Lesson Plan Template

MAED 3224

Subject: 5th Grade Math Central Focus: Adding, Subtracting, Multiplying, and
Dividing with Decimals.

Common Core Objective: Date taught: 10/27/17

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.
Daily Lesson Objective:
Performance- Students will be able to add and subtract decimals using base ten blocks. They will also
understand vocabulary using base ten blocks.

Conditions- Students will work independently.

Criteria- Students are expected to earn 8/10 points on their exit ticket.
Prerequisite knowledge and skills needed:

1. Place Value
2. Addition and Subtraction
3. Standard Algorithm

Activity Description of Activities and Setting Time

1. Engage The teacher will tell the students that they are 10 minutes
going to talk about adding/subtracting decimals
using base ten blocks. The teacher will then bass
out base to blocks to each group (5 groups,
already grouped by table). The Teacher will then
explain a flat is equal to one whole, a rode is
equal to 1/10 or 0.1(tenth), and a unit is equal to
1/100 or 0.01 hundredth. The teacher will
provoke students knowledge by asking, if I know
a flat is equal to one whole, what would one rod
be equal to. The teacher will place the rod on the
flat to compare. The students should reply by
1/10. The teacher will place the unit on the flat
and say, so if 1 rod is equal to a tenth what might
a unit be equal to? THe teacher will allow wait
time for the students to gather their thoughts.
Then the students should reply y 1/100. The
teacher will then tell the students to show me 2.73
with the base the blocks. The students should get



two flats, seven rods, and three units. Then the

teacher will say, show me 1.58. The students
should get one flat, five rods, and eight ones. The
teacher will say okay, so what if I added this what
would I do? The students should do through the
motion of exchanging 10 tenths for one whole
and 10 hundredth for one tenth. Then, the
students are left with four flats, three rods, and
one unit or 4.31. The students along with the
teacher will check their work using the standard
algorithm. While using the standard algorithm the
teacher will make sure what they are doing. So
when adding 2.73+1.58, the teacher will say 3+8
hundredths is 11. We are going to exchange 10
hundredths for one tenth. So we are left with one
hundredth and carry the one over to the tenth
place. Now 1+5+7 equals 13 tenths or what? The
students should reply by saying three tenths and
one whole( ones place). Then the students will
continue adding 2+1+1 to get a total of 4.
2. Explore The teacher will then but two problems up on the board 10minutes
(including solutions of major tasks) via a powerpoint. The first question will be 2.80+1.39.
The next question would be 2.3-1.07. The students should
work as a group to answer these questions. The teacher
will work the room walking around to desks asking
questions. Some questions might be:
1. So what are you going to start with?
2. How many hundredths are there?
3. How many rods will you have?
4. How many flats will you have?
5. How many units will you have?
6. Is there any exchanging you need to do?
3. Explain The teacher will work through the problems with the 20 minutes
students. Under the doc cam the teacher will do the
problems with the students. The teacher will say okay: so
I have 2.80 how would I show that? The students should
reply by saying two flats and eight rods. The teacher will
say good. So then the teacher will demonstrate that with
base ten blocks. The teacher will then say okay so now
how would I show 1.39. The students should say one flat,
3 rods, and nine units. Okay good! So if I add these
together how would I do that? Students should say that
we need to do some exchanging first. The teacher will
say: Good! So I have 11 rods or 11 tenths. Can I exchange
that for anything? Students should say to exchange ten
rods for one flat.The teacher will say: Good. Now I
have four flats, one rod, and nine ones...so is that our
answer. The students will say: yes, 4.19 is our answer.
The teacher will then go under the doc cam and do the
standard algorithm. She will say , okay so how can you



explain what we just did using the standard algorithm?

The students should say that we have nine hundredths, 11
tenths so we exchange ten of those for one whole that's
why we carry the one. And we are left with 4.19.

The teacher will continue with the next problem. Under

4. Elaborate/Extend (students who
need help) and multiplication
5. Evaluate
(assessment methods)
Materials/Technology: Pencil, paper, exit ticket, board, powerpoint, base ten blocks.
the doc cam she will put 2.3-1.07. The teacher will ask
the students what to do first. The students should say to
get two flats and three rods to make 2.3. The teacher will
say good, now how do I take away 1.07. The students
should say take away one flat. The teacher will say good
but how will I deal with the rest. The students will say
that we are not taking away any tenths, but hundredths.
But we do not have any units, so we should exchange one
rod for 10 units and take away seven units leaving us with
three units. After the exchange we should be left with
1.23. The teacher will do the standard algorithm with the
students. She will say okay 2.30-1.07, so we start in the
hundredths place. We cannot take zero away for seven so
what should we do? The students should say that we need
to exchange that 0 for a ten and ten minus seven is 3.
Since we borrowed from the tenths place, we need to
make the 2 a three. After completing the standard
algorithm we should be left with 1.23.
Students who need a challenge will be given a 5 minutes
multiplication and division problem such as 1.2/0.3 and
2.5 X 2. Students who need help or struggle will be able
to work in groups and the teacher will be walking around
making sure they understand. Students who are struggling
can also draw out pictures to help them better understand.
The students will have an exit ticket. The exit ticket 5 minutes
question will be 3.22+1.08. Students are expected to earn
8/10 points ( see rubric and exit ticket below).

Rubric Does Not meet Partially meets Meets expectations

expectations expectations

Procedural Fluency (3 Incorrect answer (0 Incorrect answer that Correct answer (3 pts).
pts) pts) is an error from
conceptual
understanding ( 2pt)

Conceptual No work was shown ( Work was shown but Work was shown and
Understanding -- 1 pt). incorrect (2 pts) was correct ( 3 pts)
showing work ( 4 pts).

Reasoning (3 pts) There was no There was a vague There was a clear and
explanation ( 1 pt). explanation or the accurate explanation
explanation was of what the student
incorrect (2 pts). was doing (4 pts).

Total Points (
possible 10 points)

Exit Ticket:
3.22+1.08. Solve this problem using drawing( base ten blocks). Once you have done that, explain in
detail what you did and why.