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Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Adding Decimals by Regrouping

Subject/Gra
de Level

Gr. 5 Math

Unit

Adding and Subtracting Decimals

Date
Time
Duratio
n
Teache
r

November 13, 2014


60 min
Teddy Brinkman (Jodi
Woods class)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop number sense.


2. Use estimation strategies, such as:
front-end rounding
compensation
compatible numbers in problem-solving contexts.
[C, CN, ME, PS, R, V]
8. Describe and represent decimals (tenths, hundredths, thousandths),
concretely, pictorially and symbolically.
[C, CN, R, V]
10. Compare and order decimals (to thousandths) by using:
benchmarks
place value
equivalent decimals.
[C, CN, R, V]
11. Demonstrate an understanding of addition and subtraction of decimals
(limited to thousandths).
[C, CN, PS, R, V]

LEARNING OBJECTIVES
Students will:
1. Organize decimals based on their place values
2. Recognize that whole number blocks can be used to represent decimal values

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

Observe while students are copying the notes into their work
Observe while students come up to play the game watch for estimating
How can number blocks be used to represent decimal values?
No products

LEARNING RESOURCES CONSULTED


Math Focus 5 Teaching Resource and Student
Textbook

MATERIALS AND EQUIPMENT


SMARTboard
Number Blocks
Mini White Boards, markers, and socks

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Have the SMART Presentation prepared and number blocks


Introduction
Time
Hold thousand block majestically, staring into its soul.
Ask students what it is that you are holding (thousands block).
What number does it represent (1000). Bring up the other
5 min
blocks and ask their values (100s, 10s, and 1s).
A reminder that you want to see hands if the students have
2 min
questions or comments.
Also inform them that you are going to be calling students

Adapted from a template created by Dr. K. Roscoe

Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1

Lesson Plan Template ED 3501 (Version C)


names from the jar, and there is a chance that your name will
not be called and that it isnt a big deal.
Agenda:
1) How can number blocks be used to represent decimal
values
2) How can we use regrouping to add decimals?
3) Game
Now how can we use the blocks to help us with decimals?
Body
Time
Split the class into groups of 4 and have them choose a
15 min
representative to come up and grab a bag of number blocks
from you. Each bad has a different number of blocks in each
one. Allow the students one minute to examine their blocks
and manipulate them to their hearts content.
Regain their attention to the front of the room and review the
decimal places ONES, TENTHS, HUNDREDTHS,
THOUSANDTHS (make sure to write them big on the
whiteboard).
Instruct the students to create a decimal using ALL of the
blocks in their group. Tell them to think carefully about which
blocks they are going to use to represent which decimal
place. If their group is feeling completely lost, encourage
them to wander the classroom and observe the other groups.
Allow the students to grab their white boards and markers if
they wish to do their planning on that.
After 5 min (unless they are complete before then), have the
students represent what they came up with. They can:
- Come to the front and share their numbers and explain
what they found
- Create an exhibit at their desk with their work out on
the desk to which the rest of the class will do a gallery
walk around the room.
UDL Principles:
Engagement:
- Allow the students one minute to examine their blocks
and manipulate them to their hearts content.
(Optimize individual choice and autonomy).
- If their group is feeling completely lost, encourage
them to wander the classroom and observe the other
groups. (Facilitate personal coping skills and strategies;
Foster collaboration and Community)
Representation:
- Review the decimal places (Activate or supply
background knowledge; Clarify syntax and structure;
Support decoding of text, mathematical notation, and
symbols)
- Create a decimal using ALL of the blocks in their group
(Highlight patterns, critical features, big ideas, and
relationships; Guide information processing,
visualization, and manipulation)
Action and Expression:
- Allow the students to grab their white boards and
markers if they wish to do their planning on that
(Support planning and strategy development; Use

Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Lesson Plan Template ED 3501 (Version C)


multiple tools for construction and composition)
Have the students represent what they came up with
(Vary the methods for response and navigation)

Have the students put thumbs up or down to show whether or


not they agree with the answers the student puts up.
Walk and observe the conversations happening between your
students.

During
L.A. #1

Students will have three options to choose to complete during


this time. On the SMART Board (Slide #2) will be three
columns labeled Activity 1, 2, and 3. At the bottom of the slide
is all of the students names. Provide a brief description of the
activities:
1. Text Book questions -> On the Activity 1 Slip is a
selection of textbook questions for the students to
complete. Ask them to hand in their answers with their
names at the top when they are complete.
2. Number Blocks -> On the Activity 2 slip are
questions similar to the text book questions, except
this time they must represent their answers using the
number blocks from the last exercise. Using the iPads,
they must take pictures of their final products and
upload them to the class Google Drive, making sure to
carefully label the question number.
3. Demonstration Video -> On the Activity 3 slip, the
students will form pairs (or groups of three) to create a
video to answer the questions How is decimal addition
similar to regular addition? and How are they
different?. Students will use the Videolicious app to
record their videos and email them to my email
address.

15 min

After explaining the assignments briefly, have the students


come up and drag their names to the activity that they wish
to do and grab the respective slip. If they decide later to
change, they can as long as time permits.

Teacher Notes:

UDL Principles:
Engagement:
- Three options to choose to complete (Vary demands
and resources to optimize challenge; Optimize
individual choice and autonomy)
- If they decide later to change, they can (Facilitate
personal coping skills and strategies; Develop selfassessment and reflection)
Representation:
- The activities for the students to complete will allow
them to explore the new material on their own (Offer
ways of customizing the display of information; Offer
alternatives for visual information; Offer alternatives
for auditory information)
Action and Expression:
- iPads, Google Drive, Videolicious (Use multiple media
for communication; Vary the methods for response and
navigation)
As students are writing in their books, observe the room and

Adapted from a template created by Dr. K. Roscoe

During

Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback To
Students

Lesson Plan Template ED 3501 (Version C)


see how they are doing. For those who are not writing the
notes down, help them draw the table into their notes and
L.A. #2
then show them how easy it is to place the numbers into the
columns and then add them up.
Game: Tell the students to close their workbooks. Go to the
next slide titled Hiking trip. Explain the purpose of the
game:
- You guys will be going on a hiking trip and need to
pack up your supplies.
- Some things would be useful on the trip while others
are pretty pointless.
- All the supplies must NOT add up to more than 5.0 kg
- Tell them that by randomly calling their names, it is
their job to decide whether or not to add another
object or close the backpack by estimating the masses.
Students are welcome to use any of the resources they wish
(white boards, counting blocks, etc.), as long as it is clear that
they are estimating, not calculating.
UDL Principles:
Engagement:
- Game (Promote expectations and beliefs that optimize
motivation; Heighten salience of goals and objectives;
Foster collaboration and community; Optimize
individual choice and autonomy)
- Students are welcome to use any of the resources they
wish (Facilitate personal coping skills and strategies;
Vary demands and resources to optimize challenge)
Representation:
- Game (Highlight patterns, critical features, big ideas,
and relationships; Illustrate through multiple media)
- Students are welcome to use any of the resources they
wish (Support decoding of text, mathematical notation,
and symbols)
Action and Expression:
- Game (Vary the methods for response and navigation)
- Students are welcome to use any of the resources they
wish (Support planning and strategy development; Use
multiple media for communication; Optimize access to
tools and assistive technology)
Observe whether or not students are taking time to try and
estimate the combined mass of the objects. If students are
walking up and picking poor choices, have a conversation with
the class on how they know whether or not it is a good idea to
add more supplies.
Closure
Class discussion at the end. Ask:
1) What did you guys think of the game?
2) Was it tough?
3) How did you guys know when to stop taking supplies?
Commend students for using their hands to answer and ask
questions.

15 min

During
L.A. #3
Time
3 min

Sponge
Activity/Activities

Discuss with the students other scenarios that you could make a game
just like this one to.

Reflections from
the lesson

Fill in afterwards

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe

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