UnitTitle:% Decimals)) ) ) ) ) Teacher: GradeLevel:% thkaceymurphy.weebly.com/.../5/1/...plan_special_ed_.pdf · UnitTitle:%Decimals)) ) ) ) ) Teacher:KaceyMurphy)) GradeLevel:%5th))

Unit Title: Decimals Teacher: Kacey Murphy

Grade Level: 5th Content Area: Math Themes/Big Ideas:

• Read and Write Whole Numbers and Decimals • Addition and Subtraction with Decimals • Round and Estimate with Decimals

How the unit is aligned with the district’s curriculum:

• Zeeland follows the Common Core State Standards • I aligned every lesson with the CCSS and integrated them throughout • Zeeland uses a Math Curriculum book for all of their 5th graders • I followed their general plan for teaching decimals

Rationale:

• This unit was very important for my 5th grade special education students to learn. It is what is expected of them in order to move up to 6th grade. Therefore, it was important to do well on the content. I also think this unit is important because decimals are used a lot in the real word. For example, students will need to use their knowledge on decimals to add and subtract money. This is a unit that will be beneficial for them in the real-‐world.

Schedule: • 10:50-‐11:25-‐ Lesson is taught by Miss Murphy • 11:25-‐11:55-‐ Miss Murphy goes to 4th grade classroom for co-‐teaching math

Paraprofessional (Kathy) spends the last 30 minutes with 5th graders (re-‐teaching, reviewing, etc) Accommodations:

• Students • 4 boys and 1 girl • 5th grade • Pull out resource room

• I chose to pull out students for this Unit because in the previous lesson they were struggling in their general education classrooms for co-‐teaching

• I went through the 5th grade general education unit and revised the entire thing for my students

• I re-‐organized it/omitted unnecessary content/ added new materials • All of my students have ADHD so I was constantly moving around throughout

the lessons. We moved locations at least every 5 minutes • Tests and worksheets were made smaller • I used larger font • I read questions out loud to students • I used manipulatives and visuals throughout lessons

CCSS addressed in Unit: • CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to

thousandths. • CCSS.Math.Content.5.NBT.A.3a 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).

• CCSS.Math.Content.5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

• CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place.

• CCSS.Math.Content.5.NBT.B.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.

• CCSS.ELA-‐Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

• CCSS.ELA-‐Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.)

• CCSS.ELA-‐Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

• CCSS.ELA-‐Literacy.RI.5.4 Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 5 topic or subject area.

• CCSS.ELA-‐Literacy.RF.5.4c Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.

• CCSS.ELA-‐Literacy.RF.5.3 Know and apply grade-‐level phonics and word analysis skills in decoding words.

• Social Studies: 5 – P3.1.2-‐ Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.

Daily Objectives/Lessons: • Lesson 1: Read and Write Decimals and Fractions

• The student will be able to read and write decimals and fractions to thousandths place using correct place value with 75% accuracy as observed by the teacher

• The student will be able to understand the place values for decimals; tenths, hundredths, thousandths when given a number with 75% accuracy as observed by the teacher

• Write a detailed reflection on their learning in their math notebooks as observed by teacher observation with 75% accuracy

• Lesson 2: Expanded From of Decimals

• The student will expand decimals using expanded form using decimals, expanded form using fractions, and expanded form powers of ten when given a decimal number with 75% accuracy as observed by the teacher


• Lesson 3: Compare/Contrast Decimals

• The student will compare two decimals to determine which decimal is larger using > < or =, when given a number with 75% accuracy as observed by the teacher


• Lesson 4: Adding and Subtracting Decimals

• The student will add and subtract decimals to thousandths based on knowledge of place value when given a problem with 75% accuracy as observed by the teacher


• Lesson 5: Adding and Subtracting Decimals-‐Story Problems

• The student will read a story problem and accurately add and subtract decimals to thousandths based on knowledge of place value when given a problem with 75% accuracy as observed by the teacher

• The student will use the relationship between words to determine unknown words when given a story problem with 75% accuracy as observed by the teacher

• The student will create their own story problem, and will have their peer answer the problem as observed by the teacher with 75% accuracy


• Lesson 6: Adding and Subtracting Decimals-‐ Whole Number Minus a Decimal • The student will accurately add and subtract decimals from whole

numbers based on knowledge of place value, when given a problem with 75% accuracy as observed by the teacher


• Lesson 7: Graphing Decimals/Rounding Decimals

• The student will apply knowledge on rounding decimals using place value in order to accurately graph decimals when given a list of numbers with 75% accuracy as observed by the teacher

• The student will write a detailed reflection on their learning in their math notebooks as observed by teacher observation with 75% accuracy

• The student will use information they learned about a contemporary public issue in Social Studies to graph data accurately as observed by the teacher with 75% accuracy

• Lesson 8: Review and Assessment

• The student will take all of the knowledge they learned throughout the unit and apply it in a unit test

• Accommodations: • All of my students have learning disabilities in reading fluency

and decoding and math calculation • Because of this I took the test that the students were planning on

taking in their 5th grade class rooms, and modified it for them • I took out unnecessary words • Made print larger • Reduced the amount on the page • I read the whole test out loud, and we went through each problem

at a time

Data-‐Analysis

Pre-‐Test

Read and Write Decimals and Fractions

Expanded form of Decimals

Compare Decimals

Adding and Subtracting Decimals

Adding and Subtracting Decimals (Story problems)

Adding and Subtracting Decimals (Whole number-‐decimal)

Rounding Decimals to the tenths, hundredths, and thousandths place

Jace 1/2 Fractions 0/2 Decimals

1/2 1/2 0/1 Adding 0/1 Subtraction

0/1 0/1 Adding 0/1 Subtraction

1/3

Sarah 2/2 Fractions 0/2 Decimals



1/3

Josiah 1/2 Fractions 0/2 Decimals



0/3

Calieb 0/2 Fractions 0/2 Decimals



0/3

Post-‐Test

Read and Write Decimals and Fractions

Expanded form of Decimals

Compare Decimals

Adding and Subtracting Decimals

Adding and Subtracting Decimals (Story problems)

Adding and Subtracting Decimals (Whole number-‐decimal)

Rounding Decimals to the tenths, hundredths, and thousandths place

Jace 4/4 Fractions 4/4 Decimals


1/2 pts 1/1 Adding 0/1 Subtraction

12/13

Sarah 4/4 Fractions 4/4 Decimals



12/13

Josiah 4/4 Fractions 3/4 Decimals



11/13

Calieb 3/4 Fractions 4/4 Decimals



10/13

Pre-‐Test Decimals

Write the written numbers below in decimal and fraction form 1. Five Tenths _____________________ _______________________________ 2. Three Hundredths ______________________ _______________________ Write the numbers below in Expanded Form: 3. 104 _______________________________ 4. 0.25 ______________________________ Write < , > , or = on the line below: 5. 0.235 ________ 0.233 6. 4 _________ 4.00

Add the problem below: 7. 24.23 + 1.34 = _________________________________ 8. 27 + .32 =______________________________________ Subtract the problem below 9. 2.34-‐1.23= _____________________________ 10. 43.23 -‐ .12 = __________________________ Round the number to the nearest tenth: 9. 0.534 ______________ Round the number to the nearest hundredth: 10. 0.123 ______________ Round the number to the nearest thousandths: 12. 0.2341 _____________

Unit Plan Lesson #1 Lesson Plan (Friday) Week of: 11/4-‐11/8

Group/Grade Level: Math-‐5th Date: Fri. 11/8 Lesson Topic: Read and Write Decimals and Fractions Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Read and write decimals and fractions to thousandths place using correct place value

CCSS.Math.Content.5.NBT.A.3a 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).

Understand the place values for decimals; tenths, hundredths, thousandths

CCSS.Math.Content.5.NBT.A.3a 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).

Write a reflection on their learning in their math notebooks

CCSS.ELA-‐Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

Activity Materials Time

Behavior Expectations: • I have a really cool lesson planned for you today • Before we start math though lets go over what everyone

should look like during the lesson • Your chair should be pulled up the desk, and you should

be sitting straight • Your eyes should be on me when I am talking • You should be focused on the activity we are doing • When we are doing fun games around the room you

should not be sitting in the green chair, or playing at the spelling station

• I should hear no whiney voices • If I see positive behavior throughout the lesson I will

never have to move your clip down. • If I do see bad behavior I will take away your green, and

then your warning, and then your yellow, and then your red. If you get to a red you will go to the principals office, and serve a detention

Intro: • Students will independently complete pre-‐test • What are the place values of a whole number? (show 3,123) • Answer: Thousands, Hundreds, Tens, Ones

-‐Whiteboard -‐Pre-‐test

5 min

• This is the place value for a whole number, but what about the place value for a decimal?

Input: • They are both very similar. For place value with decimals

you have: • Tenths • Hundredths • Thousandths • (Model how to write these as a decimal—write the decimal

as you are saying the number) • Ask them to explain the difference between a whole number

place value, and a decimal place value • Explain that they are the same as a whole number, but they

go from Left to Right, and they have a dths sound added at the end

Whiteboard 10 min

Modeling: • Using the decimal sheet (looks like this à . _ _ _ • Model how to label each line correctly (first line is tenths,

second line is hundredths, and third line is thousandths) • Do a sample problem • Say a number, and then model correctly how you would

write it on the lines • Ex-‐ Say “Twenty Three Hundredths” on the decimal sheet

with an expo marker write .23 • Then explain that if this is Twenty Three Hundredths I could

write 23/100 because we know that it is in the hundredths spot so we can have our denominator be 100 and we know that it is 23 out of 100 so we would put the 23 as our numerator

• Model 3 more problems

-‐Decimal Sheets -‐Clear paper holders to put decimal sheets in -‐Marker

10 min

Guided Practice: • Have them label their decimal sheets that teacher modeled

earlier, then have them stick them in the see through plastic holder so they can do problems with an expo marker

• Name them • Write .25 on their sheets (what does it say?) 25

hundredths • Convert it to a fraction (25/100) • Convert it back to a decimal • Write 7/10 on the boardà convert to decimal (.7) and say

it (7 tenths) • Write .274 on the board (what does it say? 2 hundred and

74 thousandths) • Convert it to a fraction à 274/1000 • Convert it back to a decimal

-‐Decimal sheets -‐Whiteboard marker

10 min

• Guide students through 3 more problems

Independent Practice: • Complete Page 36 from the Student Activity Book

independently

Worksheet 20 min

Closure: • In their math notebooks students will write what they

learned from the lesson today (at least 3 things), 1 thing they are still confused about, and one thing they want to learn tomorrow.

• “I can read and write decimals and fractions!” • Exit Slip: Teacher will say “write One-‐Hundred and Twenty

Three thousandths as a decimal and fraction”

Unit Plan Lesson #2 Lesson Plan (Wednesday) Week of: 11/11-‐11/15

Group/Grade Level: Math-‐5th Date: Wed. 11/13 Lesson Topic: Expanded Form: Decimals Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Expand decimals using expanded form using decimals, expanded form using fractions, and expanded form powers of ten

CCSS.Math.Content.5.NBT.A.3a 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).

Write a detailed reflection on their learning in their math notebooks










Review: • Place value of decimals (tenths, hundredths,

thousandths • Name them

• Write .35 on their sheets (what does it say?) 35 hundredths • Convert it to a fraction (35/100) • Convert it back to a decimal

• Write 8/10 on the boardà convert to decimal (.8) and say it (8 tenths)


10 min

• Write .274 on the board (what does it say? 2 hundred and 74 thousandths) • Convert it to a fraction à 274/1000 • Convert it back to a decimal

• Quiz: Give them a problem to solve on their own • Say “45 hundredths” (have students write on their

chart) • Have them convert it to a fraction

Anticipatory Set: • We know how to name decimals and convert them, now we

will learn how to expand a decimal! • When you think of expanded what do you think of? • Show students a rubber band and stretch it out • Explain that expanded form means you are stretching out a

number

5 min

Input: • Write 326 (this is standard form) on the board (how do you

expand this?) • 300 + 20 + 6 = 326 • Add the numbers together and report the sum • Also could write each term in the expression as the

sum of the products of each digit and its place value • (3x100) + (2x10) + (6x1) = 326 • This is the expanded from using powers of ten

-‐Rubber band -‐Whiteboard

10 min

Modeling • .126 (126 thousandths)

• Expanded Form: • .1 + .02 + .006 =.126 • 1/10 + 2/100 + 6/1,000 =.126 • Show fractions using fraction strips

• Expanded From (Powers of Ten): • (1 x 1/10) + (2 x 1/100) + (6 x 1/1000) = .126

• .649 (Six Hundred 49 Thousands)

• Expanded Form: • .6 + .04 + .009 = .649 • (6/10) + (4/100) + (9/1000) = .649

• Expanded From (Powers of Ten): • (6 x 1/10) + (4 x 1/100) + (9 x 1/1,000) = .649

-‐Whiteboard

10 min

Guided Practice: • Page 38 2-‐2 class activity

• Go through as a group • Share Word Form Cheat Sheet • Have them do a problem, and then check as a group

-‐Word Form Cheat Sheet -‐Worksheet

10 min

Independent Practice/Guided: • 11:25-‐12:00 • Kathy: 2-‐1 Class Activity p.36 • Go through a couple as a group • Then have them do individually and check answers

-‐Worksheet 30 min



• “I can write decimals in expanded form!” • Formative Assessment/Exit Slip: • Expand a decimal in expanded form decimals, expanded

form fractions, and expanded form powers of ten • Expand the decimal .431


Group/Grade Level: Math-‐5th Date: Fri. 11/15 Lesson Topic: Compare/Contrast Decimals Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Compare two decimals to determine which decimal is larger using > < or =

CCSS.Math.Content.5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.











Intro: • Review Place Value:

• Place value of decimals (tenths, hundredths, thousandths • Say “21 hundredths” (write on their decimal sheets

.21 • Write .21 as a fraction

• Write 34/100 on the boardà convert to decimal (.34) and say it 34 hundredths)

• Quiz: Give them a problem to solve on their own • Say “3 hundred and 21 thousandths” (have students


10 min

write on their chart) • Have them convert it to a fraction

• Review Expanded form of Decimals :

• .78 (78 hundredths) • Expanded Form Decimal:

• .7 + .08 = .78 • Expanded form Fraction:

• 7/10 + 8/100 = .78 • Expanded Form Powers of Ten

• (7 x 1/10) + (8 x 1/100) = .78 • .649 (Six Hundred 49 Thousands)

• Expanded Form: • .6 + .04 + .009 = .649 • (6/10) + (4/100) + (9/1000) = .649

• Expanded From (Powers of Ten): (6 x 1/10) + (4 x 1/100) + (9 x 1/1,000) = .649

Input: • Anticipatory Set

• Bring in a brownie • Ask would you rather have a tenth of this brownie or

hundredths of this brownie? • Go to one side if you would want a tenth and one side if

you would want a hundredth • Show Hundred Block, Tens Block, and One Block

• Say 1/10 means you divide a One Block into Ten Pieces and one piece is 1/10! (Break a clay cube into ten pieces)

• 1/100 means I would divide this One block into 100 pieces and 1/100 (hundredths) would just be one piece of that!

• Pour salt on the table and say “this little grain of sand would be 1/1000 (thousandths)

• So is 1 tenth bigger than 1 hundredth? YES • Now would you rather have 1 tenth of this brownie or 1

hundredth of this brownie?

-‐Brownie -‐Blocks

10min

Modeling: • Review: < > and = signs • Use PowerPoint as practice • .75 > .256 (75/100 > 256/1000) • .003 < .011 (3/1000 < 11/1000)

-‐Whiteboard -‐Powerpoint

10 min

Guided Practice: • Do a couple from worksheet on whiteboards • Then give them worksheet to do (P. 40)

-‐Worksheet

10 min

Independent Practice/Guided: • Kathy (p. 30) • Review with Kathy (paraprofessional)




• “I can write compare decimals!” • Formative Assessment/Exit Slip:

• Which is larger 0.23 or 0.233

Unit Plan Lesson #4 Lesson Plan (Monday) Week of: 11/18-‐11/22

Group/Grade Level: Math-‐5th Date: Mon. 11/18 Lesson Topic: Adding and Subtracting Decimals Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Add and subtract decimals to thousandths based on knowledge of place value

CCSS.Math.Content.5.NBT.B.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.












• Place value of decimals (tenths, hundredths, thousandths

• “Write 263 thousandths” as a decimal


10 min

• “Write 263 thousandths” as a fraction

• Review Compare/Contrast Decimals • Which is larger 1/10 or 1/100 • .45 > .123 • .23 < .9

Input: • Anticipatory Set: YouTube Video (Call Me Maybe Adding

and Subtracting Decimals) • Decimal of operations aren’t too crazy, • Line up the numbers and decimals baby • Line up place value, and don’t be lazy • Line up the numbers and decimals baby

• .09 + .006 (Line up the numbers and decimals)

-‐youtube 5 min

Modeling: • Model problems from worksheet (p.33)

-‐Whiteboard

10 min

Guided Practice: • On the whiteboard have students go through problems with

teacher • Page 33

-‐Worksheet

10 min

Independent Practice/Guided: • Kathy

• P.44 (12-‐23)




• “I can add and subtract decimals!” • Formative Assessment/Exit Slip: • Add: 24.123 + 1.234

2 min

Unit Plan Lesson #5 Lesson Plan (Tuesday) Week of: 11/18-‐11/22

Group/Grade Level: Math-‐5th Date: Tues. 11/19 Lesson Topic:Adding and Subtracting Decimals Story Problems Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Read a story problem and accurately add and subtract decimals to thousandths based on knowledge of place value




Use the relationship between words to determine unknown words Create their own story problem, and will have their peer answer problem

CCSS.ELA-‐Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. CCSS.ELA-‐Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience






• I should hear no whiney voices

• If I see positive behavior throughout the lesson I will never have to move your clip down.

• If I do see bad behavior I will take away your green, and then your warning, and then your yellow, and then your red. If you get to a red you will go to the principals office, and serve a detention


• Place value of decimals (tenths, hundredths, thousandths

• “Write 34 hundredths” as a decimal • “Write 34 hundredths” as a fraction

• Review Compare/Contrast Decimals

• Which is larger 1/10 or 1/100 • .45 > .123 • .23 < .9


10 min

Input: • Review Anticipatory Set: YouTube Video (Call Me Maybe

Adding and Subtracting Decimals) • Decimal of operations aren’t too crazy, • Line up the numbers and decimals baby • Line up place value, and don’t be lazy • Line up the numbers and decimals baby

• (Line up the numbers and decimals) • Do sample story problem

-‐youtube 5 min

Modeling: • Model problems from worksheet (p.42)

-‐Whiteboard

10 min

Guided Practice: • On the whiteboard have students go through problems with

teacher • Page 42

-‐Worksheet

10 min

Independent Practice/Guided: • Kathy

• P.44 (24-‐26) • P 104 (1-‐6)




• “I can add and subtract decimals when given a story

8 min

problem!” • Formative Assessment/Exit Slip: • Write your own story problem, and have your partner solve

it

Unit Plan Lesson #6 Lesson Plan (Wednesday) Week of: 11/18-‐11/22

Group/Grade Level: Math-‐5th Date: Wed 11/20 Lesson Topic:Adding and Subtracting Decimals (whole # -‐ dec) Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Accurately add and subtract decimals from whole numbers based on knowledge of place value












Intro: • Review Compare/Contrast Decimals

• Watch YouTube video on comparing and contrasting decimals


10 min

(http://www.youtube.com/watch?v=qbwTyhjrAPQ • Explain that you can add zeros where there are blanks

and then say the numbers and determine which number is bigger

• Go from left to right and compare each number until you get to a number that is different

• Compare Decimals Game • Teacher will write 2 decimals on the board and underline

the numbers • 0.921 < 0.928

• Stand up and come to the center of the room • Look at the decimal by the door, and look at the number

by the window. Which one is bigger? • Great come back to your seats (teacher will then go

through problem) • 0.321 > 0.3 • 0.709 < 0.421 • 0.4 = 0.400

• Take a seat at the table

Input:

• Have students come to carpet with nothing • Model problems • Review adding decimals

• 2.567 + 0.24 • Line up the decimals points • Drop the decimal point • Add each column of numbers, starting on the right and

going to the left • Carry digits to the next column on the left if a total is

more than 10 • Do sample problem at carpet

• Review subtracting decimals • 9.693 – 3.2

-‐youtube 10 min

Modeling: • Adding and Subtracting with whole numbers and a decimal • Model problems from worksheet (p.46)

• 807 + 3.48 • 77.08 – 25

-‐Whiteboard

10 min

Guided Practice: • Give students a problem on a clip board • When they are done have them come up to check if it is

correct • Teacher will send student to the correct table depending on

if the answer was correct or not • Correct answers: Go to circle table and do #’s 13, 14, 15 and

then stop and show Ms. Murphy

-‐Worksheet

10 min

• Wrong Answers: Go to lima bean table and start #13

Independent Practice/Guided: • Student will complete Exit Slip worksheet • Kathy

• P.45 • P.106




• “I can add and subtract decimals and whole numbers!”

5 min

Lesson #6 Exit Slip

Write < , > , or = on the line below: 0.345 ________ 0.34 0.002 ________ 0.2 0.911 _________ 0.421 7 _________ 7.0 Add or subtract the problems below: 9.28 + 1.76 = 90.44 – 1.37 =

Answer the questions below using addition or subtraction. Show work.

• A big bend gecko is 16.8 centimeters long. A yellow-headed gecko is 8.9 centimeters long. How much longer is the big bend gecko? _________________

• One Western rattlesnake is 162.6 centimeters long. Another of the same species is 41.66 centimeters long. What is their combined length? _________________

• An Iguana is 41.889 centimeters long. A short-horned lizard is 14.9 centimeters. How much longer is the Iguana? _________________


Group/Grade Level: Math-‐5th Date: Fri 11/22 Lesson Topic: Graphing Decimals Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Apply knowledge on rounding decimals using place value in order to accurately graph decimals

CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place.



Use information they learned about a contemporary public issue in Social Studies to graph data accurately

Social Studies: 5 – P3.1.2-‐ Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.


Behavior Expectations: • I have a really cool lesson planned for you today • Before we start math though lets go over what everyone should look

like during the lesson • Your chair should be pulled up the desk, and you should be sitting

straight • Your eyes should be on me when I am talking • You should be focused on the activity we are doing • When we are doing fun games around the room you should not be

sitting in the green chair, or playing at the spelling station • I should hear no whiney voices

• If I see positive behavior throughout the lesson I will never have to move your clip down.

• If I do see bad behavior I will take away your green, and then your warning, and then your yellow, and then your red. If you get to a red you will go to the principals office, and serve a detention

Intro: • Review Compare/Contrast Decimals

• Explain that you can add zeros where there are blanks and then say the numbers and determine which number is bigger

• Go from left to right and compare each number until you get to a number that is different


5min

• Compare Decimals Game • Teacher will write 2 decimals on the board and underline the numbers • Stand up and come to the center of the room • Look at the decimal by the door, and look at the number by the window.

Which one is bigger? • Great come back to your seats (teacher will then go through problem)

• 0.423 < 0.67 • 6.0 = 6 • 2.528 > 2.523

• Take a seat at the table

Review Adding and Subtracting Decimals • Have students come to carpet with nothing • Model problems • Review adding decimals

• 36.22 + 7.29 • Review subtracting decimals

• Do problem on clipboard: • 75.023 + 2.3 = 77.323 • 124.3 – 54.32 = 69.98

-‐youtube 10 min

Modeling/Input • Rounding

• YouTube Video: • “Who’s that knocking at my backdoor? 5 or more raise the score” • Place back door after number rounding to • Ex-‐ if rounding to the hundredths spot you will put up a door after

the hundredth spot • Round these numbers to the tenths:

• .234 = .2 • .283 = .3

• Hundredths • .456 = .46 • .239 = .24

-‐Whiteboard

10 min

Modeling/Input: • Graphing

• P.51 • Look at the graph, what decimal numbers does it have? (tenths) • How far apart are the numbers on the scale? (0.2 apart) • Complete problems 1-‐5

• P.52 • Go through page on Elmo

• 130 • 129 • Students will look at data from their social studies class that they found

earlier in the week, and they will accurately graph the data

-‐Worksheet -‐Social Studies data -‐Graphing paper

10 min

Independent Practice/Guided: • Students will complete an Exit Slip worksheet for formative assessment • Kathy

• P.37 • P.36

-‐Worksheet Exit Slip

20 min

Closure • In their math notebooks students will write what they learned from the

lesson today (at least 3 things), 1 thing they are still confused about, and one thing they want to learn tomorrow.

“I can round decimals to the nearest tenth and hundredth and then graph the numbers!”

Unit Lesson Plan #8 Lesson Plan (Monday) Week of: 12/2-‐12/6

Group/Grade Level: Math-‐5th Date: Mon 12/2 Lesson Topic: Math Test Time: 10:50-‐11:25

Objective (Student will be able to…) CCSS that connects to Objective: Apply everything they learned throughout this unit in a unit test


Behavior Expectations: • Today you will be taking your Unit Test. • Before we start we are going to review! SO make sure

you listen because what we go over will be you are tested on!

• Before we start math though lets go over what everyone should look like during the lesson

• Your chair should be pulled up the desk, and you should be sitting straight

• Your eyes should be on me when I am talking • You should be focused on the activity we are doing • When we are doing fun games around the room you





Intro:

• Review Naming Decimals: • Review tenths, hundredths, thousandths • Write five tenths as a decimal • Write five tenths as a fraction • Write two hundred sixty three thousandths as a decimal • Write two hundred sixty three thousandths as a fraction

• Review Compare/Contrast Decimals • Explain that you can add zeros where there are blanks

and then say the numbers and determine which number


4 min

is bigger • Go from left to right and compare each number until you

get to a number that is different • 0.423 < 0.67 • 0.6 > 0.09 • 512,812 < 545,918

Review Adding and Subtracting Decimals • Have students come to carpet with nothing • Model problems • Review adding decimals

• 36.22 + 7.29 • Review subtracting decimals

• Do problem on clipboard: • 5.481-‐1.51

-‐youtube 2 min

Review Rounding • Rounding

• YouTube Video: • “Who’s that knocking at my backdoor? 5 or more raise

the score” • Place back door after number rounding to • Ex-‐ if rounding to the hundredths spot you will put up

a door after the hundredth spot • Round these numbers to the tenths:

• .234 = .2 • .283 = .3

• Hundredths • .456 = .46 • .239 = .24

-‐Whiteboard

2 min

Unit 3 Test • Take test • Accommodations:

• All of my students have learning disabilities in reading fluency and decoding and math calculation

• Because of this I took the test that the students were planning on taking in their 5th grade class rooms, and modified it for them

• I took out unnecessary words • Made print larger • Reduced the amount on the page • I read the whole test out loud, and we went through

each problem at a time

-‐Test

30 min

Independent Practice/Guided: • Kathy • 2-‐5 p.36


Decimals Unit Test Write the written numbers below in decimal and fraction form: 1. Three hundredths: _________________ ____________________ 2. One hundred and sixty-‐three thousandths: ________________ __________________ 3. Twenty-‐Three Hundredths: _______________ _________________ 4. Five Tenths ______________ _______________

Write the numbers below in expanded form: 5. 302 __________________________________ 6. .026 __________________________________ 7. .564 __________________________________ Write < , > , or = on the line below: 8. 0.235 ________ 0.233 9. 0.007 ________ 0.7 10. 0.411 _________ 0.41 11. 4 _________ 4.00 12. 0.52 __________ 0.523 13. 2.32 __________ 2.912

Add the problems below: 14. 24.23 + 1.34 = _______________________________ 15. 0.91 + 0.212 = ______________________________ 16. 93.4 + .23 = ___________________________

Subtract the problems below: 17. 90.44 – 2.02 = _________________________________ 18. 17.86 – 2.44 = _______________________________ 19. 24 -‐ .23 = ___________________________________

Who’s that knocking at my backdoor? 5 or more raise the score

Round numbers to the nearest tenth.

0.543 __________ 0.83 ___________ 0.793 __________ 0.48 ___________ 0.291 __________ Round numbers to the nearest hundredth. 0.123 ___________ 0.765 __________ 1.234 __________ 0.987 ___________ 0.342 ___________

Round the numbers to the nearest thousandth. 0.2341 _______________ 0.1287 _______________ 0.7653 _______________ Write a story problem using decimals

Documents

UnitTitle:% Decimals)) ) ) ) ) Teacher: GradeLevel:% thkaceymurphy.weebly.com/.../5/1/...plan_special_ed_.pdf · UnitTitle:%Decimals)) ) ) ) ) Teacher:KaceyMurphy)) GradeLevel:%5th))