Design for Learning

Instructor: Miss. A Hancock

Lesson Title: Fun with Money
Curriculum Area: Mathematics

Grade Level/Cooperating Teacher: 2nd Underwood

Date: February 25, 2016
Estimated Time: 40 minutes

Standards Connection:
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately. [2-MD8]
Example: If you have 2 dimes and 3 pennies, how many cents do you have'
Learning Objective(s):
Given a word problem students will show their work in two different ways to answer the
problem with no errors.
Language Objective(s):
Students will be able to orally discuss the different coins in the context of addition word
problems.
Quarters, dimes, nickels, pennies, cents

The teacher will observe this by calling on her students throughout the lesson and
listening/guiding the students towards using this languages during the practice.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to learn how to add money together and show our work in
different ways.
Evaluation of Learning Objective(s):
Each student will complete a word problem that involves adding 2 different amounts of money.
They will need to show their work in 2 of the 3 ways that are taught in the lesson. They may
choose from either coins, number lines, or 10s rods. The students will show their work in the
boxes provided, and the work will be written out in the way demonstrated in class. Students
completing this with no errors will be placed in the green zone. Those who are only able to show
their work one way will be in the yellow zone, and those unable to show their work will be
placed in the red zone in need of remediation.
Engagement:
The teacher will pass out robots labeled with an amount of money that require the students to
count the correct amount of money. Then the students will find the other student that has the
same robot as them to compare how they counted the money. She will ask the students questions
to encourage them to make real word connections to the activity. Good morning boys and girls!
Today we are going to learn how to add money together using different ways. By the end of this
lesson you will be able to show your work in more than one way. First, we are going to do
something fun to get our brains thinking about money. The teacher will pass out the laminated
robots. There will be 2 of each robot, and she will also pass out expo markers to each student.

The students will be sitting at their tables during this time. Please leave these on your desk until I
tell you what to do with them and say go. After I say go you are going to use your expo
marker on the robot to color in the number of coins you need according to the amount of money
on top of your robot. Look at me first for the example. The teacher will demonstrate with the
example of 44 cents. She will color in a quarter, a nickel, a dime, and four pennies, explaining
her thinking along the way. This should be a review for all of you, so I am going to give you one
minute to do this before we do the next step. Ready go. After one minute, the teacher will get
the students attention. Simon says all eyes on me. Now, there is another friend in the class who
had the same number as you, when I say go I want you to find that friend and compare how
you counted the amount of money on the robot. Think about if you found the answer the same
way or a different way. I will give you 2 minutes to compare, and then we are going to sit on the
carpet. Who can remind me of what we are going to do when I say go? The teacher will call
on a student and expect them to remember that they are to find the person with the matching
robot and compare their answers. Very good! Now, go. The teacher will give the students 2
minutes this time and then get their attention again. Simon says all eyes on me. Thank you for
quieting down. Now, I want everyone to come sit on the carpet crisscross applesauce with their
hands in their laps. The teacher will move to the carpet and wait for the students to sit quietly.
Now, I want you to silently raise your hand if you and your partner found your number the same
way. The teacher will look and count how many of them had the same answers. Ok, now how
many of you found the number a different way? The teacher will count the number of hands
raised. Interesting. Why do you think some of you found the numbers a different way? I want you
to turn and talk to your neighbor about why you think that is. The teacher will give the students a
few seconds to talk with their neighbor. Then she will call their attention again. Simon says all
eyes on me. Who wants to tell me what they are thinking? The teacher will call on one or two
students to hear there thinking. Those are some great thoughts! So we can find money amounts in
different ways cant we? Well today we are going to focus on finding different ways to add money
and show our work. Are you ready?
Learning Design:
I. Teaching:
The teacher will explain and demonstrate different ways to add money together and how
the students can show their work. She will use an anchor chart to model these ways to the
students giving examples and non-examples. Then she will allow the students to practice with
her. Remember how we just discussed how you can use many different ways to make the same
amount of money? Well we are going to learn how to do that when adding money together. What
are some different reasons we might need to add money together in our lives? Remember, we do
not blurt answers out. I want you to give me a silent thumbs up when you have a thought. The
teacher will wait for most of the class to give her a thumbs up and then she will call on 3 or 4
students to share. This will allow the students to make connections with their lives. Those are
great examples! I know I add up money all the time when I am saving up to buy something, I
need to make sure I have enough money before I buy it. But there are a lot of different ways I can
add that money up. We are going to talk about 3 ways in particular that can help us today. The
teacher will display the Adding Money Anchor Chart on the board next to her. Now boys and
girls, lets read this example all together that is written at the top. You had this problem in your

morning work, so you should be familiar with it. The class will read the problem chorally. Anna
bought a cookie for 42 cents. Ryan bought a pencil for 15 cents. How much did Anna and Ryan
spend all together? Excellent job! Who can tell me what the phrase all together tells us we
are going to do? Youre right! It means that we are going to add the numbers together. The first
strategy we are going to look at is probably the one you first think of when we talk about money,
we are going to use coins! Lets review, which coin is this? The teacher will hold up the quarter,
dime, nickel, and penny expecting the students to name them correctly. Excellent! You guys know
your coins well! Well, with this problem, first I am going to make the 42 cents. I decided that I
am going to use 4 dimes and 2 pennies to make 42 cents. Lets count it together. The teacher will
count with the students. After counting, she will draw the coins on the chart to model how she
wants the students to show their work, labeling the counting under the coins. Ten, Twenty,
Thirty, Forty, Forty-one, Forty-two. Now I made the 15 cents with one dime and a nickel. Lets
count that together. The teacher will count with the students again. Ten, Fifteen. Great! Now, I
am going to add these two groups of coins together. The teacher will mix the coins together and
then count the money together with the students, holding up the coins as they count. Lets count
together. Ten, Twenty, Thirty, Forty, Fifty, Fifty-five, Fifty-six, Fifty-seven. So how much
money does Anna and Ryan have all together? Yes! 57 cents is right. So using coins as visuals
and then writing them out like this is one way we can add money together and show our work.
Would this be a correct example of showing my work with coins? The teacher will draw one big
coin to represent Anna and then Ryans coins but then write the correct answer. She will be
looking for the students to see that that is not an example of what she is looking for. Correct!
That is a non-example. When we show our work, we draw out all of the coins and label them to
show our thinking. Now, we are going to do this problem another way. I know a lot of you like
number lines, so I am going to teach you how to do money problems on a number line and how
to show your work. First, I am going to start by drawing a line on my paper like this. Then, I will
write the biggest number at the front of the line, which number should I write first? Yes! 42. The
teacher will draw the number line and write the umber 42 at the beginning. Now, let me think. I
need to add 15 to 42, well I know how to count by 10s so I am going to count up by 10. I am
going to make a little mark on the number line, and draw my jump to that mark. Then I will write
10 above it so I remember what I did. Now what is this number? Yes! It is 52. Now, I have 5 left
over from 15, so I am going to skip up 5. The teacher will follow the same process. Now how
many do I have? Yes, I have 57, our answer, so 57 cents. You can use the big number lines too,
but I want you to draw out what you did so that I can see your thinking behind it just like I did
here. Now, what if I did this? The teacher will draw a line and just write the first number and then
the answer. Is that an example of what I want to see? No is right! Why do you think that is not an
example? Youre right, I cant see what you did, it just looks like you picked the number 57 out of
thin air! You guys are so smart! Now, we are going to talk about one more strategy you can use
and how you can show your work. This time we are going to use 10s rods. With this strategy, I
am going to draw these long lines on my paper that look like the real 10s rods. The teacher will
hold up the 10s rods, and draw vertical lines on the chart to demonstrate the rods. So my first
number is 42. How many 10s rods do I need? You are right, I need 4 10s rods to make 40. The
teacher will draw the lines and the count under the rods. Now, how many ones do I need? Yes 2,
so I am going to draw 2 little squares to make my ones. Now what is my next number again? Yes
15! How many 10s rods do I need for 15? 1 is right, and how many ones? 5! Awesome! The
teacher will draw this on the chart. Now, lets count all of the 10s together. Ten, Twenty, Thirty,
Forty, Fifty. Excellent! The teacher will write the number 50 on the chart. Now lets count the

ones. One, two, three, four, five, six, seven. The teacher will write a 7. And 50 plus 7 is 57
cents. Now, if I just drew one 10s rod and the answer would that be an example of how to
answer this problem? The teacher will model this on the board. No is right! We need to draw it
all out to show our work. Now, everyone look back over these examples of showing the addition
of money in different ways and give me a thumbs up if you feel really good about doing this, give
me a thumbs in the middle if you are kind of in the middle about it, and a thumbs down if you
still have a lot of confusion. The teacher will wait for responses. I am seeing a lot of thumbs up
and thumbs in the middle which is great because we are going to practice another problem
together as the class before you guys practice. The teacher will move to the white board to write
the new problem on the board. The chart will be left up for the students reference. Can I have a
volunteer read this problem for me? The teacher will call on a student to read the problem: On
Saturday, Joe bought a newspaper for 20 cents, then he bought a coffee for 42 cents. How much
money did he spend all together? Now, we are going to do this problem 2 different ways and
show our work. The teacher will do a cold call and call on a student to pick the first method they
want to use. Perfect! We will use coins. Can you come up here and pick out the coins we need to
make 20 cents? The teacher will guide the student if they need help and write the coins they
picked on the board in the correct way. Awesome! 2 dimes make 20 cents. Notice how I drew my
dimes and wrote their value under them? Who can come up and pick out 42 cents for me? The
teacher will wait for the student to pick out the money. That works! Do you see how I drew out
each of the coins and labeled them? Now what should I do next? Yes! Count them all up! I want
everyone to think silently for a minute about what the answer is. Count the coins in your head
and give me a silent thumbs up when you are ready. The teacher will practice wait time and wait
for the students to think through the problem. Then she will call on a student. You are right! The
answer is 64 cents. Which way do you want to do next? The teacher will call on a student for a
method to use. Ok, lets use the number line. What is the first thing I should do? Yes! Draw a
line. And which number should I put at the beginning of the line? The biggest number, the 42 is
right! Now, what is our next step? Skip up by 10s to 20 is right! What is 10 more than 42? 52 is
right! Now 10 more than 52? Yes! 62. So our answer is 62 cents. Do you see how we showed our
work 2 different ways? This will help you answer more and more problems like this. Now, we are
going to practice doing this in groups.
II. Opportunity for Practice:
The teacher will have the class work in their table groups to create their own word
problem that involves adding money. They will work together to show their work in 2 different
ways. Ok boys and girls, I need you all to listen carefully to what I am going to say. Each table is
going to be given a large sheet of construction paper, and each table will create their own word
problem that involves adding money. Once you create the problem, your table will pick 2
different ways to solve it and show your thinking for both ways on the sheet of paper just like
how we were doing it together on the board. I will call each of you to go back by tables and then
you can begin to work. The teacher will call the students by tables. She will walk around and
observe the students as they work, offering hints and assistance if they need it. If time permits,
the students will share their problem and what they did with another table.
III. Assessment
The students will be given a worksheet with one adding money word problem. There will
be space for them to show their work 2 different ways just like they have been practicing. There

will also be a challenge problem involving adding 3 numbers for the students who feel like they
can do it. Boys and girls, you did so well with your number problems, I know you are going to do
awesome on this! Can I have a volunteer read the directions? The teacher will call on a student
to read. Yes, so you all are getting a chance to do what we have been doing, just all on your own
this time. How many ways do you need to show your work? Yes, 2 different ways. Do you see
how there is one problem at the top, and then at the bottom it says challenge problem? If you
finish quickly and want to try more problems with more numbers, that is the problem for you!
You can show me what you can do! The teacher will walk around and observe students as they
complete this assessment.
IV. Closure:
You all did awesome today boys and girls! Who can tell me something they learned
today? The teacher will call on a number of students to talk about what they learned. Why is it so
important to show your work? Yes, that way Mrs. Underwood or I as the teacher can see what
you did and know how to help you the best. Now you all know how to show your work in multiple
ways. Thank you for your hard work today!
Materials and Resources:
Robot Money sheets laminated
Expo Markers
Adding Money Anchor Chart
Large laminated coins
Small coins
Number Lines
Tens rods
Large construction paper
Markers
Spending Money Assessment (Attached)
Differentiation Strategies (including plans for individual learners):
High End Learners:
Students who easily get this concept and are able to do the challenge on the assessment will be
given subtraction problems and asked to show their work in multiple ways.
Low End Learners:
Students in the red zone in need of remediation will focus on showing their work in just one way,
in order to make it more of a habit. They will also use the real manipulatives as they work on the
problem.

Data Analysis:

Assessment Resluts
18
16
14
12
10
8
6
4
2
0

Green Zone

Yellow Zone
Number of Students

Red Zone
Column1

After scoring the assessments I gave my class, out of the 17 students 13 were in the green zone, 3
were in the yellow zone, and one was in the red zone in need of remediation. Overall I felt that
the students did very well. Very few of them struggled with the material and they did what I
asked them to do on the assessment. The students to struggle with math in general are the ones
who struggled more on my assessment.
Reflection:
I felt that this lesson went well. The students were very engaged and loved my engagement
activity. I think it helped them see how my lesson applies to their everyday lives. They were
quick to answer the questions I asked throughout the lesson. I really enjoyed watching them with
the practice and hearing my students discuss the word problems they were creating and how they
would solve them. I was able to see that they were thinking at a deeper level than I taught them
and I think this helped them succeed on the assessment. If I could change something I would
have tried to challenge them even more and give them more complicated problems to represent.

Samford University
Design for Learning

Spending Money
Name: ______________________________

Date:_______________

Directions: Read the problem carefully and show your work in the boxes using
two different ways. You may use coins, number lines, or 10s rods.
1. Joanna went to the school store and bought an eraser for 33 cents
and a pen for 21 cents. How much money did she spend at the
school store all together?

Challenge Problem: Jack bought a bouncy ball for 51 cents.

His sister, Kate, bought a candy bar for 22 cents, and her friend,
Ann, bought bubblegum for 10 cents. How much money did
Jack, Kate, and Ann spend all together?

Design for Learning

Instructor: Miss. A. Hancock
Lesson Title: Creating Sequences
Curriculum Area: Mathematics

Grade Level/Cooperating Teacher: 5th, Pritchard

Date: April 8, 2015
Estimated Time: 30 minutes

Link to Video of Lesson: https://www.youtube.com/watch?v=PPCxrGxiqWA

Standards Connection:
Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting of corresponding terms from the two
patterns, and graph the ordered pairs on a coordinate plane. [5.OA.3]
Learning Objective(s):
When given 2 tables, the students will be able to correctly extend the patterns using the given
rules scoring at least a 24/28.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, you will be able to use a rule to write a sequence of numbers.
Evaluation of Learning Objective(s):
Each student will be given 2 tables that give them a rule to use with them. Students will be
expected to extend the pattern correctly. The teacher will look to see that the pattern was
correctly extended in their tables for each problem. Each problem will be worth 14 points
because there are 14 boxes to fill in. These will be scored out of 28 total possible points. Students
scoring a 24/28 will be placed in the green zone. Those scoring a 20/28 will be placed in the
yellow zone, and those receiving below a 20 will be placed in the red zone in need of
remediation.
Engagement:
To engage the students in the lesson, the teacher will show the students a video of the song Let
It Go sung in 25 different languages to introduce the idea of sequencing. Good morning boys
are girls! Are you excited for math today? No? Well you should be because it is going to be super
exciting. Have any of you seen the movie Frozen before? Raise your hand if you have. Well did
you know that Frozen can relate to math? See I told you today is going to be exciting! Now, when
I play this video I want you to notice what is special about it and think about what the people
who made this video had to do to create it. The teacher will play the video Let It Go in 25
different languages. She will not ask questions during the video, but she will ask follow up
questions after the video is played. Turn and talk quietly to your neighbor about what you
thought of the video and about what you think they had to do to create it. The teacher will let the
students talk before asking the group questions. So what did you think of the video? Did you
think it was cool? I know I thought it was really cool the first time I saw it! Can you imagine how
much work must have gone into planning this? How the people who created this video had to
research the words in each of the languages and then link it all together in an order that works?
Well we are going to be learning about how this concept relates to math!

Learning Design:
I. Teaching:
The teacher will help the students make connections to the lesson and teach the vocabulary:
terms, and sequence, according to how it will be used. Then the teacher will explain what to do
and why, and then model the problems. Are you ready class? Today we are going to learn about
number sequences. Our learning target for today is I can use a rule to write a sequence of
terms. (The teacher will have this posted at the front of the class. Now first, there are a few
words in there we might not know right away. First, lets connect our Frozen video to our lesson.
It connects with one word, the word sequence, has anyone heard that before in any context? The
teacher will wait for the students to think about it and offer some answers. Very good, I know I
have heard the term number sequence before, theres also a game called Sequence, have any of
you heard of it? Well a sequence is a particular order in which related events or movements
follow each other. There can be sequences of information. Or have any of you ever taken dance?
Well there are sequences of movement that are the dance steps you follow in a certain sequence
or order. And in our music video, there was a sequence to how each of the languages was
incorporated into the song. 25 languages all had to be lined up in a particular order or
sequence! Then the word terms, how is the word terms used in math? Exactly right! Terms are
numbers, when we are looking at a lot of numbers for math, we usually refer to each individual
number as a term. So today, we are going to be looking at sequences of terms, or relationships
between a sequences of numbers. For example, my sister and I are 3 years apart. So, when I was
3 years old my sister was born, or zero years old. How old was she when I was 13 years old?
Think about it before you answer. The teacher will give the students time to think before asking
for answers. Very good! She would be 10 years old. I am 21 years old right now, how old is my
sister? Yes! 18 years old. Do you see how that relationship stays the same? No matter how old I
am, my sister is always 3 years younger than me. That is an example of a sequence of terms and
the relationship between them. Now, lets look at another sequence example. Lilly and Mary are
saving money in their piggy banks. Lilly saves $2 each week and Mary saves $4 each week. If
neither of them spends any of their money, how much money does each girl have after 12 weeks?
So, to solve this, first I need to create a chart which I have conveniently started right here. The
teacher will have a poster board with a chart created using both of the girls names. I have Lillys
name on the top and Marys on the bottom, then I wrote out each week for 12 weeks. Now, they
both started at 0, so I will write 0 in the start box. Then after 1 week Lilly had $2, how and Mary
was saving $4 each week so she would have $4. So Ill work on Lillys first, how much money do
I need to add each week? $2 is right! So for week 1 she will have 2, then for week two she will
have 2 more which is 4, and for week 3 she will have 2 more which is 6. The teacher will keep
doing this until she fills in the whole first row for her students as a model. Now lets do Marys
together. So Mary also starts with 0 but how much does she add each time? $4 is right! So how
much money does Mary have after week 1? 4 is right, what about after week 2, we need to add
how many? Yes! We add 4 more which gives us 8. The teacher will continue doing this until the
chart has been filled in. Very good. Now lets create a rule for this. We have been working with
rules all week in math but these rules are going to look a little different than the other ones we
have been doing. So Lillys rule, lets call it Rule L, is going to be Start with 0. Add 2. Now
lets look at Marys. How about we call hers Rule M. Where does Marys rule start? Yes at 0. So
the first part will say Start at 0. Then what do we add each time? Yes we add 4! So Rule M is
Start with 0. Add 4.. Do you see how this rule is different than the expressions we have been

writing? We no not need any variables in this expression, it is simply adding the same number
each time. Now lets look at the relationship between these numbers. With these particular
numbers there is a clear relationship between Lilly and Marys money. Do you see that
relationship? Yes, Marys is twice as much as Lillys because she is saving twice as much money
each week. What if we change it up and Lilly started with $5 and then added $2 each week and
Mary still started at 0. The teacher will make this change on her poster. How much would she
have after week 1? Yes now she would have $7. Wait a minute, what about our rule, does this
rule work anymore for Lilly? The teacher will be looking for her students to see that the rule
needs to change since Lilly is now starting at a different number. Very good! So now Lillys rule
would be Start with 5. Add 2. And Marys would stay the same. Now lets try this one. The
teacher will have another chart created and will be looking for the students to extend the pattern
according to the rules given. The teacher will have someone read the problem. Who can read our
problem here? The student will read Jack and Seth are collecting baseball cards. Jack started
with 3 baseball cards and then bought 3 new ones each day. Seth started with 5 baseball cards
and bought 6 new ones each day. How many cards would they have after 5 days? So our first
rule for Jack is given: Start with 3. Add 3. So what number should I write in the start column?
Yes 3 because the rule says start with 3. What should I do next? Yes, add three because that is
what the rule says, so I will keep adding three for the rest of this row. The teacher will have the
students help her fill in the rest of the table. Now the next rule for Seth is: Start with 5. Add 6.
So what goes in my start box? Yes 5 because it says to start with 5, then what is my next number?
11 is right! Why is it 11? Yes because it is 5 plus 6, and the next box we will add 6 again. The
teacher will continue to fill in the table with the students help. That was awesome! I think you
all are getting this! Now you are going to get to do this on your own.
II. Opportunity for Practice:
The students will practice with the new information by creating their own word problem and
rules in a small group. Then they will share their word problems with the class. Ok now you all
are going to get to create your own and I bet if you make these look neat enough Mrs. Pritchard
will let us hang them in the room! You are going to write your own word problem, create the rule
for the problem, and extend the pattern in your table just like we did before and our examples
will stay up on the board. I will split you all up into small groups as I pass out a piece of poster
board and markers for you all. Use our examples as a model. Mrs. Pritchard and I will be
walking around to answer any questions and listen to your awesome ideas! I cannot wait to see
what you come up with! The teacher will split the class up and pass out the materials. As the
students work she will walk around the room observing and assisting the students as needed.
Once they are finished each group will share their word problem with the class. Ok boys and
girls, now you all get to share your word problem with the class. I cannot wait to hear everyones
problems!
III. Assessment
The students will be formatively assessed with 2 word problems that give them the rule and ask
the students to extend the pattern in the table. There will also be a challenge problem where they
need to create the rule as well as fill in the table. Ok boys and girls! You really came up with
some creative word problems! I am so proud of you! Now you all are going to show me what
youve learned, that you can use a rule to write a sequence of terms. This will show youve

reached our learning target for today which I know you have! I am going to pass out the word
problems, read over the instructions as I do. The teacher will pass out the assessment to each
student. Ok, so who can explain to me what this is asking us to do? The teacher will call on a
student to explain that they need to read the word problems and rules and extend the table
according to the rule. Perfect! That is exactly what I want you to do! And if you finish both of
those problems quickly, there is a challenge problem for you and all of you who come up with an
answer for the challenge problem after finishing the first 2 problems will receive a ticket! You all
are going to do awesome! Signal me with our hand signal when you want me to see your
challenge problem.
IV. Closure:
The teacher will review over the lesson by asking the students a few questions. So we got to the
end of our lesson and I never talked about Frozen again, who can remind me of why I showed
you that clip at the beginning of our lesson? Yes! It showed us an example of what a sequence
was before you all started looking at math sequences. And what do we do when we see a rule like
this one? Yes we start with the first number it gives us and then add the number it tells us to add
each time and it can show us a relationship between different collections of numbers. You all did
awesome today! I am so proud of you!
Materials and Resources:
Learning Target to display
Poster Board with both examples started on it
Let It Go video https://www.youtube.com/watch?v=OC83NA5tAGE
Poster boards cut in half for the practice
Markers
Formative Assessment (attached)
Differentiation Strategies (including plans for individual learners):
High End Learners:
For high end students, they will be given a tic-tac-toe board from which to pick problems of
increased difficulty. These will require the students to find the rules for the word problems.
Low End Learners:
For students in need of remediation, the teacher will use index cards to help the student further
visualize the table. She will fold the index card to create a table and then help show the student
how to fill it in. She will also use counters to help the student see that the same number is added
each time in the pattern according to the rule.

Data Analysis:
First Class

Second Class

12

18
16
14

10
8
6

Number of Students

Total Students

12
10
8
6

Number of Students

Total Students

4
2
0

2
0
Green Zone Yellow Zone Red Zone

Green Zone Yellow Zone Red Zone

According to the data I collected from my assessments, I feel that my classes did extremely well.
I taught this lesson to 2 different classes and noted the results for both classes. In the first class,
all of the students were placed in the green zone, in fact they all made a perfect score on the
assessment. In my second class, there were more discrepancies as you would expect in a class.
Both of these classes did the entire assessment by themselves without any assistance.
Reflection:
The first class did better than the second class. I feel that this is because of the dynamics of each
of the classes. The first class was much more focused while the second class was chattier. I feel
like I taught the material is such a way that the assessment looked just like what we had been
doing as a class so they felt very comfortable with it, however I also feel like I should have made
the assessment a little more challenging, it may have been too easy for them. I could have helped
them explore the concept and understand it even deeper. Some of the mistakes I noticed on the
students who got points taken off was that they would start their tables with the wrong number.
They did all of the addition each time right, so I gave them credit for that, however they did not
follow the first part of the rule. I feel that this data is an accurate representation of my class
abilities with this material. Overall I feel that my lesson went well. The students were engaged
and they were interactive while I was teaching by responding. I also loved hearing them
communicate in their groups during the practice. I was able to see as they did that truly
understood the concept that I had been teaching them at a deeper level as I listened to these
conversations.

Samford University
Design for Learning

Extending the Pattern!

Name: __________________________ Date: ____________
Directions: Read the following word problems and extend the pattern in the
table according to the rules given. When you finish the first 2 problems try
the challenge problem
1) Brian and Paige love to read and collect books. Brain started with 4
books and he gets 2 new books each week. Paige started with 1 book
and gets 3 new books each week. How many books with they have at
the end of 6 weeks?

Start
Rule
B

Start
with
4.
Add
2.

Rule
P

Start
with
1.
Add
3.

Week
1

Week
2

Week
3

Week
4

Week
5

Week
6

2) Sal and Tim are saving money for a new video game. They both start
without any money but Sal saves $10 each week and Tim saves $5
each week. How much money will they have at the end of 6 weeks?

Start
Rule S Start
with
0.

Week
1

Week
2

Week
3

Week
4

Week
5

Week
6

Add
10.
Rule T Start
with
0.
Add
5.

Challenge!
Directions: Write the rules and extend the pattern in for the word problem
below
3) Miss. Pritchard and Miss. Hancock are collecting awesome books for
their classrooms. Miss. Pritchard starts with 6 books and collects 4 new
books each week. Miss. Hancock starts with 0 books (because she is a
new teacher) and collects 5 books each week. How many books will
Miss. Pritchard and Miss. Hancock have at the end of 5 weeks?

Write the
Rule for
each
teacher
Rule P
Start with
(Pritcha ___. Add
rd)
___.
Rule H
(Hanco
ck)

Start with
___. Add
___.

Start

Week 1

Week 2

Week 3

Week 4

Week 5

De
sign for Learning

Instructor: Miss. A. Hancock

Grade Level/Cooperating Teacher: 5th, Pritchard
Lesson Title: Dividing as Fractions Date: April 12, 2016
Curriculum Area: Mathematics
Estimated Time: 35 minutes
Standards Connection:

a
Interpret a fraction as division of the numerator by the denominator ( b

= a b). Solve word

problems involving division of whole numbers leading to answers in the form of fractions or
mixed numbers, e.g. by using visual fraction models or equations to represent the problem.
[5.NF.3]
Learning Objective(s):
When given division expressions and fractions on a worksheet, students will be able to show
their relation scoring at least 7 out of 9 possible points.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls we are going to be able to relate fractions to division.
Evaluation of Learning Objective(s):
The students will be given problems to see that they understand how fractions are related to
division. There will be 2 problems where the students will write the division expressions as
fractions, 3 problems where the students will write the fractions as division expressions, and one
word problem where they will find the answer and write it as both a division expression and a
fraction. Each problem will be worth 1 point except the word problem will be worth 3 points. 1
for the correct division expression, 1 for the correct fraction, and 1 point for showing their work,
this point can be awarded even if the student got the wrong answers as long as they showed their
work. This will make the worksheet worth 9 points. Students who score a 7 out of 9 will be
placed in the green zone, those who score a 5-6 out of 9 will be placed in the yellow zone, and
those scoring a 4 or less out of 9 will be placed in the red zone in need of remediation.
Engagement:
The teacher will engage the students in the lesson by making the connection of division as
fractions to a snowman. She will play a clip from the movie Frozen with the snowman character,
Olaf. She will ask the students questions to help them connect to the topic. Good morning boys
and girls! Guess what? I am going to play another clip from the movie Frozen! And guess what?
It has to do with math again! Did you know that movies have math in it? No you didnt? Well
math and math ideas are everywhere, especially in movies! Watch this video carefully and see if
you see any math concepts in it, Ill give you a hint, we are talking about fractions today. The
teacher will play the video. At the part in the song when Olaf gets in the water and his pieces
break apart, the teacher will pause the video saying that this scene is a hint as to what they are
learning about today. She will see if any students have ideas about the concept and will then
share it with them. Ok class, I paused this here because this scene shows what we are learning
about today. Do you have any thoughts on what that may be? The teacher will listen to the
students thoughts. Those are great thoughts! You all are close, see how Olaf is all divided up

here? Hes usually 1 snowman right? But in this scene he is broken up or divided into different
pieces, and we could write this as a fraction. That is what we will be focusing on today! Now, I
will let you all see the rest of the video and then we will start understanding this idea. The
teacher will finish playing the song. So, Olaf is a visual representation of breaking something up
into pieces. Olaf as a whole is 1, but his body is broken up into 3 parts. This could be written as
division or a fraction which is what we are going to be learning about. The teacher will
transition into teaching.
Learning Design:
I. Teaching:
The teacher will explain to her students that fractions relate to division. To aid as a visual, the
teacher will demonstrate this using a waffle example and dividing it into pieces. She will also
remind the students of the terms numerator and denominator to make sure that the students truly
understand those important terms for this lesson. Who can read our learning target for today?
The teacher will call on a student to read, I can relate fractions to division. Thank you! You
have already been working in fractions, but today we are going to learn how to relate fractions
to division. Raise your hand if you have any siblings? A lot of you! Now, raise your hand if
youve ever had to share anything equally with your siblings? Or your friends? What are some
things youve had to share before? The teacher will write their items on the whiteboard. Well, I
dont know about you, but some mornings at my house we make waffles. Have any of you had
waffles before? Awesome! They sure are yummy! But we have a problem, I have 5 people in my
family and our waffle maker only makes 4 waffles at a time! Now that always creates a problem.
Now, I have 4 waffle pieces right here! The teacher will hold up 4 waffle looking pieces in the
air. And I am going to call on the 4 quietest people to come up here and be the rest of my family
for me. The teacher will call on 4 students and give them nametags for their roles. Awesome! So
here we have my mom, dad, sister, and brother, and me! Each of them is going to hold one of
these waffle pieces (the teacher will pass the out) but wait, I need some too, so can each of us
have a whole waffle? No! Youre right! So we have 4 waffles divided among 5 people, (the
teacher will write 4 divided by 5 on the board). Now we can also make this into a fraction, our 4
waffles or 4 parts will be our numerator. And 5 people are how many people need to share the 4
waffles, so 5 will be our denominator. The teacher will write 4/5 on the board. I could also make
it fit in this chart. The teacher will have a chart on the board what says number of _____, number
of people, division expression, _____ part per person (fraction). Lets look at this chart because I
think it will be a big help for us as we learn this! So in the first box we fill in the number of
waffles in this case, or the number of whatever needs to be shared or divided. In the next box we
put the number of people it needs to be shared with, then we write it as a division expression.
Remember, what did Miss Pritchard teach you all about expressions? Correct! We do not need
an equal sign or need to solve an expression. And our final box is for our fraction or our part
per person. In this case it is our waffle part per person. So each of us would get four fifths of a
waffle. The teacher will take one fifth off of each waffle. Now, how many pieces of the waffle do
I have? Yes 4, and I split each of the waffles into 5 pieces and each of my family members has 4
pieces. Awesome! Thank you so much for your help! Now we are going to try another problem, I
need all of you to copy this chart down that I have up here and you will have 60 seconds, or the
length of this sand timer. The teacher will give the students time to copy down the chart.

Awesome! Now we are going to work on this next one together. Now, I have 3 pizzas and the
whole class needs to have an equal amount of the pizza. There are 18 of you here today, so that
means 3 pizzas need to be divided between 18 people. So lets look at our chart. First, what
should we fill this first blank in with? Yes pizza, number of pizzas! How many pizzas do we have?
3 exactly, so we will write 3 in this box, make sure your chart looks just like mine as we fill it in.
And what about our next box, how many people do we need to share the 3 pizzas with? Yes there
are 18 of you so will write 18 in this box. Now, what about our division expression. I want you to
think about this for a minute and raise your hand when you think you have an answer. The
teacher will wait and give the students time to think about the question. Ok who can tell me what
our division expression should be. The teacher will call on a student. Exactly! It should be 3
divided by 18. And who can remind me why we did not put an equal sign at the end? Exactly!
Because it is an expression just like we worked on last week. Now what about our fraction? How
many pizza parts per person or how many pieces of the pizza would each person in the class get?
Yes 3/18, so I would divide each pizza into 18 pieces and give each of you 3 pieces of the pizzas.
Awesome! Now heres a cool thing, we can write our own story problems with this just like we
did last week when I taught you about sequences. So, using our chart we care about to create
one again as a class right now. I am going to set the timer again while all of you copy down the
chart again for our new problem. The teacher will set the time for 60 seconds and then continue
on with the lesson. Ok so Student A is feeling generous today. Student A, what are you going to
be sharing? The teacher will wait for the student to respond and will use that students response
for the rest of the people but for right now it is going to say apples. Ok so student A is sharing
apples, how many apples do you have? Ok 6 sounds great! The teacher will write this on the
board as the class creates it. And you are going to share the apples with your friends, how many
friends will she be sharing her apples with Student B? Ok 10 friends. Great! Now, how many
parts of the apples will each person get? So lets fill out our chart. How many apples do we
have? That goes in the first column. Yes 6. And how many people are sharing these apples?
Correct! 10. Student A, can you tell me what our division expression would be? Awesome! It
would be 6 divided by 10. And student B, what would our fraction be? Yes! 6/10. Awesome
thinking! So how many parts of the apples would each person get? Yes each person would get 6
10ths of the total apples. Now, looking at our division expression and our fraction, what do you
notice? Yes the first number in the division expression is the top or the numerator of the fraction
and the second number is the bottom, or denominator of our expression every time. Now, what if
I say we have 6 divided by 7, what would that fraction look like? Think about it before you raise
your hand. The teacher wll give the students some time to think. Yes it would be six sevenths.
The teacher will write all of this on the board. What about 1 divided by 4. Yes! One fourth. Now
how would I write as division? Yes 3 divided by 4. That is great! Remember expressions do not
have an equal sign so if I wrote an equal sign at the end that would not be an example of a
division expression. Now, you all are going to create your own word problems and it is going to
be really cool!
II. Opportunity for Practice:
The class will be divided up into 4 groups. Each group will be given a large piece of construction
paper and a type of candy. The groups will be given the task to write a word problem and create a
chart like we have been practicing to show how much of the candy each person in the class could
get. They will show both division and fractions. Ok class! Now all of you are going to work
together to create your own word problems. Think about how we just created one together as a

class. Do not move until I tell you to, make sure to listen to all of the instructions first. I am
going to give each group a type of candy, heres the deal, you cannot eat any of it right now. I
promise I will give it to you after, but while we are finishing our lesson we cant eat the candy.
The teacher will have 4 different types of candy that is individually wrapped: smarties, tootsie
rolls, starbursts, and Hersheys kisses. Each group is going to have to create a word problem
using the candy they are given. So each group will need to count the candy to write the number
of candies, then come up with the number of people who are sharing it, then write a division
expression and a fraction. You will write the word problem on your construction paper, and
create the chart below it that is on the board. I will be walking around to listen to all of your
great ideas and help you if you have any questions. Are there any questions right now? The
teacher will answer any questions. Ok awesome! I need you all to get in your groups and one
person from each group to come up to me to get your paper, markers, ruler, and candy. (At the
end of the lesson the teacher will give each student one piece of each type of candy). The teacher
will walk around and observe as the students are working together.
III. Assessment
The students will be given problems to show that they understand how fractions relate to
division. Ok boys and girls! I loved hearing all of your thoughts as you worked together to
create word problems! That was awesome! Now you all are going to show me what you learned
and what you are able to do on your own. As I pass these out read over the directions and let me
know if you have any questions. On the last problem, the word problem, you need to show your
work. I would suggest you create the chart like we were using on the board, you can look back in
your math notebook if you forgot. Then, when you are done, raise your hand and I will come
collect them. The teacher will walk around the room as the students work on the assessment.
IV. Closure:
To wrap up the lesson, the teacher will ask some questions to review over what they have learned
and see what the students understand. Ok boys and girls, who can remind me how fractions are
related to division? Very good! Can all fractions be written as division? Yes you are right they
can be! Now, as an exit ticket, I want you to make up a fraction and write it as a division
expression in your math journal and show me as you walk out of the room. You all did great
today! I am so proud of you!

Materials and Resources:

Engagement video: https://www.youtube.com/watch?v=UFatVn1hP3o&nohtml5=False
Waffle Pieces
Chart
Pizzas on poster board
Markers
Rulers
Starbursts
Hersheys Kisses

Smarties
Tootsie Rolls
Construction Paper
Learning Target written out
Projector
Fractions Are Fun! Assessment (attached)

Differentiation Strategies (including plans for individual learners):

High End Learners:
For students on the high end, the teacher will let them play a game with dice where they use the
first and second numbers they roll to write a division expression and a fraction.
Low End Learners:
For students in need of remediation, the teacher will introduce using number lines with these
problems. This will give these students another way to visualize what is happening. She will also
allow the students to use manipulatives while they work.
Data Analysis:

First Class

Second Class

18

18

16

16

14

14

12

12

10

10

Green Zone

Yellow Zone

Red Zone

Green Zone

Yellow Zone

Red Zone

Number of Students

Number of Students

Column1

Column1

Once again I gave this assessment to 2 different classes and it was interesting to see that the class
with supposedly higher achieving students had twice as many students in the yellow zone as the
class with the lower students. From looking at the data I feel that the students did very well
and understood the concept I was teaching. I could have made the worksheet a little more
difficult to challenge the students and see how much they really know, or if they could extend
what I taught them.

Reflection:
I feel that my lesson went well overall. There are some things I forgot to do in the first class such
as actually splitting the pizza up into different pieces to help the students really see the division,
and giving them a few practices with division expressions and fractions to show the relation to
the other. But I thought the students were very well behaved and listened to me, particularly in
the first class when we had a guest (professor) in the room observing me. I feel that my practice
could have been more organized with the students so that they were not quite so over the place,
but I feel that the students enjoyed the lesson and understood what I was teaching them. Overall
they did very well on the assessment, and no students are in need of remediation. I think it could
have been helpful to add a challenge problem to the worksheet since a number of students
received 9/9 on the assessment.

Samford University
Design for Learning

Fractions are Fun!

Name: _________________________

Date:___________

Directions: Write the following division expressions as fractions

in the blanks.
1) 4 5 ______
2) 2 6 ______
3) 8 4 ______
4)
5) Directions: Write the following fractions as division
expressions in the blanks.
6)
3

7) 5

______

8)

14
4

______

9) 2

______

10)
11)
Word Problem:
12)
Miss Pritchard brought 8 big cookies to class on Friday
and she wanted to share them with all of her students. If
there are 8 cookie cakes and 17 students in class that day,
how many parts of the cookie will each student get? Write
your answer as a division expression and a fraction. Use the
space below to show your work, you might want to draw a
chart to help you answer. Write your answers in the blanks
provided.
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
26)
27)
28)
Word Problem Answers: Division Expression:

____________________
29)
30)
Fraction: _____________

31)

32)

33)

34)

35)

Design for Learning

36)

37) Instructor: Miss. A. Hancock

Grade Level/Cooperating Teacher: 5th, Pritchard
38) Lesson Title: Fun with Decimals Date: April 18, 2015
39) Curriculum Area: Mathematics
Estimated Time: 30 minutes
40)
41)
42) Standards Connection:
43) Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method, and
explain the reasoning used. [5-NBT7]
44)
45) Learning Objective(s):
46) When given word problems with real world situations, students will be able to choose the
correct operation to complete the problem and solve the problem, scoring at least an 8 out
of 9 possible points.
47)
48) Learning Objective(s) stated in kid-friendly language:
49) Today boys and girls, you will be able to solve real world problems using all of the
number operations: addition, subtraction, multiplication, and division.
50)
51) Evaluation of Learning Objective(s):
52) Each student will be given a worksheet with 3 real world word situations. They will be
asked to say which operation each one is, show their work, and give an answer. The
teacher will be looking to see that the student is able to do all of these things. Students
will receive 1 point for doing each of these things which means that the worksheet will be
worth 9 points total. Students receiving at least an 8 out of 9 will be placed in the green
zone, those who score a 5-7 out of 9 will be placed in the yellow zone, and those scoring
a 4 or less out of 9 will be placed in the red zone in need of remediation.
53)
54) Engagement:
55) The teacher will pose a question to the class, give them time to work on it, and then see
which operation students used to solve the problem. Then she will discuss with the class
how we can use all of the number operations with decimals in real world situations. Good
morning class! I am so excited about today! This morning, I am going to put a problem
up on the board that I want each of you to work out in your math journal on your own.
Then we are going to talk about it. There is more than one way you can solve this
problem. The teacher will display the problem on the board and ask a student to read it.
Lebron bought 7 books that were $5.95 each. How much did he spend on books?
Thank you for reading! Now when you have worked out the problem and have shown
your work in your math journals, give me a silent thumbs up. The teacher will wait for
the students to work on the problem. Awesome! Now, did anyone use subtraction for this
problem? No? Well thats good because this isnt a subtraction problem. What about
division? No division either, very good. How many did addition? The teacher will count
the number of students who did addition. Very good, some addition, did anyone use
multiplication? The teacher will count. Awesome we had __ students use addition and __
students use multiplication. Thats great because both of those can be used in this

problem! Now can I have someone who used addition offer to let me project how they
showed their work? The teacher will look for a volunteer and project and have the student
explain how and why they did it that way. That was a great way to show that! Now who
did this problem with multiplication? The teacher will choose another student to use their
math journal to show the problem worked out. Awesome! So we could either add $5.95, 7
times, or multiply it by 7. Now you all have learned how to add, multiply, subtract, and
divide decimals before, but you have not seen them all together so today we are going to
focus on knowing when to do each of the operations.
56)
57) Learning Design:
58)
59) I. Teaching:
60) The teacher will explicitly go over the objective with the class. Then she will go through
different real life situations when the students would need to use the four operations with
decimals. She will ask the students questions throughout. I loved seeing how all of you
were thinking about our opening problem! Now, we are going to focus on looking at real
world situations and deciding if we need to use addition, subtraction, multiplication, or
division. The learning target you will write in your math journals is: I can solve real
world problems using any four of the math operations and decimal numbers. Now what
does that mean when it says any of the four operations? Yes it is referring to addition,
subtraction, multiplication, and division. So we are going to practice using these in real
life situations, and our first one is all about me going to the grocery store! Raise your
hand if you have ever been in a grocery store before. No way! Youve all been in a
grocery store? Amazing! We go there a lot dont we? Well heres the thing, when you are
looking at the prices of food in the grocery store, are they usually whole numbers like $4
or are they usually decimal numbers like $4.59? The teacher will wait for a response. You
are right! They usually have decimals. That makes the grocery store the perfect place to
being our lesson. So, I am going to the grocery store after school today, and this is my
grocery list. The teacher will post a poster with her grocery list on the whiteboard. I need
to get bread, milk, eggs, yogurt, cereal, and chocolate. This is a real list, I cant live
without chocolate! So in this first column I have the food items I need, in the next column
I have listed how much each of them costs, the next column tells us how many I need to
each, and the last column is what we are going to work on to figure out how much I am
going to spend on my groceries. Why is it important to plan out how much a grocery trip
will cost before you go to the grocery store? Yes, exactly! You want to plan and make sure
you have enough money with you to buy all that you need and that you dont spend too
much! I need all of you to create this chart in your math journals. I will set the sand timer
as you do this, remember it does not need to be perfect. The teacher will set a timer and
wait for the students to copy the chart. Ok, so if bread costs me $1.96 per loaf and I need
2 loaves, how could I figure out how much money I need to buy all of the bread I need?
Yes! Multiplication. Does anyone remember how we multiply with decimals? The teacher
will call on the students to show the class. Awesome! So remember how we move the
decimal to make sure we have the right number at the end? So it will cost me $3.92 for
my bread. What about for 2 gallons or milk at $3.84? Yes, $7.68. Now I have yogurt for
50 cents each, this should be easy to do, I think adding it is a little easier. Think about 50
cents. Well 2 yogurts will equal a dollar, so 4 will equal 2 dollars, and 50 more cents will
make it $2.50. Super easy! Wait, what about eggs, I need 1 dozen eggs and they cost
$2.11 per dozen, so how much will I need? Yes just one so $2.11. And now, what about
the all-important chocolate? I need 3 bags of chocolate that cost $3.22 each. Work this

out on your own and then Ill ask for the answer. The teacher will wait. Yes! It would cost
$9.66 for my chocolate. Now how do I figure out how much I need in all? Do I divide?
No, youre right! I add. Now, I think it is easiest with a lot of numbers like this to add 2
numbers at a time. So first I would had 3.92 and 7.68, then the total from that plus 2.50
and so on. What answers did you all get? The teacher will listen to their responses.
Awesome, $25.87. Did anyone get anything different? Do you see where your error was?
Very good! Ok, so I will be spending $25.87 at the grocery store, but I live with 3 other
people and we are going to split the cost of the groceries equally. So how much money do
I need to split? Yes! $25.87 that will go under my division roof. And how many people am
I dividing the money by? No, not 3, I have 3 roommates, I am going to pay for it too, so
how many of us are there? Yes! 4. So 4 will go on the outside. So, 4 does not go into 2,
but it goes into 25, 4 times so I will write 4 on top and subtract 24. Then I have 1 left
over and I pull down my next number. Dont forget, where does my decimal go? Yes it just
moves right up! So not I have 18. How many times does 4 go into 18? 4 is right! So I
subtract 16 and get a 2, then I bring down the 7 to get 27. How many times does 4 go
into 27? Correct! 6 times, and since we are talking about money, I am going to stop there
since that is how far we go for cents. So each of us would pay $6.46 for our groceries.
Now heres our last practice problem. After I went and got my groceries, I went out to
dinner and had to pay with the money in my wallet. My meal cost $8.76 and I had $22.52
in my wallet. How much money was left in my wallet after paying? The teacher will have
this written on a poster board. Now which operation do I use in this problem? Yes
subtraction! Because I am looking for how much I will have left. So remember when we
do these problems we really need to be careful about writing all of our numbers so that
they are lined up in their correct place value spot. Now once we do that and subtract,
how much money will I have left? Yes! $13.76. Awesome! Do you guys have any
questions about how we know what operation we are supposed to use? The teacher will
answer questions. Ok, so if I was buying gas and it cost $1.89 per gallon and I need 12
gallons, which operation would I use? Multiplication is correct! Great job! What if I was
splitting a yard of fabric between 3 people? Which operation? Yes! Division! I think you
guys are getting the hang of this. Now, lets practice.
61)
62)
63) II. Opportunity for Practice:
64) The class will play a game that requires them to listen to a situation given to them by the
teacher and respond with a movement that corresponds to the type of operation they
would use. Then the students will work out the problems and give their answers. Ok
class, heres the deal, we are going to play a little game, and get moving, but I need you
all to stay quiet so that we can keep playing and not have to do this without the
movement because that would not be nearly as much fun. So I am going to say a word
problem, and you all are going to think about it for 5 seconds. You will decide whether
you would use addition, multiplication, subtraction, or division to solve the problem. If it
is addition, you will jump once. The teacher will demonstrate and write this action on the
board. If it is subtraction, you will squat. The teacher will demonstrate and write this
action on the board. If the problem is multiplication you will do a jumping jack. The
teacher will demonstrate and write this action on the board. Finally, if it is division you
will hop on one foot. The teacher will model the action and write it on the board. You will
do these actions when I say go after the problem. Once we decide through our actions
which operation it is, we will write the problem out together on the board, and then you
all will write it down and work find an answer in your math journal. Remember, we need

to keep quiet while doing this. It is a fun game, but we need to stay quiet so that everyone
can think and do their best. Any questions? The teacher will answer any questions they
have and then she will start the game with her students according to the word problems
she has (attached). You all did awesome! I think you are really seeing how all of this can
be used in real life.
65)
66) III. Assessment
67) The teacher will give the students a worksheet that allows them to show that they know
when to use each of the operations in real life situations, and work them out correctly. Ok
class, next you all are going to show me what you have learned. I am so excited to see
how smart you all are! As I pass these out, look over the directions and I will point a few
things out. The teacher will pass out the assessment (attached). Ok, so you are going to
do exactly what we have been practicing. First, you need to read the word problem and
decide which operation you need to use in the problem by circling either addition,
subtraction, multiplication, or division. Then, you need to solve the problem and show
your work in the space below the problem. Finally, you will write your final answer in the
blank at the end of each question. Do you have any questions? The teacher will answer
any questions asked. Ok, you all are going to do great! Raise your paper in the air when
you are done and I will come get them from you.
68)
69) IV. Closure:
70) Awesome work today class! I am so proud of all of you! Now, to review, each of you are
going to create your own situation where you would use addition, multiplication,
division, or subtraction with decimal numbers. The teacher will let the students share.
Those were great! Remember, in addition and subtraction we just bring the decimal
down. In multiplication we multiply by a power of 10 to move the decimal, and then we
divide by the same power of 10 to bring the decimal back to the right spot. Finally in
division, we just bring the decimal straight up. Thank you for all of your hard work
today!
71)
72)
73) Materials and Resources:
Learning Target to display
Grocery list poster board
Dinner problem on poster
Word problems for the game (attached)
74)
75)
76) Differentiation Strategies (including plans for individual learners):
77) High End Learners:
78) Those who are in the green zone will be given a game to play that involves rolling dice to
create numbers with decimals. From there they will create their own real world problems.
79)
80) Low End Learners:
81) Those students in the red zone, in need of remediation will practice how to do each of the
operations with decimal numbers.
82)
83) Data Analysis:
84)

16
14
12
10
8

Nmber of Students

Total Students

6
4
2
0
Green Zone Yellow Zone Red Zone

85)
86)
87) After scoring the assessments from each of my students, I came to the conclusion that
overall my students did very well with the material. No students were at the red level in
need of remediation which is a good sign. 5 of the students received a 7 out of 9 which
placed them in the yellow zone. The biggest issue I saw with these assessments was that
their decimal would be one place off. 11 out of the 16 students were in the green zone
receiving either an 8 or 9 out of 9 points. All of the students showed their work on their
paper which was very helpful to see. I was able to see the students use the strategies we
learned together as a class on their individual assessment which shows me that they
understood the lesson and how it worked.
88)
89) Reflection:
90)
91) Overall I felt that this lesson went well. I do feel that it was a little too much content for
one lesson, however since the students had learned how to add, subtract, multiply, and
divide decimals before, we were just learning how to recognize the difference between
the 4 operations in word problems, I do feel that it was appropriate for one lesson. The
students really enjoyed my practice part when I had them get up and move to show me
which operation they would use. I want to remember this as I plan more lessons, moving
is so important and especially for kinesthetic learners. I want to incorporate these types of
activities into my lessons more often. I did have a few issues with making sure the
students waited for me to tell them to move so that their answers did not influence others.
However when they did wait it was great because I was able to see which students had
some confusions and we talked over why we used each operation in the word problem.
92)
93)
94)
95)
96)

97)
98)

Samford University
Design for Learning
99)

100)

101) Decimals in Real

Life!
102) Name: _______________________ Date:
___________
103)
104)
Directions: For each of the following word problems, circle
which operation you would use to solve the problem and then solve the
problem. Write your answer on the blank provided and remember to
include your units. Show your work for each of your answers.
105)
1) Lucy bikes .67 miles to and from school each day. How many miles
would she have biked after 7 days?
a. Addition
b. Subtraction
c. Multiplication
d. Division
106)
107)
108)
109)
110)
111)
112)
113)
114)
Answer: _______________
115)
2) Mark bought 3 video games. If he paid $87.12 in all and each of the
games cost the same amount of money, how much did each game
cost?
a. Addition
b. Subtraction
c. Multiplication
d. Division
116)
117)
118)
119)
120)
121)
122)
123)
Answer: _______________
124)
3) Elizabeth earns money for pet sitting. She watched one dog for 3 days.
The first day she was paid $12.31, the second day she was paid
$18.01, and the third day she was paid $13.80. How much money did
she earn all together over the 3 days?
a. Addition
b. Subtraction
c. Multiplication
d. Division
125)
126)

127)
128)
129)
130)
131)
132)

134)

Answer: _______________
133)

135) Game Word Problems:

136)
1)
Josh earns an allowance. He was paid
$3.15, $5.20, and $7.81 each of the past 3
days. How much did he earn in all?
a.
Addition, $16.16
137)
2)
Laura went to the store and bought
$78.21 worth of groceries. When she got
to the checkout, she had a coupon for
$11.20 off of her total purchase. How
much did she have to pay after using the
coupon?
a.
Subtraction, $67.01
138)
3)
Miss Pritchard bought new pencils for
the class. Each pencil cost $.21. If she
bought 52 pencils, how much did that
cost?
a.
Multiplication, $10.92
139)
4)
Jeremiah walked a total of 6.20 miles
to school this week, for 5 days. How many
miles did he walk each day?
a.
Division, 1.24 miles
140)

5)
Miss Hancock is making bags for her
sister. She bought 4.25 yards of fabric
and needs to use that to make 5 bags.
How many yards can she use for each
bag?
a.
Division, .85 yards
141)