Lesson Plan: Multiply Decimals March 15

I. Standard 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Streamlined Standard: Multiply decimals using the standard algorithm. Behavioral/Objective a. Rational/Purpose: The focus of Investigation 2 is to be able to multiply decimals regardless of the place value. In terms of a real-world, why does it matter to my life, importance, students need to know how to compute with decimals to determine total costs at the store and therefore be able to determine possible errors in their bills. b. By the end of the lesson, students will be able to: Explain and use an algorithm to compute the product of to decimals when given a story problem. c. Measured/observed: Students will create the algorithm in pairs (based on the task they would like to do) and have different options regarding how they would like to present in to the class. They can choose to draw a comic (visual/spatial), create a video or a skit (body kinesthetic), create a screen cast of them teaching the problem (logical mathematical), blog the steps (verbal linguistic) , write out the steps on a poster board (visual/spatial). Students who prefer to work on their own will be able to do so as well. They will be presenting their algorithms to the class so I will measure by whether or not the method they developed yields the correct result to a random problem. Anticipatory Set You are at a grocery store and you only have $20 to spend so you want to calculate your total as you go. You need to buy .5 pounds of grapes for the fruit salad you are going to make. They cost $1.79 per pound. How could you figure out the total cost of the grapes. Objective: Through one of the proposed multiple intelligence activities, the learner will list the steps to multiply decimals with 100% accuracy. By including an example in the algorithm, the learner will fluently multiply decimals with 100% accuracy. Input a. Task Analysis i. The information that the learner needs is in the Bits and Pieces III Book and work that we have already done in class. We have discussed patterns in decimal multiplication problems by first converting decimals to fractions to multiply. Based on what the students noticed in these patterns, they will develop their algorithms. They already know what an algorithm is.

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ii. Step-by-step procedures 1. Greet students and present warm-up problem. 2. Tell student to close their Acers. 3. Discuss the Warm-up, review HW and answer any questions. 4. Remind students of the patterns we have seen and talked about. 5. Present activity: "This week we have been looking at decimal multiplication. We have seen a few different ways to think about it. With a partner come up with a list of steps to teach someone how to multiply decimals. Pretend you need to explain it to a friend that has no idea where to start or what to do. How would you teach them? You can choose to do this as pictures, as a skit, as an instruction video, as a blog post, a song, or another creative way to do so. First we will think about and share our steps, then we will make our creative projects." 6. When the students have decided on their steps, they will get together with another set of partners. 7. Group A presents their steps. Group B watches and then completes a problem following Group A's instructions. 8. Group B offers feedback. 9. The groups switch roles. 10. If there are any questions, issues, or disagreements, students can ask me. 11. They will then construct their creative method to teaching the algorithm of multiplying decimals. 12. (The next day students will share their creative algorithms and write down the steps to multiplying decimals in their notes.) 13. Exit slip. 14. Dismiss class by instructing them to finish their projects b. Thinking Levels (Bloom's) i. Knowledge: What is place value? (define) ii. comprehension: What is place value in your own word? (paraphrase) iii. application: Use an estimation strategy to determine whether or not your answer to a problem makes sense and to help decide if your strategy works. (apply) Where might we use multiplication in real life problems? (apply, make connections) iv. analysis: What is the difference between two strategies presented? (contrast) Where to you place the decimal in the product when multiplying decimals? (analyzing problems and generalizing a pattern) v. synthesis: Make something that teaches the class how to multiply decimals. (create) vi. evaluation: Decide which multiplication strategy is more effective. (judge, compare, contrast) Why is place value important when multiplying decimals? (judge, critique)

c. Learning styles and/or accommodations i. Remediation: showing students what specifically they should write down (?) finding a manipulative of some sort to use. ii. Extensions: challenging students to include in their explanations why their method works and why the decimal point goes where it does. Asking them to create a story problem of their own that makes sense and does not use money or distance. iii. reading the investigations with the students, for students who also may need more help understanding multiplication and place value I have located some videos that may be helpful. These videos are posted on Mrs. Ebner's website for students to use when they are working on their homework. They can choose to watch all or part of the videos. d. Method and Material i. Ways of presenting: discussion of warm-up and key problems, cooperative learning, some modeling ii. materials needed a. students: pencils, investigation notebooks, bits iii books, materials to create their things, previous hw for examples b. teacher: lesson plans/notes, pen/pencil, scrap paper VI. Modeling I will model how the exchange of algorithms should go because I feel that students will struggle with this a bit and not actually follow the steps or be critical for their peers. Checking for Understanding a. As I wonder around the room I will note student's methods b. By making the students explain it to each other they are checking for their own understanding c. Students will share responses based on what I see in their groups. They will know ahead of time if I want them to share their response. I will also call on individual students as they raise their hands. I will try to select students that don't often share. I may have some students share their responses under the document camera. Homework: Finish their creative algorithm. 5 practice problems to ensure their algorithm works. Closure a. Exit slip: How do you know where to put the decimal point in a product of at least one decimal? What is one question you have about adding, subtracting, or multiplying decimals?

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