Lesson Plan Format Grades 4-8 2014-2015

Name: Ms. Rosenblum Grade: 5th

Subject: Mathematics Week of: 22 September 2014

Established Goal(s)/Content Common Core Standard(s):
What relevant goals will this design address? [Comes from professional standards in your
field]
Number and Operations in Base 10 (CC.5.NBT)
Operations and Algebraic Thinking (CC.5.OA)

Understanding (s):
Students will understand that:
Recognize place value
Increase understanding
for multi-digit whole
numbers
Students will be able to
identify place value, multiply
using place value, apply the
distributive property, and
understand how to use
exponents to show powers of
ten.
What misunderstandings are
predictable?
It is possible that
students will divide
when they are
supposed to multiply,
incorrectly place a
common when
studying periods in
math, distribute
incorrectly, or think
that you should
Essential Question(s):
What provocative questions will foster
inquiry, understanding, and transfer the
learning? [What leading questions can you
ask of students to get them to understand the
Big Ideas? Address the heart of the
discipline, are framed to provoke and sustain
students interest; unit questions usually have
no one obvious right answer]
When do we think about place
value? We may not realize that we
are thinking about it, but we use it all
the time (like when we count
money).
Place value also helps us with mental
math. Why is mental math
important?
multiply a base by an
exponent.

Student objectives (outcomes):
Students will be able to:
What key knowledge and skills will students acquire as a result of this unit? [These
are observable, measurable outcomes that students should be able to demonstrate and
that you can assess. Your assessment evidence in Stage 2 must show how you will
assess these.]
CC.5.NBT.1: Recognize that in a multi-digit number, a digit in one place
represents 10 times as much as a digit in the place to its right and 1/10 of
what it represents in the place to its left.
CC.5.NBT.6: Find whole-number quotients of whole numbers with up to
four-digit dividends and two digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division.
What should they eventually be able to do as a result of such knowledge and skill?
[Your learning activities in Stage 3 must be designed and directly linked to having
students be able to achieve the understandings, answer the essential questions, and
demonstrate the desired outcomes]
Students should be able to recognize the relationship between multiplication
and division
Students should be able to recognize the relationship between different place
values
Assessment Evidence
Performance Task(s):
Through what authentic
performance task(s) will students
demonstrate the desired
understandings? [Authentic,
performance based tasks that have
students apply what they have
learned and demonstrate their
understanding. Designed at least at
the application level or higher on
Blooms Taxonomy. ]
Other Evidence:
Through what other evidence will
students demonstrate achievement of
the desired results? [Includes pre-
assessment, formative assessment, and
summative assessment evidence. Can
be individual or group based. Can
include informal methods such as
thumbs up, thumbs down, and formal
assessments, such as quiz, answers to
questions on a worksheet, written
Students will have to apply
what they learned to create
their own problems.
Apply what students learned
to solve for word problems.
By what criteria will performances
of understanding be judged?
[Rubrics can be used to guide
students in self-assessment of their
performance]
Is the answer correct?
If an explanation is required,
students will be able to use
what they wrote to solve the
problems.
reflection, essay]
Exit tickets
Homework assignments
Learning Plan
Learning Activities:
[This is the core of your lesson plan and includes a listing describing briefly (easy to follow)]
W= Where the unit is going?
H= Hook and hold interest
E= Equip all students
R= Rethink and Revise their understanding
E= Evaluate their work
T= Tailored learning (personalization to needs)
O= Organized to maximize engagement
Monday
(bulleted list of activities)
Objectives: SWBAT: Recognize the 10 to 1 relationship among place value positions
(CC.5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times
as much as a digit in the place to its right and 1/10 of what it represents in the place to its left).
Standard:CC.5.NBT.1
Warm Up/ Problem of the Day: Students have a Do Now activity where they are identifying
the place value of each digit in a number presented to them. (5 minutes to work, 3 minutes to
review)
When someone says the word place value, what do you think? Define place value and ask
three people to tell me the definition. Place Value is the value of where a digit is in the
number. A digit in one place represents 10 times as much as the place to the right and 1/10 of
what it represents in the place to the left.
Direct Instruction: We will have base ten blocks for the students to use where we are
comparing the sizes of base ten blocks. As we go through this, I will ask students to hold up
the proper cubes. (How many small cubes would it take to make the 1 long?, How many of the
longs would it take to make 1 flat? How many of the flats would it take to make 1 large cube?
Ten is how many times greater than 1?). We then do this in the opposite direction, so we are
seeing that a flat is 1/10 as long as a large cube. We will then draw conclusions about what we
did, so we will see that when we move from a smaller place value to a larger place value, the
greater place value is ten times larger than the smaller one and when you move from a larger
place value to a smaller one, we see that the place value position is 1/10 of what we thought
(we will use a power point to show this/use as reference). We have a general pattern: We have
to remember that place value positions to the left are greater than place value positions to the
right.
Guided Practice: We are going to play a game as a group where students have a dry erase
board that they raise in the air after I give a clue. I will say: This number is 10 times as much
as 400 and students write down the answer and hold it up in the air. The first group to raise it
in the air wins! Then another group with the correct answer explains how they knew that the
answer was correct. This 1/10 of 6000 is (600). This number is 100 times as much as 800. This
number is 1000 times 88.
Challenge questions: This number is 1/100th of 3500.
Independent Practice/ Centers: We are going to have three centers that students visit. One
will be an independent worksheet (p.7 of the textbook), another will be a place to create a
place value chart, and the other will be a form fun activity where students create numbers
that they write out in standard, expanded, and word form.
Closure/ Assessment: Exit Slip on place value.
Homework: Homework worksheet (from standards practice book)
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Tuesday
Objectives: SWBAT: Read and write whole numbers through hundred millions
Vocabulary: Period
Standard:CC.5.NBT.1- Understand the place value system.
Warm Up/ Problem of the Day: Daily Routines problem with Common Core- Problem of the
Day: Polly told her friend that she saw an even number that had the same digit in the tens place
and the thousands places. Which number could she have seen? A.456,568 B. 456, 352
C.646,228 D. 654,645 (Correct answer is B). Ask a student to explain to the class how they
knew that the answer was what it was. Question to review prior days material: 4500 is ten
times as much as________. (450). 250 is 1/10 of______________ 2500.
Today is all about learning about the sun. Now why is the sun important to us? (Light, food,
plants, etc). What if we wanted to measure the distance of the sun? Could we use a ruler?
Direct Instruction: I will be using the eno board to describe three ways of writing numbers.
We will write out a number as an example in standard form, word form, and expanded form.
Three ways of writing numbers: Standard form, word form, and expanded form. We are
going to think about what all of this means. This is important for things like measuring
the distance to the sun!
Define period (see chart in the notes in teacher edition):Ask, what does a period do in
English? (Marks the end of a sentence) a group of three digits separated by commas in
a multidigit number.
Periods are like place value, there is a ones, tens, hundreds, thousands...period and each
period has a ones, tens, and hundreds place (right to left).
Place value, to review from yesterday, means that each digit in a number has a value
attached to it.
Example: The value of the digit 1 in 1,392,000 is? (The value of the digit 1 is
1,000,000/one million. We can think about this in terms of expanded form because it
will help us see the value of each place value. The expanded form of this is:
(1x1,000,000)+(3x100,000)+(9x10,000)+(2x1,000)
One easy way to know a period is by using a comma. A common separates periods.
Remember, when you are separating a period, you go from right to left (the opposite of
what you do when reading English...so math is another language). The number 25,025
(Standard form): We know there is a ones period because there are three digits and then
a comma. Written in word form this number is five hundred eighty-two thousand,
thirty.
Now, remember that we are going to Canada in the spring (point to it on a map/ have it
in the slide show/ give students a map), so we are going to think about its land area,
which is about 4,000,000 square miles. Iceland has a land area of about 40,000. We are
going to compare the two areas. (Write numbers in a place value chart)- How do I
know that 40,000 is less than 400,000.
Think about the landmass of Iceland in a new way. We are going to think of a new
name for 40,000 (like you may have a nickname, this is like a nickname for numbers).
see chart in book/ on the board.
Guided Practice: Guided Practice here will consist of a chart that students complete in pairs
(with a group of three), based on the way that they are sitting. They will then write their own
five numbers with at least 7 digits and give them to their partner who has to identify the value
of the digit that their partner underlined. (E.x. I give Taijae a the number 3,457,987 and I ask
him to identify the value of the 4, he would tell me 400,000).
Place value quick quiz: Each table is a team and we compete to see who can get the most
problems right when we do a place value quiz. The team to get the most right
Independent Practice/ Centers: Independent worksheet that has practice problems and a
connection to science and/or social studies.
Closure/ Assessment: Exit Slip on place value
Homework: Go home and research ways that scientists measure the distance to the sun and
write three sentences about what you learned. There is also a worksheet of practice problems.
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Wednesday
Objectives: SWBAT use properties of operations to solve problems.
Common Core: CC.5.NBT.6- Perform operations with multi-digit whole numbers and with
decimals to hundredths.
Essential Question: How can you use properties of operations to problems?
Key Vocabulary: Distributive Property
Why is this important? Allow you to have an easier time thinking about mental math.
Warm Up/ Problem of the Day: Do Now activity that asks students to bring back information
that they should already know. Problem: 13 + 9 + 7. How would you find the sum? Would it
be easier to add 13 and 9 and then add 7 or would it be easier to add 13 and 7 and then add 9?
Explain your answer. (Easier to add 13 and 7 first because these ones digit add to 10 or easier
to add 13+9 because they are next to each other). We are basically finding a way to make
mental math easier.
Direct Instruction: Reintroduction of the communitative and associative properties. Use
properties of operations (add, subtract, multiply divide) to evaluate numerical expressions
(number sentences) more easily. Use a powerpoint to introduce the material. Use a power point
to do this (and my clicker!!!)
Define Vocabulary: Distributive property, review difference between communicative and
associative properties (order of numbers v. the way that numbers are grouped). Show a model
of the communicative property by making a 3x2 array and a 2x3 array. Both products are 6 but
you see them differently.
We do an example where we are thinking about the human body (bring in an image for each
student to work from). This is projected on the eno board and students participate in the
learning by copying this into their own picture of the body. We have to figure out, without
using a calculator, the total number of bones in three different parts of the body. Since we are
finding the total= adding and we have to find the easiest way to do this in our heads. (see
unlock the problem in the math book). Find two ways to use properties to find total number of
bones.
Introducing the distributive property- Multiplying a sum by a number is the same as
multiplying each addend by the number and then adding the products. For example, 5 x (7 + 9)
= (5 x7) + (5 x 9). When we do this, we want to be working with numbers that are as close as
possible to the numbers that we see on a multiplication chart (the easy numbers).
We have two examples that we are both going to do using mental math.
1. We can use order of operations (PEMDAS) to rewrite 8 x 59 as 8 x (50+9). You want
to break one of the factors apart. When we break the factors apart, we want to start by
look at what is in the ones place so we can figure out how to best chop up this number.
Since the order of operations tells us that we have to multiply what is inside the
parenthesis first, we can think about this as first doing 50+9 and then multiplying by 8,
which gives us 8 x 59. The distributive property is saying that with multiplication, we
can think about writing this as 8x50 and 8x9, because you are distributing it across.
a. Other ways to write the same problem would be 40 + 19 but that may not be as
easy as 8 x (50 + 9), because 8x9 is easier to multiply.
b. You can also think about making this easier by thinking about it in terms of
subtraction. 8x 59= 8 x (60-1) and then you distribute the 8.
2. The expressions (number sentences) on each side of the equation have to be equal to
each other. We cannot, therefore, have 23 x 1= 1 +23 because they are not equal. The
order can change as long as it does not affect the solution.
Guided Practice: Solve on our dry erase boards, problems 4 and 7 from the textbook. You
hold up the answer that you got as fast as you can. We see if students understood. If they did,
they can move on to independent work. If they did not, then we review a little bit more, going
step by step.
Independent Practice/ Centers: Independent practice problems that use all of the properties.
Closure/ Assessment: Exit Slip on communicative property.
Homework: Standards-based practice sheet
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Thursday
Objectives: SWBAT write and evaluate repeated factors in exponent form.
Common Core: CC.5.NBT.2, CC.K-12.MP.8 (Look for and express regularity in repeated
reasoning).
Essential Question: (How can you use an exponent to show powers of 10?- We saw this on
the benchmark and it is very useful in science too!)
Key Vocabulary: base, exponent
Warm Up/ Problem of the Day: Do Now when students enter the classroom, accessing prior
knowledge about multiplication by 10. Ask about noticing a pattern with adding zeros each
time you multiply by 10.
We will watch a video about the power of the power of 10, that focuses on how small things
can seem when we zoom out. https://www.youtube.com/watch?v=0fKBhvDjuy0#t=105
Direct Instruction: I will use a Power Point and base 10 blocks to introduce the idea of an
exponent and base. Students will have the base ten blocks in front of them and I will ask them
to use them as we go to visualize how multiplication works. We will go over the idea that an
ordinal number is what is used to name the exponent. We will use examples where students
name the base and the exponent. I will ask about the repeated factor and then how we know
how many times that factor is repeated (which tells us how many zeros we need (e.x. The
hundreds block represents 100 and 10^2).
Guided Practice: Students will divide into pairs and play Powers of 10 Yahtzee where
student have to create powers of ten based on the numbers that they roll on the die (see page 4
of this document:
https://grade5commoncoremath.wikispaces.hcpss.org/file/view/5.NBT.2_Power-
ful%20Exponents.pdf/457252466/5.NBT.2_Power-ful%20Exponents.pdf)
Independent Practice/ Centers: Students will have a worksheet to complete on their own at a
level 0. Students who need additional help can get it at this time and students who are more
advanced with receive an enrich activity where they will have to think about multiply by
powers of ten when their base number is two digits (E4 in the book). Students will switch
between this and an activity where they will create their own one and two digit numbers that
they will multiply by powers of ten and describe the pattern that they see. (http://www.k-
5mathteachingresources.com/support-files/multiplying-a-whole-number-by-a-power-of-
10.pdf)
Closure/ Assessment: Students will complete and exit ticket where they are asked to find the
value of certain numbers when multiplied by 10 raised to a certain power.
Homework: There is going to be a worksheet form homework.
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Friday (specific activity/skill)
Objectives: SWBAT review relevant materials for PSSA test prep.
Common Core: Review of materials from the week CC.5.NBT.1; CC.5.NBT.6
Warm Up/ Problem of the Day: Students have a Do Now that consists of four standards
practice questions (one from each lesson).
Direct Instruction: There will be no new direct instruction today because we are reviewing
old material. If there is a topic that we have to cover in greater detail or that we need to review
one more time, I will do a quick review of that topic before we do guided practice so students
understand it a little bit more.
Guided Practice: We will play a game of jeopardy to review this material. We will be split up
into teams and we will have questions that model those on the PSSA and Common Core
standards so students are in the habit of solving these problems in a timed setting.
Independent Practice/ Centers: When we are done with jeopardy, we will come together and
students will complete a worksheet at a level 0 that reviews this material. They are to work
independently so we can see how much they have picked up throughout the week and what we
may need to review in the coming days and at the end of the chapter.
Students who complete the worksheet early will have the opportunity to do more advanced
work and students who need a little extra help will have the opportunity to work with me to
review material that they need help with.
Closure/ Assessment: We will not have any homework for the weekend.
Accommodations/Modifications (bulleted list):
Students will be getting a chart to identify place value
guided notes outlining written, word and expanded form
guided notes
repeated instruction
small group
leveled worksheets based on students ability/goals
Small group instruction within the classroom with Ms. O for students with IEPs