David Knapp

Daily Lesson Plan for: J

Lesson # 14

Date:

Goal(s):
5. NBT.A.4 - Use place value understanding to round decimals to any place.
5. NBT.B - Perform operations with multi-digit whole numbers and with decimals to hundredths.
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.
Goal(s):
Given decimals to the tenths and/or hundredths place value, presented either vertically or
horizontally in the format of subtracting 2, 3, or 4- digit numbers, J will use rounding to
estimate the difference of two decimal numbers in 3 out of 4 prompts.
Given decimals numbers to the tenths and/or hundredths place value, presented either
vertically or horizontally, J will be able subtract two 2, 3, or 4- digit numbers decimals in 3
out of 4 prompts.
Materials/
Activities

Time #

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

3
mins

Name at least one important thing to remember when adding

decimals (lining up decimals, adding zeros, using estimation to
check)
Advanced Organizer:
Motivation board elements of each quarter placed in game
board, stickers specific to skill(s) for board score/graph

Motivational
board

Pre-game
2
mins

Understanding place values in decimal numbers made it possible for

us to compare decimals and learn how to round decimal numbers.

Understanding how to round decimal numbers made it possible for

us to learn how to estimate the totals of multiple decimals
combined.

Place Value
Chart

Knowing how to estimate the range of what the total/answer to a

decimal math problem should be will make it easier for us to learn
how to subtract with decimals which is what we will be doing
today.
1st Quarter: Teacher Instruction:
Part 1

5
mins
Whiteboard

When working on finding the difference between decimals

(subtracting) it is helpful to (1) first round the numbers and then
(2) estimate the difference.
*Then, when we actually subtract the decimal numbers, we can
compare our solution to our estimation if the two are not close we
know we have a problem.
Lets do a few decimal subtraction problems with estimation.

Part 2

8
mins

When we are ready to actually subtract decimal numbers one of

the most important things to remember is that in this case
NEATNESS counts.
It is most important to keep the decimal points in a very straight
line to make sure your answer has all digits in the correct place
values.
Lets look at a few subtraction problems watching our decimal
point very carefully.
**Also notice that sometimes there is an open place in one of
the numbers (example: 43.94__ 2.024). To keep our place
we can fill in a zero to any place on the far right side of a
decimal point: (example: 43.940 2.024)

Placing these zeros on the far right can help us keep our
decimal places aligned.

*** We can also use estimation to check our solution in the same
method we use to check subtraction problems with whole
numbers by adding the smaller number and our answer and
seeing if our total is equal to the larger number in our problem.
Example: 4.8 2.6 = 2.2 check by estimating 5 3 = 2..
Checking = the answer 2 when added to 3 is equal to 5.

2nd Quarter: Guided Practice:

Decimal Game: Quizmo
Decimal
Game:
Quizmo

8
mins

Take turns to solve the prompt card; use markers on card if

answer appears presented in bingo game format.
Winner covers finds the answers to the prompts on their
Quizmo card forming a straight line (vertical, horizontal or
diagonally).

3rd Quarter: Independent Practice:

Worksheet
of common
error
examples

5
mins

What Went Wrong worksheet given 3 examples of either

addition and/or subtraction problems (decimals numbers to the
tenths and/or hundredths place value, presented either
vertically or horizontally) worked out with common error, J will
identify the error and fix the problem to correctly solve the
decimal addition/subtraction problem in 3 out of 3 prompts.

4th Quarter: Assessment/Evaluation:

Worksheet

5
mins

Worksheet with 4 decimal problems given (decimals numbers to

the tenths and/or hundredths place value), presented either
vertically or horizontally, J will be able subtract two 2, 3, or 4digit numbers decimals in 3 out of 4 prompts. (*Show all work)

Post-game: Lesson Closure:

Explain the process of subtracting decimals in your own words.
3
mins

Other review/extension skills:

Estimating

Student Progress

Student Progress

Quantitative:

Quantitative:

7 out of 8

2 out of 2

Qualitative:

Qualitative:

J knows the strategy; the occasional

J was on task and engaged during all
miss is due to his rushing. He slowed parts of our instruction time.
down today, taking his time and double
checked his work (which he rarely does).
Instructional Decision:

Instructional Decision:

Move on to multiplying and dividing by

multiples of 10 (10, 100, 1000).

I plan on introducing a self-monitoring

device and token economy. Js behavior has
been excellent when working one to one; I
do want to increase his positive
interactions/on task behavior in the
classroom though.

Teacher Reflection for

Instruction/Assessment
Instruction:
What?

Teacher Reflection for Management

Planning:
What?

Our step by step process for subtracting Why?

decimal.
Changes?
Why?
I slowed down and went through Delivery:
examples and non-examples. J provided What?
input and response(s) as I showed how the
steps work for multiple problems that Why?
varied in difficultly.
Changes?
Changes?
Increase the amount of cognitive
modeling I use I liked seeing J work
through the examples with me. I think it
may be a useful technique to help him
develop a practice of mentally talking
through steps, not only in problem solving

but also as part of a self-monitoring device

to remind himself to slow down/ recheck his
work.
Guided practice:
What?

Why?

Changes?

Independent practice:
What?
Why?
Changes?

Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #15

Daily Lesson Plan for: J
Lesson # 15

Date: Friday, April 4, 2014

Goal(s):
5. NBT.A Understand the place value system. 5. NBT.A.4 Use place value understanding to
round decimals to any place. 5 NBT.B Perform operations with multi-digit whole numbers and
with decimals to hundredths.
Goal(s):
5. NBT.A.1 Recognize that in a multi-digit number, a digit in 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.
Given decimals numbers to the tenths, hundredths and/or thousandths place value, presented
either vertically or horizontally, J will be able to correctly identify that multiplying by 10
increases the numbers value and shifts its place one position to the right; by 100 shifts its place
two positions to the right and by 1000 moves its place value three positions to the right in 5 out
of 6 prompts.
Given decimals numbers to the tenths, hundredths and/or thousandths place value, presented
either vertically or horizontally, J will be able to correctly identify that dividing by 10 decreases
the numbers value and shifts its place one position to the left; by 100 shifts its place two
positions to the left and by 1000 moves its place value three positions to the left in 5 out of 6
prompts.

Materials/
Activities

Time #

Lesson Plan

Attention Cue: Are we all set to go J?

Review:
5
mins

When working on finding the difference

between decimals (subtracting) it is helpful
to (1) first round the numbers and then (2)
estimate the difference.
*Then, when we actually subtract the

Scaffold
Feedback
OT
&
Adaptations

decimal numbers, we can compare our

solution to our estimation if the two are
not close we know we have a problem.

Advanced Organizer:

Motivation
board

Motivation board elements of each

quarter placed in game board, stickers
specific to skill(s) for board score/graph

Pre-game: Expectations/goals
3
mins

The value of a digit changes depending on

where it is located in a number. In a base
ten system, multiplying or dividing a
number by 10 changes the value of the digit
by one whole place value position, by 100
two places, by 1000 three places.

1st Quarter: Teacher Instruction.

Place Value
Chart

8
mins

Multiplying & Dividing Decimals by

Multiples of 10
(Sung to "Row, Row, Row Your Boat")
Right, right, right you go
When you multiply
Decimals, decimals, decimals, decimals
By multiples of 10.

Whiteboard
Dry erase
marker(s)

Left, left, left you go

When you must divide
Decimals, decimals, decimals, decimals
By multiples of 10.

Multiplying by Multiples of 10

Whiteboard
Decimal by
10
Preprinted
cards
*multiply or
divide by 10,
100, 1000

Dividing by Multiples of 10

Plain paper,
colored pencils

2nd Quarter: Guided Practice

3 baskets
10
marked by 1, mins
2, 3 place
value position
Small foam
basketball

Using 25 preprinted cards with decimal

problems (multiplication and/or division)
using decimals numbers to the tenths,
hundredths and/or thousandths place value
multiplied or divided by 10, 100, and/or
1000; we will take turns identifying the
location of the decimal point in the answer.
If answered correctly the player shoots for
the correct basket labeled by number of
place value positions (1, 2, or 3) that were
moved (either to the right or left).

3rd Quarter: Independent Practice

Worksheet
with mixed
6
problems of mins
multiplication
and/or
division by
10, 100, 1000

Worksheet with decimal numbers to the

1000s place value multiplied and/or divided
by 10, 100, 1000.

4th Quarter: Assessment/Evaluation

6
mins

Given decimals numbers to the tenths,

hundredths and/or thousandths place value,
presented either vertically or horizontally, J
will be able to correctly solve multiplication
and/or division problems using multiple of
10s (10, 100, 1000) in 5 out of 6 prompts.

Post-game: Lesson Closure

3
mins

We know multiplying a number by 10

increases the value of the number.

We know dividing a number by 10

decreases the value of the number.
We can use multiples of 10 to expand
knowledge of basic multiplication facts with
decimals.
Rules of multiplying decimals by 10, 100,
1000:
1. Count as many zeros you are multiplying
the decimal by
2. Move the decimal point RIGHT as many
times as you counted zeros
We can use multiples of 10 to expand
knowledge of basic division facts with
decimals.
Rules of dividing decimals by 10, 100,
1000:
1. Count as many zeros you are multiplying
the decimal by
2. Move the decimal point LEFT as many
times as you counted zeros

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

4 out of 4

2 out of 2

Qualitative:

Qualitative:

J grasped this concept while playing our

J stayed on task even when large groups
guided practice game.
of students walked by us during our lesson.
Instructional Decision:

Instructional Decision:

While J has done well this week (and last)

with the concepts and activities regarding
decimals, I will make a point next week to
review/recheck his understanding on each
concept. My concern is that the one to one
setting as well as the game format of many
of our guided practice activities may not be
representative of how he would perform in a
typical academic large group setting. I
want to make sure he has mastery level
understanding of these concepts so that they
transfer across environments.

Teacher Reflection for Instruction/Assessment

Instruction:
What?

Teacher Reflection for Management

Planning:
What?

Why?
Why?
Changes?
Changes?
Guided practice:
Delivery:
What?
What?
Showing what happens to the decimal
when you multiply/divide by tens.
Why?
Why?

J enjoyed the song (Decimal Row, Row, Changes?

Row Your Boat) strategy we used in this
lesson.
Changes?
Try to locate and use more fun strategies
like this.

Independent practice:
What?
Why?
Changes?
Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #
Daily Lesson Plan for: J
Lesson #

Date:

Goal(s):
Iowa Test of Basic Skills M, T, Th, F week of March 31 April 4, 2014

Materials/
Time #
Activities

Lesson Plan

Review:

Advanced Organizer:

Expectations/goals

Teacher Instruction

Guided Practice

Independent Practice

Assessment/Evaluation

Lesson Closure

Scaffold
Feedback
OT
&
Adaptations

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

Qualitative:
Qualitative:

Instructional Decision:

Instructional Decision:

Teacher Reflection for Instruction/Assessment

Instruction:
What?

Teacher Reflection for Management

Planning:
What?

Why?

Why?

Changes?
Guided practice:

Changes?
Delivery:

. What?
What?
Why?
Why?
Changes?

Independent practice:
What?
Why?
Changes?
Evaluation:
What?
Why?
Changes?

Changes?

Management Plan
StudentCentered
and/or DI
Elements

Room & Rules

Lesson Transitions

Motivational
Chart
w/Goals

Self-Esteem
Activity

J really likes
basketball
so we have
framed our
work as if it
were the
parts of a
Basketball
game.

Using the basketball

theme, we move from
each section of the
lesson to another as if
it were part of a
basketball game.

Week #4

The
motivational
board we
designed
uses the
basketball
theme
throughout
using
basketball
stickers,
scoring, etc.)

1st Quarter: Teacher

Instruction

To monitor
his progress
each day J
places
stickers of
Basketballs
(with the
name of the
skill learned)
on a score
chart.

Pre-game: goals and

expectations

2nd Quarter: Guided

Practice
3rd Quarter:
Independent Practice
4th Quarter:
Assessment/Evaluation
Post-game: Lesson
Closure

Week # 4
stickers:

As a
continuation
of a
successful
self-esteem
activity in
weeks 1, 2 &
3 we played
a question &
share
information
basketball
game.
We took
turns
shooting a
foam
basketball
into a small
basket while
asking each
other fun
questions or
sharing
thoughts.

Momentary Time Sampling of Students Learning Engagement

Date: 4/2
15
x

15
x

Quantitative Data
Summary

Qualitative Data Summary

100 %
Date: 4/3
15
x

15
x

Quantitative Data
Summary

Qualitative Data Summary

100 %
Date: 4/4
15
x

15
x

Quantitative Data
Summary

Qualitative Data Summary

100 %
Date: Iowa Test of Basic Skills M, T, Th, F week of March 31 April 4, 2014
15

15

Quantitative Data
Summary
%

Qualitative Data Summary

Graph 1 (of 2)
Daily Objectives

Instructional Management Plan for: J

Week of: March 31-April 4, 2014

100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
3/4

Date
Skill

3/5

3/6

3/7

3/10

3/11

3/13

3/14

3/24

3/25

3/27

3/28

4/2

4/3

4/4

Graph 2 (2 of 2)
On-Task Behavior

On-Task & Student Engagement Progress Monitoring Chart for: J

Week of: March 31 April 4, 2014

100
90
80

% of intervals

70
60
50
40
30
20
10
0
3/4

Date

3/5

3/6

3/7

3/10

3/11

3/13

3/14

3/24

3/25

3/27

3/28

4/2

4/3

4/4

Progress Report
UNI Weekly Progress Report # 4
To: Mrs. Sallis
For: J
From: Mr. Knapp
CC: Mr. Schutte
CC: D. Eberline
Academic Skills Addressed in Daily Sessions and Progress
Date

Goal/Skills

Progress

April 2nd,
2014

Adding Decimals

J knows the strategy for adding decimals and how to implement it - he just rushed
through and made a simple calculation error.
**I have seen him do this before I will try
to come up with a self-monitoring strategy
for him to slow down.

April 3rd,
2014

Subtracting Decimals

J did very well in reaching back to prior

learning and using a strategy similar to one
we learned about adding decimals and using
it to subtract decimals.

April 4th,
2014

Multiplying/Dividing by 10, 100 or

1000

J enjoyed using a song (Decimals, Decimals,

Decimals- sung to the tune of Row, Row,
Row Your Boat) to learn how to multiply
and/or divide decimals by multiples of ten.

Curriculum & Instruction: (Strategies, Materials, Observations and Information)

J and I used a variety of tools this week to learn new things about working with decimal
numbers. We engaged in activities where we competed with each other to add or subtract
decimals, and learned the importance of lining up our decimal points.

We used colored pencils to shade areas of grids to represent the process of adding
decimals and we even learned a song to use as a memory device to remember where/how to
move decimals when we multiply or divide by 10, 100 or 1000, (You should ask him to sing it
for you he was great!)
Multiplying & Dividing Decimals by Multiples of 10
(Sung to "Row, Row, Row Your Boat")
Right, right, right you go
When you multiply
Decimals, decimals, decimals, decimals
By multiples of 10.
Left, left, left you go
When you must divide
Decimals, decimals, decimals, decimals
By multiples of 10.

Next week: we will be returning to the skills we have covered in our last few lessons on
decimal numbers (specifically comparing, adding and subtracting decimals) to make sure J
understands them well. We will also be doing some new work with converting decimals to
fractions (and fractions to decimals) and reviewing computation with fractions.

Instructional Management: (Motivational Tools Used and Results/On-Task Behavior/Other)

The class was taking the Iowa Test of Basic Skills this past week so our instructional
time was moved around a bit. J did a super job going with the flow and adapting to the
changes. He was even able to stay focused as other students came through our work area one
day.
One of the things we will begin to emphasize in our time together is the idea that he can
improve his academic performance by learning how to slow down, actively think about the
process he uses to solve math problems/questions, and take the time to recheck his work
whenever possible.
J continues to be a pleasure to work with - motivated and engaged during our lesson
activities.

Journal Entry week #4

This week it was hard to get instructional time with J due to the Iowa Test of Basic Skills
testing. As I worked with my mentor teacher to reschedule times to try to fit in working with my
student, I remembered all the tests I took in grades 3- 12. There were weeks went it didnt
seem like we did anything except take tests. As a future teacher I now look back and think how
sad we missed all that instructional time as a kid I remember there came a point where we
stopped taking the tests seriously (I have to admit I can remember times when I deliberately just
made designs with my bubble sheets instead of answering the questions).
While we need data to drive effective instruction not sure the tests we took produced
authentic data.
I know that standardized tests can provide valuable information for a variety of purposes
so I am not really debating their use. Instead I am struck with how, with each opportunity I have
to work with students, the more I value formative assessments (versus summative ones).
Ongoing assessment, at the time of instruction, seems to be the most meaningful input to guide
instructional decisions. The standardized tests seem more about judgment (of kids, teachers,
specific schools, programs etc). While this may useful in a big picture kind of way, I am
more interested in developing skills that can integrate formative assessments smoothly into
instruction. I would like to learn ways that valid individual/classroom learning assessment can
be conducted, and documented, without interrupting instruction.