Lesley Martinez-Silva

Student Teaching
Fall 2019

Topic: Multiplying with Decimals

Grade Level: 5th
Subject: Math

Objectives
TEKS 111.7 (b) (3) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for positive rational number computations in
order to solve problems with efficiency and accuracy. The student is expected to: (E) solve for
products of decimals to the hundredths, including situations involving money, using strategies
based on place-value understandings, properties of operations, and the relationship to the
multiplication of whole numbers.

Purpose
To practice multiplying with decimals, as well as review multiplying with three-digit and
two-digit numbers.

Materials
For teacher For students
Computer, TV projector, phone with Plickers Math journal, pencils, Plickers cards, Plickers
app questions handouts, half-sheets of lined paper,
calculators

Procedures
Introduction:
- Start with Formative Loop as we usually do (may change to multiplication table if we
decide to focus on that)
- Show first question from Plickers and have students think about how they would answer;
then pass the handout for them to write their thoughts
Model:
- We’ll discuss the first question in the Plickers question set, which is a T/F question
- I’ll be modeling my thought process and how I would show my work after giving them
time to think
Guided Practice:
- The rest of the questions in the set are multiplication problems
- I’ll ask what the process is to solve the first question by calling on students randomly
Independent Practice:
- Solve the questions on their handouts and then answer with their cards
Lesley Martinez-Silva
Student Teaching
Fall 2019

- After we solved each question, they’ll move on to create a multiplication word problem
with decimals for other students to answer (need to solve it themselves to check others’
work)
o They can use calculators to double-check that their answer for their problem is
correct, so they can check other students when they do their problem
o I will shuffle the questions between table groups to get other students to solve the
problem; one round if short on time, 2-3 if have extra time
Check for Understanding:
- I will be checking in on each student as they work, giving them all time to work until
they can answer the question
- They will turn in their handouts as well so I can see their work and check whether they’re
on track or need more guidance
- I will review each question that students make to ensure it is multiplication and that it
makes sense
Closure:
- I will choose one student-created word problem for the whole class to answer and turn in
as an exit-ticket (some students would’ve already seen it and solved it, but would have to
do so again on a separate sheet to turn in)

Planned Modifications and Differentiation

I will be giving extra time in answering the Plickers questions, making sure students
spend at least five minutes solving each question before answering with their cards (may shorten
the time if I see most students are answering quicker). Those students that need more than 5
minutes can take their time and answer on the handout and not bother with answering with the
card, as they will have to turn in their handout anyway.
For creating a word problem, those that are struggling will get a template where they can
fill in to complete the problem with whichever numbers they want.

Assessment of Student Learning

I will know if students answered the Plickers questions correct through the app, and I can
then review their process when they turn in their handout. I will also be checking their exit-
tickets to see if they got the problem correct, if not I will go over it with them at a later point.

Resources
TEKS, Texas Go Math, Region 4 Engaging Mathematics Grade 5 Activity Sheet
Lesley Martinez-Silva
Student Teaching
Fall 2019

Math Word Problem Templates

Fred has a pet garden snake that weighs _________ pounds. Sarah has a pet corn snake that
weighs _________ times more. How much does Sarah’s corn snake weigh?

Ms. Jones has a peach tree that is _________ feet long in March. She measures her tree again
in September and it is _________ times as long. How long is Ms. Jones’ tree in September?

Sandra buys _________ pounds of oranges for $_________ per pound. How much does she pay
for her oranges?

Alfredo tiene una serpiente que pesa _________ libras. Sara tiene una serpiente que pesa
________ veces más. ¿Cuánto pesa la serpiente de Sara?

La Sra. Jones tiene un árbol de duraznos que mide _________ pies de largo en marzo. Lo mide
de nuevo en septiembre y mide _________ veces más largo. ¿Qué tan largo es el árbol de la
Sra. Jones en septiembre?

Sandra compra _________ libras de naranjas a $_________ cada libra. ¿Cuánto paga por las
naranjas?