D A IL Y D O UB LE P LA N

Name: Darnell Logan Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards:

Subject/Time: Math

Date: October 16, 2012

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Math Reflexes: Writing & Identifying Decimals 0.5, 0.6, 2.3 0.07, 0.86, 4.13 0.002, 0.035, 0.563 State Lesson Objective & Lesson Agenda: Today we will be working with reading and writing decimals up to the thousandths place. I Do Input (1-2 Key teaching points): Model: Decimals using big cube, flats, longs, and cubes Symbols for cubes to represent concrete model of decimals Math Masters pg. 125: #1,2 Reading & Writing Decimals: Writing: 0.581 0.072 Reading: 72 thousandths 24 thousandths Check for Understanding: How many small cubes are in a flat? In what ways can I show there are 10 longs in 1 flat? We Do Guided Practice: Math Masters pg. 125: #3-5/6 -equivalent decimals/fractions with big cubes, flats, longs, and cubes Reading & Writing Decimals: Writing: 0.006 3.703 15.024 Reading: 1 and 34 thousandths 2 and 1 thousandth 51 thousandths Check for Understanding: How do I know a hundredth has a bigger value than a hundredth? You Do Independent Practice: Math Message -math journal page 94 #1-3

Objective(s) SWBAT:

Vocabulary words/Key Concepts:

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Modifications/ Accommodations: Math Masters pg. 125: #6/7 10 Reading & Writing Decimals: Writing: 15.24 1.636 4.005 0.122 0.072 Reading: 367 thousandths 51 thousandths 9 and 634 thousandths 3 thousandths 5 and 79 hundredths 7 and 8 tenths Check for Understanding: Exit Ticket (aligned to lesson objective) or assessment: Recognizing thousandths

Materials & Technology:

Closing/Preview for next lesson:

Homework: Study Link 4-7