Elementary Ed Lesson Plan Instructor: Summer Drum Date: October 19th, 2015 Beginning & Ending Time of Lesson: 9:30-10:00

Grade: 5 Subject: Math

CCSS: 5.NBT.4 Use place value understanding to round decimals to any place.

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.

EQ (Big Idea): How does place value relate to solving with and rounding with decimals?

I can statement: I can solve problems with decimals. I can round numbers with decimals.

Assessment: Formative assessment will be given through individual problem solving and group discussion. Students will explain their problem-solving process orally.

Materials Needed:Food cutouts with price tagsChallenge cards for each studentPaper bag “shopping baskets”White board for teacherPaper and pencil for students

Essential Vocabulary: (word & definition to be used)Rounding- Making a number more convenient/easier to use and estimate withEstimation- An approximate calculationBudget- A limit to how much money you can spend

Total Time for Lesson: 30 minutes

Grouping Format: (Whole class, small groups, partners, independent)Small group format with individual problem-solving

21st Century Skills:

Mathematical Practices: 1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for an express regularity in repeated reasoning

Activating Strategy: How will you get students excited about learning and/or make a connection to the real world?: (Time: 3 min ) Now that it’s fall, we have a lot of holidays coming up that involve food. What is your favorite dish? If we want to make our favorite recipe, where do we go to find the ingredients? (Market, grocery store)Where might we see decimals at a grocery store? (Price, weight) Today, we are going to do some work with decimals by shopping at a classroom grocery store.

Guided Practice Review (Student Interaction with Teacher) Insert planned questioning: (Time: 5 minutes )

First, we are going to review some of the math concepts you’ll be using today. I am going to show you some questions, and we are going to work through them together. (Write each question on a white erase board; have the students talk through how to solve it)

34.53+120.08= 154.61 (How do we round to the nearest tenth? One? Hundred?)

23.06-11.33= 11.73

Ways of thinking: Tools for working:_x__Creativity ___ Information and communications __x_Critical thinking technology (ICT)__x_ Problem-solving __x_ Information literacy__x_Decision-making__x_Learning Skills for living in the world:

__x_CitizenshipWays of Working: __x_Life and Career__x_Communication __x_Personal Responsibility__x_Collaboration ___Social Responsibility

Mini Lesson (Teacher Modeling & Demonstration): (Time: 2 minutes)Now that we’ve reviewed solving with decimals and rounding with decimals, we can start our activity. I’ve set up a pretend grocery store on this desk. There are different foods. Each has a price tag on it showing its cost. Each of you has a set of 6 challenge cards. You are going to pick a challenge card and follow the directions on the card.

I’m going to demonstrate the process, so that you know what you’re doing. If the card says, “How many apples could Tina buy with $10,” what would I need to do? (Solve with the group.)

Independent Practice Insert planned questioning: (Time: 15 minutes )I’m going to give each of you a paper bag to serve as your “shopping cart.” (Pass out bags) Once you draw a card, you can go shopping for the foods necessary to solve the problem. Solve the problem on your paper, and make sure to show your work. When you are finished solving the problem, write the answer on the card, and draw another one. Try to return the foods back to grocery store before solving another problem, so that everybody has access to the foods they need.

Go ahead and get started! (Monitor students; provide assistance if needed; ask questions) What operation are you using in your problem? How did you know you needed to use that

operation? (Especially important for Janiya, because she struggled so much with choosing operations in our child interactions.)

What strategy are you using to solve this problem? Are there other strategies you could use? What steps do you need to take to solve that? What are you thinking about? Are there multiple ways to solve this problem?

Closing/Summarizing Strategy: How will you summarize lesson for students and connect this back to your activating strategy?: (Time: 5 )

I want each of you to pick a challenge card to share with the group and explain to us how you solved it. (Go around and hear from each group member; pay attention to strategies and ask other students to repeat what they’ve heard)The grocery store is just one example of how math is used in real life. The next time you go to the grocery store, keep an eye out for decimals. You may be surprised how many you see.

Differentiated Instruction to Meet the Academic Needs of Students: List strategies used for any identified students in your classroom

Advanced Learners

Because the activity progresses at each individual’s own pace, it allows advanced learners to

Struggling Learners

The guided group review at the beginning reinforces the skills the students will be using

ELL Learners

N/A for group

move on quickly and work on solving more problems.

If students finish early, I will encourage them to go back and re-solve a problem using another strategy, a technique that will both improve their math skills and keep them busy.

during the individual activity.

During the “shopping” time, I will be walking around and questioning students to ensure that they are on track and understanding each problem.

This is a copy of Marcus’s grocery list:

SHOPPING LIST3 apples ChickenCheese

2 potatoesButterCerealMilk

How much will Marcus spend on groceries? __________________

Can he buy everything he needs on a $20 budget? __________

How many apples can Tina buy with $10? ________________

How much will 4 boxes of cereal cost her? ______________

You are going to make this recipe for dinner tonight.

Chicken and Rice CasseroleINGREDIENTS:

1 whole chicken1 bag of rice2 potatoes

1 celery1 onion

MilkCheese

How much will the ingredients cost? ____________________

You have a $25 budget for your groceries this week. At the checkout counter, your

total comes to $28.76. If you decide to put back a container of ice cream, will you be

within your budget?

_________________

If not, how far are you still over your budget? _________________

You are buying some corn for a cookout. If each ear of corn weighs .75 pounds, how

many ears of corn do you need to buy to have 8 pounds of corn?

________________________

How much will you have to pay?

_______________________

Each box of cereal contains enough for 10 bowls. There are five people in your

family who eat cereal each morning. How many boxes of cereal do you need to buy

to have enough for your family for 10 days?

______________________________

How much will it cost you?

_______________________