iTeachAZ

Lesson Plan Template

Teacher: Priscila de Lima

Subject: Math Estimating decimal sums and

differences.

Common Core State Standards:

CCSS.Math.Content.5.NBT.A.1

Recognize that in a multi-digit number, a digit in one place represents 10 times as much
as it represents in the place to its right and 1/10 of what it represents in the place to its
left.
CCSS.Math.Content.5.NBT.A.4
Use place value understanding to round decimals to any place.

Objective (Explicit):
TSWBAT properly estimate decimal sums and differences in order to correctly answer questions #1-9 on the
worksheet.
TSWBAT understand the concept of the place value and the difference between each one.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

The evidence of mastery will be the completed 2-8 worksheet.

The student must receive a score of 85% of higher to move on to the next section (2-9).
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

I will review past learning by doing two problems with the students, estimating a decimal by rounding to the
nearest tenth and to the nearest hundredth.
The skills that the students need to master this lesson are adding and subtracting decimals and
understand the differences between each place value.
The objectives are relevant to the student because decimals and rounding are two essential mathematical
skills. These skills are not only useful in a math class but in real life situations as well.
Key vocabulary: Estimate, decimals, place value,
Materials: Pencil, scratch paper, 2-8 worksheet,
tenths, hundredths, thousandth.
estimate flow map and math notebook.
Opening (state objectives, connect to previous learning, and make relevant to real life)

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

I will activate the students interest by praising the work he has done previously (worksheet 2-7) then I will
make the connection to past learning by reviewing place value and rounding by following three important
steps (estimate flow map).
I will present the objective in an engaging way by making connections to the students interests (money,
shopping, etc.).

Teacher Will:

Instructional Input

Student Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

Before starting the lesson the teacher will

set clear expectations for this lesson.
The teacher will activate prior knowledge
and do a quick review on estimating by
using the flow map.
The teacher will solve two example
problems (decimal sum & difference) and
talk to the student as she solves the
problems.
After solving the problems, the teacher will
ask the students if they have any
questions.
The teacher will explain the tasks
(completing each problem on the
worksheet) for this lesson and make sure
those tasks are understood.
The teacher will take extra time to explain
the word problems found in the worksheet.

What will students be doing to actively capture and

process the new material?
How will students be engaged?

The students will listen and watch the teacher

solve the problems and explain the concept
estimating decimal sums and differences.
The students will ask the teacher any
questions they may have.
The students will listen to the expectations and
acknowledge that they understand them.
The students will let the teacher know that they
understand the tasks for this lesson.

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

There will be no co-teaching in this lesson.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Guided Practice

The student and teacher will sit at a table towards the front of the classroom.
The teacher will be walking around to make sure that she is helping each student. I do anticipate
that a student will have a harder time than the others understanding the concepts.
Teacher Will:
Student Will:

How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

The teacher will pick one problem from

each section of the worksheet and solve
them together with the students.
The teacher will thoroughly explain and

How will students practice all knowledge/skills required

of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

The students will actively listen to the teacher.

The students will complete the problems with
teacher guidance.
The students will use the estimate flow map to

solve each problem with the students to

make sure the student understands the
concept.
The teacher will the estimate flow map to
assist students.
The teacher will use the students math
notebook as a reference.
The teacher will praise the students
mathematical thinking when appropriate.
The teacher will give the student extra time
work on the word problems and use
manipulatives if necessary.
During this time I will ask the students if
they has any questions and reassure them
that I am there to help. If a student does
have a question, I will it by guiding the
student through the problem one more
time. If no questions are asked, the
students will move on and attempt to
complete the worksheet with little
guidance.

solve each problem.

The students will ask questions to clear any
confusion they might have.

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

There will be no co-teaching in this lesson.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Independent Practice

The students will be allowed to use their math notebooks and the estimate flow chart as
references.
I anticipate that a student will need extra guidance from the teacher and will require more time to
understand the concept, especially when solving a problem on their own.
Teacher Will:
Student Will:

How will you plan to coach and correct during this

practice?
How will you provide opportunities for remediation
and extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another
person could facilitate the practice?

The teacher will watch closely as the

students solves the problems.
The teacher will correct a student when
appropriate and demonstrate an
alternative way to solve the problem.
The teacher will have the students use
their math notebook as reference when
needed.

How will students independently practice the

knowledge and skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their
own learning?
How are you supporting students giving feedback to
one another?

The students will solve each problem with little

to no guidance from teacher.
The students will let the teacher know if they
have any questions.
The students will use their math notebook as a
resource.
The students will try their best to solve difficult
problems.

The teacher will have the students

embrace any struggles and have them try
their best to solve difficult problems.
The teacher will be prepared with workable
extensions in case the student completes
the worksheet sooner than expected.
Co-Teaching Strategy

The students will double check their work once

they are done.

Which co-teaching approach will you use to maximize student achievement?

There will be no co-teaching in this lesson.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

The students will be allowed to use colored pencils to distinguish each step taken to solve
each problem.
The students will be allowed to use their math notebook and the estimate flow chart as
resources.
I anticipate that a student will need extra help from the teacher to complete the worksheet.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

The student wills summarize and state the significance of what they learned by completing the worksheet
and having the correct answers.
The students will explain to the teacher what were the most challenging problems and why.
The teacher will have the students explain the steps they took to solve the problems.
The students will be engaged because the teacher will use real life connections to make the problems
relatable to each student.
The teacher will summarize the main ideas of the lesson and identify the future tasks the students will have
to complete on 2-9 (Read and construct graphs with decimals).