Professional Documents
Culture Documents
Date 11/15/2017 Subject/ Topic/ Theme Math/Multiply Using Expanded Form Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This lesson will help students connect on the strategies to use in multiplying decimals. This model is
another way to multiply the decimals using models just like the previous lesson.
Learners will be able to: cognitive- physical socio-
R U Ap An E developme emotiona
C* nt l
Use expanded form and place value to multiply a decimal and a whole number. R U Ap
Apply the model of expanded form Area Model to analyze where the Ap An C
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.5.NBT.B.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.
CCSS.MATH.CONTENT.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of
10, and explain patterns in the placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote powers of 10.
CCSS.ELA-LITERACY.W.5.1. B
Provide logically ordered reasons that are supported by facts and details.
MP 3
Construct viable arguments and critique the reasoning of others.
MP 4
Model with Mathematics.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Provide options for Provide options for executive Provide options for self-
comprehension- activate, functions- coordinate short regulation- expectations,
apply & highlight & long term goals, monitor personal skills and
They will apply the progress, and modify strategies, self-assessment &
Area Model to use strategies reflection
it in their summative Students will debrief
assessment. with what they
learned with the
summative
assessment.
1-19-13
Go Math textbook
Materials-what materials Teachers small whiteboard and a marker - Brain Talk
(books, handouts, etc) do Grid guideline for the summative assessment (Tape) -- See Below.
you need for this lesson Paper and pen to write down their expanded form
and are they ready to Set of questions for the students to solve in groups -- See Below.
use? Small whiteboard and eraser for each student in the group
Camera
Rubric for the role playing activity (Summative)
The class will start in the carpet are for some Brain Talk but the class will
be set up just the way as it is.
How will your classroom Students will seat their desks in groups.
be set up for this lesson? At the summative assessment, the students will be pushing the back group
desks and chairs and the rest of the 3 groups will be working outside to the
hallway.
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 Review: Carpet Area
mins Motivation Teacher will give a question on the Students will look at the questions
(opening/ board for the students to see if they and see if they can solve the
introduction/ know how to multiply in Area Model problem on the board.
engagement) Students will be putting a
with whole numbers.
Students are asked to put a thumbs up in their chest if
thumbs up near their chest. they know it.
Teacher will be solving the problem Students will get excited to tell
on the board with the students what the teacher has to do with the
telling what the teacher has problem.
supposed to do.
Say words like This is the
only chance where you guys
can tell me what to do!
The problem is 23 X 15 =?
Teacher will solve it with the
students.
Teacher will motivate the students
by saying that we are going to learn
how to multiply the decimals with
the same model that we did to
multiply with the whole numbers.
30 Lesson: Area model
mins The teacher will be going over the Students will listen attentively and
Development
(the largest Unlock the problem of the write down the missing words in
component or textbook which is in page 251. page 251.
main body of This serves as an example
the lesson) where the teacher can
explain what the students
will be using to solve the
1-19-13
problems in the latter part
of the lesson.
Now that the concept has been Student will be working their
taught to the students, teacher will assigned group desk and will start
give the prepared questions based to help each other in solving the
on the number of the students in problem.
the table group.
Tell the students to solve
the problem together one at
a time where one person is
writing the solutions.
Teacher will encourage the
students to take turns in solving
the given problems.
Once the students are starting to
answer the problems, go around to
check if the students are doing the
work and taking turns in solving the
problem.
1-19-13
Set of questions for the group work
1. 23 X 0.34
2. 34 X 0.54
3. 12 X 0.97
4. 45 X 0.23
5. 67 X 0.12
EXAMPLE 56 X 0.12
St Student 1 = 50 Student 2 = 6
ud
en
t3
=
0.1
50 X 0.1 6 X 0.1
50 X 0.02 6 X 0.02
red = student has to come up with the blanks. This is just an example
for the teacher.
1-19-13
1-19-13