Lesson to be Retrofitted

Thursday, March 25th

Do Now:
1) Sign in.
2) Agenda.
3) Leave (supervision) HW on desk for teacher to check.
4) On white board, represent as a decimal and fractions:

QuickTimeª and a
decompressor
are needed to see this picture.

Objective: Students will:

• Add and subtract decimals to thousandths,
• justify reasonableness using estimation
Procedure:
1. Go over two commonly missed problems. (10min)
2. Explain that decimals and estimation come in handy when dealing with money. Often when you have
a shopping budget for the grocery store, you estimate in your head how much something might cost. It
is much easier to add up the whole number estimates and subtract from the amount of money you have
then to add up decimals in your head. It allows you to better plan for your expenses at the register.
Today, we will learn how to do both. (5min)
3. Model how to round to both the whole number and the tenths place to estimate. Use base ten blocks
to justify rounding and assist concrete learners. Complete two guided practice problems together.
Those who show proficiency may complete several on own. Take note of who is struggling. (10min)
4. Model for students how to add and subtract decimals. Use base ten blocks to illustrate. (5min)
1st – line up decimals
2nd – subtract from right to left as you would a whole number.
3rd – pull the decimal point down to the sum.
5. Complete two guided practice problems together. First estimate and then calculate. (10min)
6. Allow students to complete two practice problems independently and assess. (10min - CT)
7. When students accurately complete the two indep. practice problems they may continue. Those
students showing confusion or misunderstandings will work in a smaller group on more practice
problems. (10min – CT)
Assessment:
• Students are assessed at beginning of class on previous day’s work by peers and clarified by
instructor.
• Students are assessed through the use of white board responses to clarify if they will need further
guided practice in smaller groups.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 1
Retrofit Lesson:
Lesson Title: Geocaching for Decimals
Teacher Name: Ashley Lenz
Contact email: 99alenz@jamestown.wnyric.org
Subject: Math Grade Level: 5
Time Required (days; time/day): 2 days (60min/day)
Topic: Adding and Subtracting Decimals
Essential Question: How do we use decimals to problem solve in real life situations?
Pre-requisites (Prior Knowledge): place value, adding and subtracting, possible multiplying
STAGE 1 - DESIRED RESULTS
A. Content Area Standard(s): (include complete standard, not just standard #)
4.N.10 – Develop an understanding of decimals as part of a whole
4.N.11 – Read and write decimals to hundredths using money as a context
5.N.23 – Use a variety of strategies to add, subtract, multiply and divide decimals to thousandths
ISTE 1 – Facilitate and Inspire Student Learning and Creativity
ISTE 2 - Design and Develop Digital-Age Learning Experiences and Assessments
B. Intended Learning Outcome Define what students will know and be able to do and at what level of
mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading,
Student will know… Student will be able to…
a connection of geocaching with mathematics. identify a way that mathematics is used within
geocaching.
when to add, subtract, or multiply decimals. utilize the correct operation(s) to solve problem.
what web 2.0 tools to use to convey ideas. use wiki, crocodoc, garage band, and a digital
camera to present mathematical problem solving.
ways to communicate and problem solve with select and apply appropriate computational
computational strategies. strategies to problem solving and life situations.

STAGE 2 - ASSESSMENT EVIDENCE

Students will demonstrate their learning/understanding in the following way(s):
A. Teacher-Created Assessments:
Pre-test: Post-test:
1) KWL Chart (regarding relationship of math and 1) Wiki post – what learned from activity
geocaching AND uses of math in everyday life) 2) 3 question quiz (1 problem for addition,
2) 3 question quiz (1 problem for addition, subtraction, multiplication)
subtraction, multiplication)
B. Performance Assessments:
Rubric – student/teacher created
C. Other Assessments (e.g., Peer, Self):
Using the performance assessment rubric, student will assess self, similar as teacher would when using
the rubric.
D. Assessment Adaptations: n/a
STAGE 3 - LEARNING PLAN
A. Learning Activities
1. Instructional Strategies/Learning Activities:
(e.g., demonstration, discussion, small groups, role play, etc.)
small group, presentation
2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge).
Students will follow a short set of clues that will lead them to logging into their computers. Students will
complete a KWL chart to initiate background knowledge about math in geocaching and use of decimals
in real life context.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 2
3. Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)
Complete the following two columns, showing teacher activity in correspondence with student activity.
Add/subtract rows as needed.

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
Lead KWL chart, monitor student responses as Read “Finding Your First Geocache” article.
appear on wiki. 1. Respond in wiki about how geocaching
uses math.
2. Respond to a peer’s comment
Teacher moves among students to assist and Student groups read problem on wiki and design a
monitor group plans. plan to solve the problem.
Teacher will provide cameras and move among Execute plan and take photos of each step of the
students to assist and scaffold as necessary. process.
Teacher will assemble Garageband FAQ and help Compile photos in Garageband and create a
links in site to assist groups in autonomy. podcast explaining how problem was solved.
Provide fur.ly of appropriate images that could Take screenshot using Crocodoc of an image that
represent student group problems. represents their real-life problem.
Teacher has provided layout example of wiki post Post podcast and crocdoc screenshot in wiki and
with additional help links about properly adding write reflection of the process of creating the
web 2.0 products within wiki page. presentation. Each student writes separate
reflection of what they learned.
Teacher will review comments to ensure a positive Individual students will respond to one group wiki
and save cyber environment is being maintained. page with something they liked about the problem
solving, or a sandwich constructive criticism.
Teacher will review wiki posts and self- Post Assessment:
assessment before completing teacher rubric 1. Post to wiki what he/she learned
assessment. 2. Comment on peer’s page
3. Assess self with joint made rubric
B. Adaptations to the Instructional Sequence to Differentiate:
Each group is provided with a yellow/red chip. Groups will show red side of chip if help is needed,
otherwise yellow remains showing.

Group problems are tiered:

Low – Temperature
A member of your group cannot go outside if the temperature rises to 80°F or above due to a health
problem. You are scheduled to go geocaching today between 10am-2pm Based on the temperature
changes predicted for the day, will you be able to go geocaching as a whole group today?

It’s 69°F at 9am. The temperatures are predicted to rise throughout the day with the trend below:

9-10am 10-11am 11am-12pm 12-1pm 1-2pm 2-3pm 3-4pm

1.5°F 2.1°F 2.3°F 2.5°F 2.5°F 3°F 3.4°F

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 3
Medium – Shopping
The following items are available to purchase for your geocaching trip. You have $50 to purchase the
necessary items for the group. You must rent a GPS. What items will you purchase for your
geocaching day trip?

GPS day rental - backpack – Ponchos (4-pack) – Trail Mix –

$21.50 $10.99 $7.50 $5.74
water bottles (6-pack) map – batteries – Compass –
$3.50 $12.89 $3.29 $7.98

Medium – Weight
Two backpacks were purchased for the trip to carry supplies for the hike. Each pack carries up to 10lbs
safely. How can you distribute the following supplies between the backpacks to ensure that neither
backpack exceeds 10lbs?

GPS – 0.5lbs sweatshirts (4) – each Ponchos (4-pack) – Trail Mix – 5.85lbs
weigh 0.75lbs each weigh 0.2lb
water bottles (6-pack) – map – batteries – Compass –
each weigh 1lb 0.05lb 0.8lbs 0.6lb

High – There are several geocaching locations to visit throughout the day. However you only have 4
gallons of gas in the car and cannot fill up today. On average, each gallon of gas gives you 30.34 miles
to the gallon. Choose the geocaching locations you can travel to, without running out of gas using the
map provided. Try to go to at least three different locations. Identify your geocaching locations and
your map to show the order of which to travel.
C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is
related to the driving question; assessing students’ learning as a result of the lesson)

Students will assess themselves to ensure they used appropriate use of technology to illustrate their
problem solving. On the wiki page, they will post what they learn and provide constructive feedback to
each other to improve their communication. After all projects are completed, the class will have an
open discussion about how their recent project is similar to communications in the real world.
D. Closure:
1. Overall Closure Plans: Students visit other group publications to view solutions.
The pages will be available on class webpage for students in school to experience new strategies of
adding/subtracting decimals, but overall problem solving skills.
2. Extensions for Early Finishers: Student groups are tiered to limit some groups from finishing a
great deal earlier than other groups. However, for those groups that do finish early they:
• should create their own relevant problem for their group members to solve
• add to their wiki page to enhance aesthetics and/or information.
3. Alternate strategies for struggling students or those who learn differently:
• Help links provided for immediate help if teacher unavailable
• red/yellow chip
• Tiered group problems

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 4
E. Procedures: (both already established procedures to be used, and procedures to be taught for this
lesson)
• Appropriate laptop and wiki logins  as waiting add to KWL chart
• Group discussions have been previously modeled with what should be seen and heard
during group discussions/work
• Layout of project is visible to all students on wiki and projected on board.
• How to’s on Web 2.0 tools have already been taught and practiced
• Strategies for adding and subtracting decimals have been explored in previous class.
LESSON DEVELOPMENT RESOURCES
A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)
• Classroom wiki
• Geocache video
• Garageband
• Digital camera
• Crocodoc screenshots
• laptops
B. Parent/Community Resources:
Wikipages are available to be viewed by parents with link posted in bi-monthly newsletter.
C. Contact Information: 99alenz@jamestown.wnyric.org

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 5
Student Sample:

Sample of students communication through wiki:

http://lenzwiki2.pbworks.com/First-Lady-Fights-Fat-in-Kids

Student in video below is explaining how to convert fractions and decimals to percents.
The students in this project will be illustrating adding and subtracting decimals in a
similar podcast.

Click the link to view the students sample podcast:

http://www.teachertube.com/viewVideo.php?video_id=118577

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 6
 Geocaching Decimal Problem Solving Rubric
Demo… Class will create rubric together based on what is necessary to
successfully create a product that easily conveys ideas, with teacher guidance.

1. The rubric will be created after project has been introduced by teacher. To
construct rubric as a group, the rubric will be projected on the large screen with
empty cells that are not bolded.
2. The information present in the cells will be used by the teacher to guide
students in creating the rubric. Student wording will exist within the final rubric
used by students and teacher.
3. After the project is complete, each student will assess themselves using the
group rubric.
4. After student has completed rubric, teacher will complete one.

3 (excellent) 2 (average) 1 (needs

improvement)
Problem More than one Strategy used No strategies
Solving strategy used and explained identified
Strategies accurately. for purpose
Clarity and Additional “bells User/viewer of layout of wiki
Ease of User and whistles” wikipage could page and
were used to easily navigate narration in
attract viewer, and understand podcast is
as well as solution to difficult to
educate them problem understand
Completeness Had all project Completed all Were missing
of project requirements basic project over project
requirements completed requirements requirements
thoroughly
Accurate calculations calculations led Miscalculations
Mathematical were entirely to correct caused answer
Calculations accurate and led solution that does not
to finding more make sense with
than one basic reasoning
possible
solution.
Spelling / No 1-3 4 or more
Grammar spelling/gramma spelling/gramma spelling/gramma
r mistakes r mistakes r mistakes

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 7
 Total Points: ______/10

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 8