SIOP Lesson Plan

Theme: Subtracting Decimals using the Standard Algorithm: Application

Lesson Topic: How Much Money is in my Checkbook?
Teacher: Ms. Anna Krah
Grade: 5
Content Area: Math
Class Structure: 20 students of levels 3-5 English language proficiency

Purpose:
During this 50 minute class, students will use their background knowledge of subtracting
decimals to the hundredths place value using the standard algorithm to subtract values of money.
This lesson will introduce students to the application process of the decimal subtraction, which
will provide them with the foundation knowledge to apply decimal subtraction to more real-life
examples in subsequent lessons.

Content Standards:
MA Curriculum Frameworks for Math Grade 5
NBT.5.7: 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.
NBT.5.1: 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.
NBT.5.4: Use place value understanding to round decimals to any place.

Previews MA Curriculum Frameworks for Math Grade 6

NS.6.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
EE.6.2b: Identify parts of an expression using mathematical terms (sum, term, product, factor,
quotient, coefficient).

MA Curriculum Framework for ELA and Literacy Grade 5

SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and
expressing their own clearly.
SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate
to task and situation.
L.5.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

WIDA Can-Do Descriptors:

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The following descriptors were adapted from the WIDA (World-Class Instructional Design and
Assessment) English Language Development Standards. Based on their current level of English
Language proficiency, English Language Learners can do the following, with support:

Listening
Level 3 Developing Process explanations by recognizing relationships in a series of
oral statements
Level 4 Expanding Process explanations by following oral information on how or why
phenomenon occur
Level 5 Bridging Process explanations by recognizing language used to enhance
specificity of a phenomenon in class discussions

Speaking
Level 3 Developing Explain by stating clear, sequential procedures to peers
Level 4 Expanding Explain by presenting detailed information in small groups
Level 5 Bridging Explain by elaborating by adding precision and details to content-
related sequence or casual phenomenon

Reading
Level 3 Developing Process explanations by identifying words or phrases to determine
the type of explanation
Level 4 Expanding Process explanations by identifying the different words or phrases
that are used to describe the same topic or phenomena
Level 5 Bridging Process explanations by identifying how the text provides clear
details of the topic or phenomena

Writing
Level 3 Developing Explain by answering how or why questions
Level 4 Expanding Explain by elaborating topics with facts, definitions, concrete
details, or quotations and examples
Level 5 Bridging Explain by describing how factors contribute to an event or outcome

Objectives:
Content Objectives
Students will be able to demonstrate understanding of using the standard algorithm to subtract
amounts of money represented by decimals to the hundredths place value through solving these
subtraction problems independently in writing, in oral discussions with group members, and in
oral discussions with the whole class.

Language Objectives
Content Vocabulary
Students will be able to explain the process of subtracting decimals with the standard algorithm
in its application to money using the content vocabulary place value, regroup, and place holder
by appropriately using these terms in oral interaction with the class during the differentiated
Building Background activity and with their peers during the How Much Money is in my
Checkbook? activity AND using the content vocabulary checkbook and balance by

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appropriately using these terms in oral interaction with their peers during the How Much Money
is in my Checkbook? activity and by accurately recording the balance of their checkbooks on
the written Exit Slip.
Level 3 Students will be able to explain the process of subtracting decimals with the
standard algorithm in its application to money using the content vocabulary place value,
regroup, and place holder by appropriately using these terms in oral interaction with the
class during the Building Background activity and when prompted by the teacher during
the How Much Money is in my Checkbook? activity AND using the content
vocabulary checkbook and balance by appropriately using these terms in orally when
prompted by the teacher during the How Much Money is in my Checkbook? activity
and by accurately recording the balance of their checkbooks on the written green Exit
Slip.
Level 4 Students will be able to explain the process of subtracting decimals with the
standard algorithm in its application to money using the content vocabulary place value,
regroup, and place holder by appropriately using these terms in oral interaction with the
class during the Building Background activity and, when prompted by the teacher, with
their peers during the How Much Money is in my Checkbook? activity AND using the
content vocabulary checkbook and balance by appropriately using these terms in oral
interaction with their peers during the How Much Money is in my Checkbook? activity
and by accurately recording the balance of their checkbooks on the written blue Exit Slip.
Level 5 Students will be able to explain the process of subtracting decimals with the
standard algorithm in its application to money using the content vocabulary place value,
regroup, and place holder by appropriately using these terms in oral interaction with the
class during the Building Background activity and with their peers during the How
Much Money is in my Checkbook? activity AND using the content vocabulary
checkbook and balance by appropriately using these terms in oral interaction with their
peers during the How Much Money is in my Checkbook? activity and by accurately
recording the balance of their checkbooks on the written red Exit Slip.

Academic Vocabulary
Students will be able to explain the standard algorithm processes of subtracting decimals in its
application of money using the academic vocabulary sequence and record by appropriately using
these terms in oral interaction with the class during the differentiated Building Background
activity and with their peers during the How Much Money is in my Checkbook? activity.
Level 3 Students will be able to explain the standard algorithm processes of subtracting
decimals in its application of money using the academic vocabulary sequence and record
by appropriately using these terms in oral interaction with their peers during the green
Building Background activity and with their peers during the How Much Money is in
my Checkbook? activity.
Level 4 Students will be able to explain the standard algorithm processes of subtracting
decimals in its application of money using the academic vocabulary sequence and record
by appropriately using these terms in oral interaction with their peers during the blue
Building Background activity and with their peers during the How Much Money is in
my Checkbook? activity.
Level 5 Students will be able to explain the standard algorithm processes of subtracting
decimals in its application of money using the academic vocabulary sequence and record

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 by appropriately using these terms in oral interaction with their peers during the red
Building Background activity and with their peers during the How Much Money is in
my Checkbook? activity.

Discourse Level Structure

Students will be able to explain the steps in subtracting decimals using the standard algorithm by
using the temporal conjunctions first, second, third, fourth, fifth, sixth, and seventh in oral
interaction with the class after completing the differentiated Building Background activity
worksheet.
Level 3 Students will be able to explain the steps in subtracting decimals using the
standard algorithm by using the temporal conjunctions first, second, third, fourth, fifth,
sixth, and seventh in oral interaction with the class after completing the green Building
Background activity worksheet.
Level 4 Students will be able to explain the steps in subtracting decimals using the
standard algorithm by using the temporal conjunctions first, second, third, fourth, fifth,
sixth, and seventh in oral interaction with the class after completing the blue Building
Background activity worksheet.
Level 5 Students will be able to explain the steps in subtracting decimals using the
standard algorithm by using the temporal conjunctions first, second, third, fourth, fifth,
sixth, and seventh in oral interaction with the class after completing the red Building
Background activity worksheet.

Key Vocabulary:
Tier 2 Tier 3 Discourse Level Structure

sequence place value first

record regroup second

place holder third

checkbook fourth

balance fifth

sixth

seventh

Materials:
5 copies of Building Background activity (2 green sheets, 2 blue sheets, 1 red sheet)
Velcro poster for Building Background activity
How Much Money is in my Checkbook? worksheets (8 green sheets, 8 blue sheets, 4
red sheets)
7 sets of food item cards

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 Base-ten blocks available for students, if needed
Exit Slips (8 green sheets, 8 blue sheets, 4 red sheets)

Prior Knowledge:
In the last unit, students learned how to add decimals to the thousandths place value using the
standard algorithm. They also applied this knowledge to adding decimal values of money. In this
unit so far, students recently learned how to use the standard algorithm to subtract decimals.
They have used base-ten blocks to assist their work, so they have an understanding of place
value and how to regroup when subtracting decimals.

Students have encountered the Tier 2 vocabulary represent, align, record, and check and the
discourse level structures after, next, and then throughout various units of math lessons and in
English Language Arts.

Students have been introduced to the Tier 3 vocabulary place value, regroup, and place holder in
previous math lessons but have not used them in application problems of subtracting decimals.

Students have used base-ten blocks to subtract decimals and understand their use in relation to
place value and regrouping.

Students have used Exit Slips as a means to assess student learning at the end of a class. They
have been explicitly taught how to complete Exit Slips independently and to turn them in at the
end of class.

Lesson

Building Background (19 minutes):

The past few days, we have been working on subtracting decimals using the standard algorithm.
Today, we will be using the standard algorithm to subtract decimals that represent money.

Lets take a look at todays objectives. Point to objectives on the board and read slowly and
carefully. By the end of the lesson, we will be able to apply our knowledge of the standard
algorithm to subtract amounts of money represented by decimals to the hundredths place value.
We will do this using the words: place value, regroup, and place holder all of which we have
already learned while adding and subtracting using the standard algorithm. We will be able to
use two new words checkbook and balance to apply our knowledge of subtracting decimals
to subtract quantities of money in real-life examples. Lastly, we will be able to explain the
standard algorithm process of subtracting decimals using the terms sequence and record as
well as the terms first, second, third, fourth, fifth, sixth, and seventh.

However, before we begin, lets review how to use the standard algorithm to subtract decimals.
Each group will receive a list of all 7 steps that we take when using the standard algorithm to
subtract decimals. It is your job, as a group, to put these steps in the correct sequence. A
sequence is an order that something happens in. Does anybody know what the word
sequence is in Spanish? It sounds similar! [Student response: secuencia] Exactamente!
Sequence and secuencia are cognates. We are going to create the right sequence of steps

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to take when subtracting decimals using the standard algorithm. Putting these steps, which you
have already learned, in order is a helpful way to review what we have already learned. We can
do it at the start of a lesson to remind us what we did the day before so that today, we can learn
even more! Making a sequence list like this is a very helpful strategy for many different lessons
and activities. It helps us put the steps for something in order in a very organized way. For
example, we could make a sequence list of the steps that a caterpillar goes through during
metamorphosis to become a butterfly. Or, we could make a sequence list of certain important
events that happen in a story. Turn and talk to the person next to you about other situations
where you could use a sequence list. Allow one minute for turn and talk. Would anyone like to
share a situation where you could use a sequence list to organize the list of steps or events?
[Student responses may vary. Possible options: sequence of steps to add fractions, sequence of
events in history, steps in a game, recipe etc.] These are all wonderful examples! These sequence
lists can help us understand and visualize how and why something happens in a specific order.

After 4 minutes, we will come back together as a class and discuss the correct sequence. Be
prepared to share the steps with the class. Pass out papers to each group. Tables #1 and #2 will
receive the green worksheet. Tables #3 and #4 will receive the blue worksheet. Table #5 will
receive the red worksheet. You may begin. 4 minutes of review activity. 5-4-3-2-1. All done.
Good job. I have the same 7 steps up here on the board. See page 17 of Appendix for reference
of Velcro poster. I will be asking each group to share a step of the process while working on an
example on the whiteboard. When we answer, we will use a sequence term. Sequence terms are
terms that we use to show that were telling the order or how these things happened. The
sequence terms we are going to use today are first, second, third, fourth, fifth,
sixth, and seventh. Write these terms on the whiteboard (see page 18 in Appendix for
visual). These words represent the sequence, or order, that things happen in. Each one can be
used to transition from one part of a sequence to the following part, and each word represents a
specific number in the sequence. For example, at the end of each school year, you move up a
grade. You started in first grade, then second grade, then third grade, then fourth grade, and
now fifth grade. Next year, you will move on to sixth grade! These terms help us describe the
order of which grade youre in. Another example of using these sequence terms is to describe
what I did yesterday. I could say: First, I woke up. Second, I got dressed. Third, I ate breakfast.
Fourth, I came to teach at school. Fifth, I went home. Sixth, I ate dinner. Seventh, I went to bed.
In this example, I showed the sequence, or order, of all that I did today by using first,
second, third, fourth, fifth, sixth, and seventh. You all know that I ate breakfast
before coming to school, because I ate breakfast third and came to school fourth, and we know
that 3 comes before 4. Can someone tell me the first four things they did today using the
sequence terms first, second, third, and fourth? [Student response.] Great job! We can
also use these words to show the sequence of what steps we take to subtract decimals using the
standard algorithm. The example is 7.25 minus 3.6.

Speak clearly and slowly, use facial expressions, and annunciate important vocabulary. Ill start.
First, we line up the numbers vertically, making sure the decimal points are aligned. Place Step
1 at the top of Velcro poster. It is very important to make sure we align decimal points. This way,
when we subtract, we are subtracting digits of the same place value. Write 7.25 3.6 on the
whiteboard, aligning the decimals. For example, when I line up 7.25 and 3.6, the 7 aligns with

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the 3 because they are both in the ones place value and the 2 aligns with the 6 because they are
both in the tenths place value.

Table #5, can you please share with the class the second step to subtracting decimals using the
standard algorithm? Remember to use the next sequence term in your answer. Point to sequence
terms on whiteboard. [Student response: Second, we add zeros as placeholders to the right of
numbers when necessary.] Great. Place Step 2 on the Velcro poster. Can someone from Table #5
tell us why it is important to use placeholders? [Student response: We use placeholders so that
each number is the same length.] Exactly. When the numbers that we are subtracting are the
same length, then each place value has two digits, which we can then subtract. In this example, I
am going to add a place value after the 6 in 3.6. This is because 3.6 does not have a digit in the
hundredths place value.

Table #2, can you please share with the class the third step to subtracting decimals using the
standard algorithm? Remember to use the next sequence term in your answer. [Student response:
Third, we carry down the decimal.] Great. Place Step 3 at the top of Velcro poster. Why is it
important to carry down the decimal? [Student response: We carry down the decimal so that
when we subtract digits in the same place value, then the difference is also in the same place
value. Carry down the decimal for the example on the whiteboard.

Table #3, can you please share with the class the fourth step to subtracting decimals using the
standard algorithm? Remember to use the next sequence term in your answer. [Student response:
Fourth, beginning at the lowest place value, we subtract from right to left.] Great. Place Step 4
at the top of Velcro poster. We always want to start subtracting with the lowest place value in
case we need to regroup. In this example, I will start at the hundredths place value. 5 minus 0 is
5, so I will write a 0 in the hundredths place value in our answer. Next, I move to the left to
subtract the digits in the tenths place value. However, I realize that 2 is less than 6, so we cannot
subtract 6 from 2. This leads us to our next step.

Table #4, can you please share with the class the fifth step to subtracting decimals using the
standard algorithm? Remember to use the next sequence term in your answer. [Student response:
Fifth, we regroup when necessary.] Great. Place Step 5 at the top of Velcro poster. When is it
necessary to regroup? [Student response: When the digit on the top is smaller than the digit on
the bottom.] Exactly. When the digit on top is smaller than the digit below it, we have to regroup
by taking from the digit to the left. In this example, because 2 is less than 6, we regroup by taking
1 one from the 7, which becomes a 6. This 1 one is equal to 10 tenths, because we are
regrouping it to a new place value. The 2 now becomes a 12, because 2 tenths plus 10 tenths
equals 12 tenths. Now we subtract 12 minus 6, which equals 6. Next, we move one place value to
the left and subtract 6 minus 3. This equals 3. So our answer is 3.65.

Table #1, can you please share with the class the sixth step to subtracting decimals using the
standard algorithm? Remember to use the next sequence term in your answer. [Student response:
Sixth, we double check our work: is our answer reasonable?] Great. Place Step 6 at the top of
Velcro poster. We always want to make sure we have a reasonable answer an answer that
makes sense. We learned how to make estimations of subtraction problems. In this example, we
can round 7.25 down to 7, and 3.6 up to 4. 7 minus 4 is 3, but we know the actual answer should

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be a little bigger since we rounded 7.25 down and 3.6 up. Write estimation on whiteboard. So,
our answer of 3.65 is reasonable!

Table #2, can you please share with the class the seventh step to subtracting decimals using the
standard algorithm? Remember to use the next sequence term in your answer. [Student response:
Seventh, we box our final answer.] Great. Place Step 7 at the top of Velcro poster. Box final
answer on whiteboard. Boxing our final answer helps us keep our work organized, and tells us
that we are all done with the problem! Good work. I will leave this poster at the front of the
room so whenever you are subtracting decimals using the standard logarithm, you can make
sure to follow the correct steps.

Student responses: If any of the student responses are incorrect, ask if another member of the
group has an idea of why we should follow the particular step. Verbally explain and visually
demonstrate on the whiteboard why that response is correct, as oppose to the incorrect response.

Lesson (25 minutes):

Continue speaking clearly and slowly, using facial expressions, and enunciate important
vocabulary. Now that we have reviewed the steps to subtracting decimals using the standard
algorithm, we are going to learn how we can apply these steps to numbers with meaning. We are
going to subtract decimals that represent amounts of money. When we were learning how to add
decimals using the standard algorithm, we added different values of money. In these addition
problems, we started with one amount of money, but ended up with more money. However, when
we subtract, we are taking away money, which means we will end up with less money than what
we started with. Turn and talk to the person next to you about a real life example of a time when
you start with more money, take some away, and end up with less money than you started?
[Allow for 30 seconds turn and talk.] Who would like to share their example with the class?
[Answers may vary. Some examples may be buying school lunch, donating money, buying ice
cream, paying for dinner at a restaurant, etc.] Great examples.

In order to know how much money I have, I like to write down how much I spend. I create a list
so that I can subtract how much I spent from how much I already have. That difference tells me
how much money I have left. Many adults, including your parents or guardians, may do the same
thing. Theres a certain name for the book where we write this list of how much we spend and
how much money we make. Does anybody know what its called? [Student response: A
checkbook.] Yes, a checkbook. We make a list of how much money we spend and make in a
checkbook. Write checkbook on the whiteboard. Does anybody know what term we use to call
the total amount of money we have in our checkbook? [Student responses may vary.] The total
amount in our checkbook is called the balance. Write balance on the whiteboard. For example,
if I start with $10 in my checkbook, my balance is $10. However, if I spend $3, then my balance
is $7 because I had $10 but took away $3, and was left with $7. The next time I want to spend
money, it cant be more than my balance, because I only have $7 left! We always want to make
sure we have enough money to buy something before we buy it. In addition to recording in a
checkbook how much money we spend, we also can record in a checkbook how much money we
make. We would then add this money to our balance. However, today we are only going to be
spending money since we are subtracting money from our balance. Next week, we will practice
both adding and subtracting from our balance in our checkbooks.

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Today, each of you is going to have your own checkbook! We are going to work on an activity in
groups of 3 students. I will explain the directions for the activity now, and then after, I will put
you into groups. Pass out How Much Money is in my Checkbook? worksheets to students. Pull
up How Much Money is in my Checkbook? worksheet on projector. The chart on the
worksheet is your checkbook. Point to the chart on the worksheet. Every group will start with a
balance of $50 and will get a pile of cards. Hold up a bag of cards to the show the class. Each
card has a picture of a food on it with the name of that food and its cost. First, one student will
pick a food to buy by picking a card from the pile. Second, every member of the group will
record the name of this food item and its cost in his or her checkbook. Be sure to write the
correct digits for reach place value! Point to second through fifth columns of the chart. What
does the word record mean? [Student responses may be: to take a video of something, to
record someones voice, to write something down] Good. There are many different meanings of
the word record. However, during this activity, when we want to record something in our
checkbook, we want to write it down. We record the cost of the item that our classmate picked
because this is an important number and we have to use it to find our new balance. For example,
lets say that I picked a cookie that costs $4.15. everyone in my group would write cookie in
the Item column, 4 in the ones value column, 1 in the tenths value column, and 5
in the hundredths value column.

Third, I am going to subtract the amount that I spent, $4.15, from my original balance, which is
$50. I will use the standard algorithm to subtract 50 minus 4.15 using the Subtract! column.
Point to Subtract! column. I can check the poster at the front of the room to make sure I follow
the correct steps. Point to Velcro poster at the front of the room. Fourth, I will record my answer
in the last column of my checkbook. Record $45.85 in the last column. This is my new balance,
because I only have $45.85 left! Fifth, I will check to make sure my answer is reasonable, and if
it is, then the next member in my group members will pick a new food item to buy. We will record
information about this item on our charts, and then subtract its cost from our new balance of
$45.85. Lets say the next round we spend $2.36 on a lollipop. Record Lollipop and $2.36 on
the chart. Then, we will subtract 2.36 from our balance of 45.85. Record $45.85 $2.36 =
$43.49. Our new balance becomes $43.49. We will continue these steps until we run out of
money! What is our balance if we run out of money? [Student response: Our balance is $0.]
Exactly. If we have a balance of $0, we are out of money. Does anyone have any questions about
the directions of this activity? Respond to questions.

Now, I am going to form the groups of 3. When you work on this activity, I want you to use our
sequence terms when you are talking with your group about which steps to take to subtract.
Please bring your worksheet and a pencil with you to work on this activity. If you would like to
use the base-ten blocks, you can bring those too. Announce groups and group locations. Students
will be grouped homogeneously with students of similar language proficiencies so that students
can help each other with spelling the words that are written on the cards, using the pictures for
assistance. Also, while walking around and helping groups out, I can assist all 3 members of a
group at a time who are all at similar language proficiency levels. That way, I can review content
and language vocabulary for the group at an appropriate pace as well as invite students to
compare language in English to language in their native languages. You may begin the activity.

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Remember to raise your hand if you need help. We will finish at ___ (6 minutes before end of
class period).

During activity, walk around with Assessment Checklist to record student learning (see
Assessment below.) Ask higher order questions to encourage students to use vocabulary
words. For example: How did you know to subtract $5.63 from $32.90 instead of $50? Can
you explain to me why your checkbook has less money than when you started? Why does your
balance keeps changing every time you spend money?

After the Lesson (6 minutes):

In one minute, we will all return quietly to our seats. Please bring your worksheet and pencil
with you. Please leave the worksheet face down on your desk. As I collect the worksheets, I will
pass out a todays Exit Slip. Once you are all back in your seats and sitting quietly, I will give
directions for the Exit Slip. You may return quickly and quietly to your seats now.

After one minute, collect worksheets while passing out Exit Slip sheet. Make sure that each table
has one set of picture cards. Begin instructions clearly and slowly. Each of you has a new
balance. You each get to buy one food item from the cards at your table. Make a 1 with your
finger. Once you choose which item to buy, record its name and cost in your checkbook chart,
just like we did in the last group activity. Using the standard algorithm, subtract this amount of
money from your balance. Please work independently on this sheet. Show your work and be sure
to box your final answer. You have two minutes to silently complete this Exit Slip, which I will be
collecting at the end of class. After two minutes, collect Exit Slips from students. Good job
today, class. Lets go back and see if we met our objectives today. Read content objective aloud
while pointing to content objective on the board. Did we meet our objective for content today?
Thumbs up if you think we did, thumbs in the middle if you think we did a little, and thumbs down
if you dont think we did. Assess thumbs. Now lets take a look at our language objectives. Read
language objectives to the class while pointing to language objectives on the board. Did we meet
our language objectives today? Thumbs up if you think we did, thumbs in the middle if you think
we did a little, and thumbs down if you dont think we did. Assess thumbs. Great. Tomorrow, we
will continue applying our use of the standard algorithm to real-life examples more and more in
the classroom. We will also continue practicing the language that we learned today. Nice work
today, everyone!

Assessment:
During the Building Background and How Much Money is in my Checkbook? activities,
monitor student interaction and discussion. Walk around with the Assessment Checklist to
observe if each student is meeting the content and language objectives. Check off whether or not
students correctly use the content vocabulary (place value, regroup, place holder, checkbook,
balance), academic vocabulary (sequence, record), and the discourse level structures (first,
second, third, fourth, fifth, sixth, seventh). To determine if students are meeting the objectives,
listen to student discussions and ask higher order questions during student work, such as Why
did you add a zero at the end of this number? Can you explain to me why you changed the 6 to
a 5? How did you know you had to regroup? What makes your balance decrease, or get
smaller, each time you buy something? What was your sequence of steps to subtract $3.12
from $47.06? What are you doing when you are writing down the number that your classmate

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just rolled? [recording] Students are meeting the objectives if they are correctly orally
responding with and performing in response to the use of these terms.

At the end of class, assess students thumbs up, thumbs in the middle, or thumbs down upon
questioning about meeting content objectives and language objectives. If students give a
significant number of thumbs in the middle or thumbs down, consider options to review material
and clarify certain content or language in the following class.

After class, review the completed How Much Money is in my Checkbook? worksheets and the
differentiated Exit Slips to assess if each student is meeting the content objectives. Students are
meeting the content objectives if they complete a written decimal subtraction problem on the
Exit Slip sheet using the appropriate steps discussed at the beginning of class.

Appendix:
(See pages 12-28 below)

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 Green worksheet (Level 3)

Subtracting Decimals using the Standard Algorithm:

1. Line up the numbers vertically, making sure the decimal points

6.13
- 2.4
are aligned

2. Add zeros as placeholders to the right of numbers when necessary 6.13

- 2.40

6.13
3. Carry down the decimal - 2.40
.

4. Beginning at the lowest place value, subtract from right to left 6.13
- 2.40
. 3

5 11
5. Regroup when necessary 6.13
- 2.40
3.73

6.13 6
6. Double check your work: is your answer reasonable? - 2.40 - 2
3.73 4
Yes!
12
 6.13
7. Box your final answer
- 2.40
3.73

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 Blue worksheet (Level 4)

Subtracting Decimals using the Standard Algorithm:

Put the following steps in order.

1. Line up the numbers vertically, making sure the decimal points are aligned

2. Add zeros as placeholders to the right of numbers when necessary

3. Carry down the decimal

4. Beginning at the lowest place value, subtract from right to left

5. Regroup when necessary

6. Double check your work: is your answer reasonable?

7. Box your final answer

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 Red worksheet (Level 5)

Subtracting Decimals using the Standard Algorithm:

Put the following steps in order. Fill in the blanks with words from the word bank.

Word bank: box decimal decimals placeholders

place value reasonable regroup

1. Line up the numbers vertically, making sure the _______________ are aligned

2. Add zeros as __________________ to the right of numbers when necessary

3. Carry down the _____________________

4. Beginning at the lowest ______________ , subtract from right to left

5. _______________ when necessary

15
6. Double check your work: is your answer ________________?

7. __________ your final answer.

16
17
Sequence Terms:

1. First

2. Second

3. Third

4. Fourth

5. Fifth

6. Sixth

7. Seventh

18
 HOW MUCH MONEY IS IN MY CHECKBOOK?
Directions: Each group of 3 students begins with $50. Take turns
picking a card from the pile. The first student will pick a card and
share with the group what item they bought and how much it costs.
Everyone records the name of the item and the cost on their own
chart. Be sure to pay attention to place value! Then, subtract the
decimal from your balance of $50. You will end up with a new
balance, which you will record in the Balance column. Then, the
next student will pick a card. Repeat these steps, taking turns
picking cards. Each round, you will subtract the new decimal from
your new balance. Each round, you are spending some of your
money. Continue these steps until you have no money left!

Example:
Round 1: Student 1 buys a cookie for $4.15

Round 2: Student 2 buys a lollipop for $2.36

19
 MY CHECKBOOK:
Item $ Ones Decimal Tenths Hundredths Subtract! Balance:

place point place place $50

$
.

$
.

$ .

$ .

20
$ .

$ .

$ .

$ .

$ .

21
$ .

$ .

$ .

$ .

22
 Rice Chicken Pasta Sandwich
$3.45 $5.76 $6.08 $5.99

Salad Hamburger Taco Pizza

$4.20 $4.66 $3.18 $2.75

Milk Bread Eggs Cheese

$1.88 $4.44 $2.03 $3.00

Carrot Apple Banana Pie

$1.15 $0.80 $1.42 $4.55

Lollipop Ice cream Cookie Chocolate

$2.36 $3.37 $4.15 $1.00

23
 Green worksheet
How Much Money is in my Checkbook?
Exit Slip

Directions:
1. Choose a food item from the pile to buy. Your balance is $6.05.
2. Record the name of the item and its cost in the chart below.
3. Subtract $6.05 minus the cost for your food item
4. Check your answer: is it reasonable?
5. Box your final answer

Item $ Ones Decimal Tenths Hundredths Subtract! Balance:

place point place place $6.05

$
.

24
 Blue worksheet
How Much Money is in my Checkbook?
Exit Slip

Directions:
1. Choose a food item from the pile to buy.
2. Record the name of the item and its cost in the chart below.
3. Subtract the cost for your food item from your starting balance.
4. Check your answer: is it reasonable?
5. Box your final answer

Item $ Ones Decimal Tenths Hundredths Subtract! Balance:

place point place place $6.05

$
.

What is your balance after buying this item? $_____________________

25
 Red worksheet
How Much Money is in my Checkbook?
Exit Slip

Directions: You have a certain balance listed below. Pick one food item from
the pile to buy. Then, subtract how much money you will spend on that item
from your balance. Find out what your new balance is. Box your final answer.

Item $ Ones Decimal Tenths Hundredths Subtract! Balance:

place point place place $6.05

$
.

Final balance: _____________________

26
 Assessment Checklist: Building Background & How Much Money is in my Checkbook?
STUDENT ELP CONTENT ACADEMIC SENTENCE

NAME: LEVEL: VOCABULARY: place VOCABULARY: STRUCTURE: first,

value, regroup, place sequence, record second, third, fourth,

holder, checkbook, balance fifth, sixth, seventh

1.

2.

3.

4.

5.

6.

7.

8.

9.

27
10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

28