyone tell me what decimal this shows? (students should say 0.5). Ok, now well
color in sixty five pieces of the hundredths chart, can anyone tell me what decimal this
is? (students should say 0.65). So if we want to add 0.5 + 0.65, what do we need to do?
(students should say line up the decimals, give 0.5 another 0 so it matches with 0.65, and
bring the decimal down to the answer). Ok so now were adding 0.50 + 0.65, does anyone
know what the answer to this is? Its a little bit tricky. (give students a chance to say 1.15
and then whether or not they give that answer, show how to carry over the 1 and put it in
front of the decimal). So now what does 1.15 mean? (students should say it means we
have 1 whole and then 15 out of 100). And we can see this if we go back to our charts.
(explain the same way as before, 50 plus 65 equals 115, but we only have 100 pieces
which means we have 15 left over. We have 100 pieces colored in on the hundreds chart
which is the same as saying we colored in the whole thing, so we have one whole piece,
but we also have 15 little pieces colored in on the hundredths chart so that is 15 out of
100 or 15/100 or 0.15. So we have 1 whole and 15 out of 100, 1.15).
Does anyone want to give me two more decimals and well try to add them on
the board? (have students give two decimals to add, and then go over adding them
vertically on the board without the use of the charts to solidify their knowledge of vertical
decimal addition).
This should take no more than 15-20 minutes.

DURING:
I will split students into four predetermined small groups based on their individual
math levels decided using their math pretest scores. Once students are in their groups, 4-5
students per group, I will give each group their own task to complete:
Group 1: Restaurant Menu (prices written on menu)
Buy a meal (appetizer, entree, dessert) for each person in the group
Group 2: Furnish a Bedroom (prices written on the back of the furniture pictures)
Bed
Nightstand
Clock
Lamp
Rug
Curtains
Dresser
Mirror
Desk
Chair
Desk lamp
Computer
Group 3: Shop for Groceries (prices written on the back of the grocery pictures)
Each group member picks one recipe and the group buys ingredients for each recipe.
Group 4: New Outfit (prices written on the back of the clothing pictures)
Buy a new outfit (shirt, pants, shoes) for each person in the group
I will be providing the restaurant menu, furniture prices and options, grocery
prices and options, and clothing prices and options for each group (attached at the end of this
lesson plan). I will pass out their tasks and give the groups 30 minutes to complete their tasks.
(This means that group 1 will get the menu and need to add up the price for each person
to get a meal, group 2 will get the furniture and need to add up the cost of each
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piece of furniture they are putting in the room, group 3 will get the recipes and grocery
list and will need to add up the cost getting ingredients for one recipe per group
member, and group 4 will need to add up the cost of getting each group member their
own outfit). As groups work, I, along with the other teachers in the room, will walk
around and assist students who have questions. Answers to their problems will not
be given, but assistance or guidance will be provided to students who are struggling.
After finishing their tasks, students will have a total price for the items they will be
purchasing. There will be job opportunities listed on the board offering different amounts of
money; students will write the total amount of money they need for their items
underneath the job that will provide them with enough money to cover their purchases (for
example, if the total amount of money it takes to buy everyones meals off of the
menu comes to $45.67 and there is a job offer on the board that pays $50, students will
write $45.67 underneath that job offer). Before writing the total on the board, however, the
students need to call either myself or another teacher over and get their answer
approved.

AFTER:
After the thirty minute time limit, I will bring the class together for a short 10-15
minute discussion of the lesson and activity by first having each group come up to the
overhead and visually represent their total price, written on the board, with the
hundredths chart to show to the rest of the class. I will then end the lesson by asking
students to explain to me why adding money/prices of objects is the same as adding
decimals together and how they can use decimal addition in their everyday lives.

9. DIFFERENTIATION
Each group will be given one challenge, but if groups finish their challenges early, they
can be given one of the other groups tasks to complete, as well, until they either run out of
time or complete all four group tasks. Each challenge will be at a different level, meaning
the groups at a lower math level will be given a task with easier decimal addition and
groups at a higher math level will be given a task with more challenging decimal addition.
If the time is beginning to run out and a group is still struggling with their first task, I will
join that group and help them come to a solution that they can then put up on the board. I
do not think any group will have this much difficulty, which is why having me help them
near the end will be enough to get them to complete the assignment and put a total price
under a job offer on the board.

10. NCTM STANDARDS

1. Problem Solving
a. Students will be given options of different decimal addition problems to solve.
2. Reasoning and Proof
a. Students will need to have shown their work and have reasoning behind their total cost answers
so as to get their answer approved by a teacher before being able to write it on the board.
3. Representations
a. Students need to understand how their total cost answer is applicable to decimals in order to
visually represent their total cost on the overhead using the hundredths chart.
4. Connections
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a. Students will be discussing the connection between adding decimals and adding money at the
end of the lesson.
b. Students will be connecting decimals with being part of a whole using the blank tenths,
hundredths, thousandths charts.
5. Communication
a. Students will be communicating with each other and with teachers in the room about adding
decimals throughout the entire lesson.

11. REFLECTION

The biggest difference to my lesson was that the students completed their tasks much
faster than I had planned for; I had originally said that I wanted each group to complete one task
during the thirty minute time limit, and instead students all finished very quickly. By the end of
the time limit, all of the groups except for one had completed 3 out of the 4 total tasks and the
group that didnt get to 3 still finished with 2 of the 4 tasks. I had groups switch their tasks as
they finished with them because the groups would all finish with their tasks at about the same
time, and because I had assumed one task would be assigned to each group, I had not made
copies of the tasks. The fact that all of the groups finished with their first tasks at almost exactly
the same time helped to prove, however, that I had grouped the students well and that the tasks I
had modified in difficulty for each group fit matched their levels, which made me very excited
that my observations of the students and their levels were correct. Even though one group of
students had a more advanced or complicated problem than another, the groups finished their
tasks in the same amount of time, which meant that the students who were more advanced
needed the same amount of time to complete their task as the less advanced group. Another
modification I had to make is that when students came to the front to present their final numbers
to the class and explain them using the charts, their presentations ended up taking up the
remaining amount of lesson time so the discussion at the end was cut very short. This did not
seem to be a problem at all, however, because by the end of their tasks all of the students were
able to correctly portray their numbers and explain them to the class, meaning they understood
the concepts of the lesson.
If I could go back and change my lesson, even though it went very well, I would make a
lot of changes to improve it further and also add in more of a developmentally appropriate
practice. One way I would do this would be to give each group multiple tasks fitting their level to
accomplish and if they finished all of their on level tasks, I would have prepared another task
slightly more advanced for them to continue working their way up in their understanding
(scaffolding). I also had in my lesson that students would not be able to write their answers on
the board under a job category without first checking with either myself or another teacher in the
room; this was so that students could be corrected if they did not do the math correctly. Having
students come up to my throughout the lesson to check their work provided some difficulty
because I was also walking around the room and observing groups as they worked. If I could go
back, I would have calculators laid out so that instead of coming to a teacher when finished with
their calculations, the group could just grab a calculator, add up their numbers, and check their
work before putting it on the board. If students did not calculate correctly and were confused
about what they did wrong, this would be when they would come to a teacher for extra assistance
and explanation. Another thing I would change about how the lesson went would be the running
of the students presentations at the very end. A couple of things could have gone better with this
part of the lesson; those would be the length of the presentation, and the engagement of the other
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students of the class as they waited for the group presenting to set up their charts. Because I had
not expected the groups to complete so many of the tasks, I adjusted my lesson plan to allow
each group to present two of the numbers they had come up with. I would go back to allowing
each group the chance to present only one number because students would get the same learning
out of four number presentations as they would with eight. Because it took a couple of minutes
for each group to come up and set up their charts to present on the overhead the students still
seated at their desks had too much down time and used this time to talk or get off task while they
waited. I would instead have students take out a sheet of paper (or provide a sheet of paper with
charts already laid out) and after the group presenting comes up and announces their number, as
the group works to set up their chart on the overhead, the other students would attempt to set up
that groups number in charts on their piece of paper. This way all students are staying engaged
and interacting with the lesson. As an added minor change to this lesson, I would assign different
colored whiteboard markers to each group so that groups could keep track of their specific
numbers on the board, because this was a slight issue when students came up to present (they
could not always remember which numbers were theirs and took an extra minute or two to
remember their numbers).
Because this lesson was only focused on adding decimals, I would follow up with a
lesson in subtracting decimals, or maybe even an introduction into multiplication if students
seem ready for that big of a step. The students proved that they understood the addition of
decimals, so I would not need to worry too much about adding in more lessons on this topic, and
the next step after addition would be subtraction. As a small review, after having the teaching
portion of my lesson on subtracting decimals, students could do an activity combining addition
AND subtraction to show the relationship between their lesson from the day before and the
lesson they were having at present.
The fact that students are always able to surprise you has been reinforced for me time and
time again, especially within this particular lesson. I fully believed that one task would be the
utmost my students would be able to handle in the time limit I had set for them, and instead they
began to quickly finish their own as well as each others. When talking about what I have learned
about myself as a teacher and about students as learners, I have learned to always over prepare
for my lessons and to always be ready to be flexible with what I have planned. I had to adjust my
lesson halfway through because my students were moving more quickly than planned through
the material I was providing them and my adjustments worked because I had partially planned
for this occurrence; while the thought of this happening had crossed my mind and I had included
it in my lesson plan, I never thought it would actually happen so I had not brought with me extra
supplies for the tasks, which would have been very helpful and made the lesson go much more
smoothly had I thought to over prepare ahead of time. Having extra activities or tasks prepared
for students to do during down time was also a lesson I learned while teaching because if I had
had something like this prepared, the students still seated at their desks would have had
something to do while groups prepared their presentations instead of allowing them to get off
task.
ELED 433 Lesson Plan Rubric

Criterion On Target Developing Novice Unacceptable

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Clear alignment between: Context, standards, The alignment The alignment among
and objectives are among the context, standards, and
-the content context of the lesson,
aligned. context, standards, objectives needs to be
-appropriate Virginia Standard of Learning and objectives present.
Alignment of and national standards (NCTM) (content It is difficult to needs to be
Content, and process/practice), and observe or measure clarified.
Standards, and -the objectives of the lesson (understand, some of the
Objectives objectives. It is difficult to
know, do).
observe or
The objectives for know and do identify measure most of
specific, measureable, and observable the objectives.
learning behaviors and are clearly and
concisely written.

Points 3 2 1 0
Strategies to assess student learning are: Assessment The alignment with The assessment
strategies are both the learning strategies need to be
-aligned with learning objectives (what will
Assessment aligned and objectives and present.
you listen for/watch for),
appropriate, and assessment
-appropriate for their purpose, and more articulation of strategies needs to
alignment needs to be clarified.
-clearly articulated.
be made.

Points 2 1.5 1 0
Thorough detail of what is to occur in the The description of More description Major components of
lesson is provided, including: the lesson is of some parts of what is to transpire
economically written the lesson is during the lesson need
Materials and -a list of needed materials,
and needs further needed in all of the to be strengthened.
Procedures -descriptions of each task to be given to clarification. More listed materials More evidence in
students, materials, teacher and procedures material/procedure
actions, questions, are appropriate for planning is needed.
-plans for anticipating, monitoring,
tasks, practices, or the lesson's
selecting, sequencing, and connecting,
activities needed to objectives.
and
be included. The
-procedures to be followed by the teacher listed materials and
that address each teacher action in the procedures are
three-phase lesson format. appropriate for the
lesson's objectives.
The listed materials and procedures are
appropriate for the lesson's objectives.

Points 5 3 1 0
The differentiation plan: The differentiation The differentiation A differentiation plan
plan met the needs plan met either all needs to be created to
-meets the needs of all students in your
of all students. More students needs, meet all students
Differentiation classroom with varied learning preference
extended and extended and needs.
and abilities, English language proficiency,
enriching activities enriched learning,
health, physical ability, and culture.
were needed to meet or supported the
-extends and enriches the learning of struggling learners learning of
students who finish early. and students who struggling learner.
finish early. More information
-supports the learning of children
needs to be
struggling with your objectives.
included to help all
students learn.
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Points 3 2 1 0
The content in the lesson is: The content in the The content in the The content presented
-valid, lesson is correct and lesson is correct. in the lesson is incorrect.
developmentally The student-
Content Validity -developmentally appropriate,
appropriate. Include centered manner
and -presented in a student-centered manner, appropriate student- needs to be
Appropriateness focusing on student understanding and centered teaching developmentally
engaging students in the subject matter. strategies. appropriate for all
students.
Points 2 1.5 1 0
The reflection includes: Most of the questions Some of the Include reflection to
are addressed in the questions are address and clearly
-Description of your actual teaching of the
reflection clearly to addressed in the demonstrate the
lesson and how it differs from your plans.
demonstrate the reflection clearly to thoughtful reflection with
-Description of the changes and thoughtful reflection. demonstrate the explicit examples.
explanation of why you made the changes thoughtful
Reflection is addressed. More explicit reflection.
examples are
-Your impact on student learning, what
needed. More explicit
students learned, and the evidence you
examples are
offer that your conclusions are valid.
needed.
-Description of at least one way you could
incorporate developmentally appropriate
practice in a better or more thorough way if
you were to teach this lesson again.
-Description of what you would do/teach
next if you were the classroom teacher.
-Description of what you learned or had
reinforced about young children as
learners.
-Description of what you learned or had
reinforced about teaching.
-Description of what you learned or had
reinforced about yourself.
Explicit examples demonstrate thoughtful
and insightful reflection.
Points 5 3 1 0
Other Expectations (If not met, will result in deduction of points.)
Free of spelling and grammatical errors (per error)
Submitted on time (points taken per day for late assignments)
Total Points: /20