Name: Nikki Roberts

Grade: 5 Date: 2/6/18

Unit: Math Unit 4: Multiplication with Whole Lesson Title: 4.11 Multiplication Practice
Numbers and Decimals
Content Standard Alignment: (Framework Domain 1c: Setting Instructional Outcomes)
 CC.5.NBT.1 – Recognize that in a multi-digit number, a digit in the 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.
 CC.5.NBT.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.
 CC.5.NBT.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.

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

 Students will be able to perform multidigit multiplication with decimal numbers.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

Multiplying with decimals.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

 SmartBoard
 Disney Trip Worksheet

Methods and Instructional Strategies

(Framework Domains 1a: Demonstrating Knowledge of Content and Pedagogy/1e: Designing Coherent
Instruction)
Anticipated Student Misconceptions:
 Forgetting to add zeros when multiplying two-digit multiplication problems.
 Forgetting to add the decimal to the product of their problem.
 Forgetting to add commas to their products if needed.

Concept Prerequisites:

Previous Lessons:
 4.7 – Multiply by Decimals
 4.8 – Multiply with Decimals Greater Than One

Introduction- Anticipatory
Today we are going to be continuing our practice of multiplying with decimals.
Set:

Instructional Activities:  You all have been working with multiplying with decimals. Let’s quickly
review.
Ask: What have you learned so far in this unit about multiplying decimals? Turn and
Talk
  Write a two-digit equation with decimals on the board. Ask students to help
solve it.
Ask: We have been practicing multiplying with decimals for a few lessons now.
Think for a moment: Why is this important for everyday life? When in life do we
need to know how to do this math concept? Think – Pair - Share

Ask: Have you ever gone on a big trip before? Did you all just decided to hop in the
car one day and drive out to California? I highly doubt it. Big trips call for lots of
planning to see what you will need to take, where you will stay, what you will eat,
where you will go, and most importantly: how much you will spend.
 Our class is all going on a trip to Disney World but you all need to plan out
the trip before we go!
 Explain worksheet.
 Have students split up into partners.
 Have students work on the worksheet for the majority of the class period.
 Come back together to correct the worksheet/discuss.

Wrap Up-
Synthesis/Closure: Have students fill Three W’s slip.

Transition(s): (Framework Domain 2c: Managing Classroom Procedures)

 Five minutes before it is time to correct the worksheet, let students know that they have five minutes left.

 Have students put away materials and gather materials for the next lesson.

Differentiation According to Student Needs: (Framework Domains 1b: Demonstrating Knowledge of Students/1e Designing
Coherent Instruction)

For special needs students, have them work with a partner who is has a higher level of understanding of this
concept.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Listening to student responses and thinking during whole group and partner time.

Personal reflection on the lesson: (Framework Domain 4a: Reflecting on Teaching)

Name: ___________________ #___________ Date: ______________

What did we learn today?

So What? Tell me why this math concept is important to know.

Now What? How does what we did in class today fit into what we
have been learning in this math unit?

Name: ___________________ #___________ Date: ______________

What did we learn today?

So What? Tell me why this math concept is important to know.

Now What? How does what we did in class today fit into what we
have been learning in this math unit?