TE 801- Project 2

Foundational Ideas:
Curriculum: Go Math
We will be focusing on the place value of decimals. This is a big focus for
us because previously, we have learned what the place value is called. Now we
are building off of that to be able to compare decimal numbers and deciding
which number is bigger. We are also going to read numbers to their entirety
instead of focusing on just the number in the place value. We will also be
rounding numbers based on decimal places. Knowing place value of decimals is
crucial in this concept because they have to know which number is in the specific
place value in order to round to the correct place.
Another big idea we will be focusing on is adding and subtracting decimals.
In order to do this, they are required to learn about adding and subtracting whole
numbers before we can introduce decimals. This is central to learning math
because students will be using this in their everyday lives. This can be used to
talk about money, measurements, or percentages. It is a topic that is widespread
and can enhance learning in other mathematical concepts such as fractions,
division, and multiplication.
The curriculum we will be using is Go Math! A strength our curriculum has
is it does a great job providing scaffolding for the students to start learning the
information. Instead of giving a blank sheet with the target lesson, they have
many worksheets that lead up to what we want the students to do on their own.
Another strength is that the curriculum provides integration of other topics. For
example, they have a writing activity for some of the vocabulary words that we
learned in math. This allows the students to work on writing while also focusing
on the math terms. A weakness our curriculum has is that it has a lot of words
and instructions for the students to read. It doesn’t always clearly explain
because for both the teacher and the student edition, it has a lot of information
that makes this curriculum really hard to pick what to do. It is also confusing at
times because there isn’t always a good explanation to what the purpose of the
activity or topic is. It’s hard to figure out what everything goes to and to determine
what should be taught.
Common Core State Standards:

CCSS.MATH.CONTENT.5.NBT.A.3
Read, write, and compare decimals to thousandths.

My big idea is to help the students learn how to read decimals and help them with their
decimal placements. This correlates perfectly with this standard because they both are
relating to the usage of place values and the importance of these place values.
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.

The big idea of adding, and subtracting decimals relates to this because they both promote
using decimals. We will be teaching the students how to add decimals in many different
contexts, such as money. We will show them how to add them and subtract them and the
steps of both, which promotes this standard.

Standard for Mathematical Practice

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

This is related to our lesson because they are going to be able to take this lesson on
decimals and apply it as a model to other aspects in their lives. Using decimals is a key
concept for them to know and when they learn the methods of decimals, they will be able
to continue to use it in their everyday life. I want to show students how these concepts are
used in their lives already and how knowing this method can help them solve other real life
problems.
 Dear Families,

Throughout the next few weeks, our math class with be studying decimals. We will be
naming, comparing ordering and rounding decimals through thousands. We will also be
adding and subtracting decimals through hundredths. I plan to make our lessons
interactive and meaningful in hopes that your student will really be able to understand
how decimals can be named and compared as well as ordered with different place
values. I am excited to see what the following lessons hold!
You can expect to see homework that includes adding and subtracting decimals
through hundredths. Below is an example of how your child will be taught to add
decimals!

MODEL → Adding Decimals

Add 12.78 and 31.14

Step 1: Step 2:

Estimate the sum. Write the problem with the decimal points aligned. Add the
hundredths first. Then, add the tenths, ones and tens.
12.78 is about 13 Regroup as needed.

31.14 is about 31 1
12.78
13 + 31 = 44 + 31.14
43.92

Sincerely, Miss Krieber

 Record Keeping:

I will keep tracks of my students growth by keeping a list of all my students names and a
chart of all the assignments so I can keep track of the individual students and their growth.
I have files for each student that can allow me to organize their original work into the
correct file to keep records of their progress. I have a class list with columns that I will label
with each assignment and record students scores (# correct and # wrong) on homework
and in class assignments. I will also put these into our grading database so that other
faculty members can access it if necessary.
 Sequence of Lessons

Day One: Lesson 3.1 (10.30.17)

See Markups

Day Two: Lesson 3.2 (10.31.17)

See Markups

Day Three: Lesson 3.3 (11.1.17)

See Markups

Lesson 4 (3.4 Round Decimals)

Date: 11.6.17
Learning Target/Objective: Students will be able to round decimals to any
place.
Brief Description/Overview of the Lesson: The students will take notes in
their math notebooks of the different discussion points and practice problems
we do. As a class we will do the following problem:
The Gold Frog of South America is one of the smallest frogs in the world. It is
0.386 of an inch long. What is this length rounded to the nearest hundredth of
an inch?
● Write the number in a place-value chart and circle the digit in the place to
which you want to round.

Ones Tenths Hundredths Thousandths

0 3 8 6
→ Why do you circle the 8? (Possible answer: This is the digit in the place to
which you want to round.)
→ Why do you underline the 6? (Possible answer: This digit will tell me whether
to increase the circles digit by 1 or keep it the same. If it is greater than of equal
to 5, then I increase the digit in the rounding place by 1. If it is less than 5, then
I keep the digit in the rounding place the same.)

● In the place-value chart, underline the digit to the right of the place to
which you are rounding.
● If the digit to the right is less than 5, the digit in the place to which you are
 rounding stays the same. If the digit to the right is 5 or greater, the digit in
the rounding place increases by 1.
● Drop the digits after the place to which you are rounding.

So, to the nearest hundredth of an inch, a Gold Frog is about 0.39 of an inch
long.
Give students extra practice worksheet with problems that have students
identify the underlined digit and round the underlined digit to the appropriate
place value.
Materials Needed: Students will need their math notebooks and a pencil.
Formative Assessment: Students will be given a story problem and will work
through the story problem on their own. Students will be expected to show their
work and work independently to show that they understand what number is
round and the value of the underlined digit.

Problem given to students:

The Goliath Frog is the largest frog in the world. It is found in the country of
Cameroon in West Africa. The Goliath Frog can grow to be 11.815 inches long.
How long is the Goliath Frog to the nearest inch?
Step 1: Write 11.815 in a place-value chart.
Step 2: Find the place to which you want toround. Circle the digit.
Step 3: Underline the digit to the right of the place to which you are rounding.
Then round.
So, to the nearest inch, the Goliath Frog is about _______ inches long.
Strategy(s) for meeting the needs of all learners:

Lesson 5 (3.5: Decimal Addition)

Date: 11.8.17
Learning Target/Objective: Students will be able to model decimal addition
using base-ten blocks.
Brief Description/Overview of the Lesson:
I will show the students the models of ones, tenths and hundredths using the
base ten blocks. Using the base ten blocks, I will put different values on the
ELMO for students to examine. Students will use wipe boards to show me the
value of different base ten blocks. After showing students different amounts, I
will then switch to adding different values. On the ELMO,I will create examples
with the base ten blocks. Students will examine the base ten blocks and write
on their individual wipe boards the values in decimal form.
Problems to give students using base ten blocks:
0.34 + 0.27
1.37 +1.85
0.9 + 0.7
0.65 + 0.73
1.3 + 0.7
Materials Needed: Small wipe boards for each student, dry erase markers,
erasers, base ten blocks.
Formative Assessment:
After completing examples with the class, students will partner up and quiz
each other on different values. Each student will draw examples of base ten
blocks and their partner will write the addition problem in decimal form and then
solve it.
Strategy(s) for meeting the needs of all learners:
For students that need extra help with the concept, they will sit at the kidney
table with either myself or my mentor teacher and receive extra help on
understanding the concepts of decimal addition. This will happen when the
other students are partnered up to give each other problems to solve.

Lesson 6 (3.6: Decimal Subtraction)

Date: 11.9.17
Learning Target/Objective: Students will be able to model decimal subtraction
using base-ten blocks.
Brief Description/Overview of the Lesson: I will review with the students the
models of ones, tenths and hundredths using the base ten blocks. Using the
base ten blocks, I will put different subtraction problems on the ELMO for
students to examine. Students will use wipe boards to show me the value of the
base ten blocks in decimal form and write the values in a subtraction problem.
Students will examine the base ten blocks and write on their individual wipe
boards the values in decimal form as well as the answers to the subtraction
problems.
0.34 - 0.27
1.85 -1.37
0.9 - 0.7
0.73 - 0.65
1.3 - 0.7
Materials Needed: Small wipe boards for each student, dry erase markers,
erasers, base ten blocks.
Formative Assessment: After completing examples with the class, students
will partner up and quiz each other on different values. Each student will draw
examples of base ten blocks and their partner will write the subtraction problem
in decimal form and then solve it.
Strategy(s) for meeting the needs of all learners: For students that need
extra help with the concept, they will sit at the kidney table with either myself or
my mentor teacher and receive extra help on understanding the concepts of
decimal subtraction. This will happen when the other students are partnered up
to give each other problems to solve.

Lesson 7 (Decimal Addition & Subtraction Word Problems)

Date: 11.10.17
Learning Target/Objective: Students will be able to add and subtract decimals
from word problems.
Brief Description/Overview of the Lesson: Students will work through word
problems that use decimals in their groups. Each table group will be given a
word problem and will solve it together. The students will draw out and show
how they solved the problem. Students will be give 10 minutes to work in
groups. Each group will then present to the class how they solved their
problem. Each member of the group must explain a part of the problem and
solution. While students are not presenting they will listen intently and ask
questions.
Materials Needed: Math notebooks, word problems.
Formative Assessment: Students will be assessed on their participation in
their group as well as the presentation to the class.
Strategy(s) for meeting the needs of all learners: Students who need extra
assistance will be placed in groups with students that have a better
understanding. This will give them an opportunity to work through a problem
and learn from their classmates.
 Lesson 8 (Decimal Addition & Subtraction Menu Activity)
Date: 11.13.17
Learning Target/Objective: Students will use the strategies they learned for
adding and subtracting decimals to apply them to an activity using restaurant
menus.
Brief Description/Overview of the Lesson: This lesson will be a mock of
ordering food and paying for it. Students will pick a restaurant that they want to
eat at. They will find the restaurant or fast food chain’s menu online and choose
off the menu what they would like to eat. They need to choose at least 2 items
plus a drink. Each student will write down what they are ordering and how much
each item costs. They will add what their meal will cost. The students will have
been given $10 (fake money) and that’s they will pay the waitress (me) for their
meal. I will go around and take “orders” from the students. They will have to
give me the cost of their order. After giving me their money they will tell me how
much change they need.
This incorporates adding decimals (adding up the cost of their items) and
subtracting decimals (figuring out what change they should receive back.)
Materials Needed: Restaurant menus, i-pads, math notebooks, pencil
Formative Assessment: The formative assessment is whether the student
adds up their menu items correctly and if they ask for the correct amount of
chnage.
Strategy(s) for meeting the needs of all learners: For students that need
extra help, I will have base-ten blocks available for them to use if they need
extra support in adding their decimals as well as subtracting their change.

Lesson 9 (Review: Decimal Bingo Task)

Date: 11.14.17
Learning Target/Objective: Students show they are able to 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.
Brief Description/Overview of the Lesson:
Pass out bingo game folders to groups of students: Students should then follow
the tasks:
1. Pass out job cards.
2. Unclip answer cards and flip them over in the middle of your group.
3. Pass out bingo sheet to each group member.
4. Pass out chips to each group member.
5. Take turns flipping the answer cards back over.
6. Put a chip on the number that is called. (You may have to solve a math
problem.)
7. When you get three in a row, you must say, “Bingo!” and then add them
all together to get one answer. If it is correct, you win and boards are
cleared.
8. Pass your cleared board to the person to your right and play again.
Materials Needed:
● 6 Bingo Cards
● 9 Answer Cards
● Chips
● Job Cards
● Task Card
● Black Piece of Paper
● Pencil

Formative Assessment: The formative assessment is students showing

understanding of the two concepts and participating in the game as well as
working well with their group members.
Strategy(s) for meeting the needs of all learners: For students that need
extra help with the concepts of adding and subtracting decimals, it is an option
to give differentiated BINGO boards. They can be more simplified decimal
amounts or for advanced math students, using problems with more complex
decimals to subtract or add.

Lesson 10 (Mid-Chapter Checkpoint)

Date: 11.15.17
Learning Target/Objective: Students will show their learning and progress in
adding and subtracting decimals.
Brief Description/Overview of the Lesson: This lesson consists of a 2 page
 assessment. The students will each be given the assessment after lesson 3.6 is
completed and will be given an appropriate amount of time to finish it.
Materials Needed: Copies of the assessment, base ten blocks
Formative Assessment: This assessment is a formative assessment for the
first half of the chapter.
Strategy(s) for meeting the needs of all learners: Students who need extra
help will be given extra time. For ELL students that need extra help, they will be
able to use the manipulative base ten blocks to help them sort out a problem if
needed.

Section 5: Five Practices

Throughout creating and teaching this unit of math I have learned a lot about the
different ways my students learn as well as the flexibility I must have as a teacher. The five key
practices that I learned about in many ways and would like to remember in future planning and
classrooms are: differentiation in lessons, time management when teaching, incorporating the
use of technology, less teacher talk/more student talk, and the use of hands on activities and
partner work.
The first key practice and honestly the hardest for me personally is incorporating
differentiation in my lessons. There were a few times during my unit where students that are
more advanced finished the work quicker than I originally planned for. In other instances there
were students who needed extra help with the original concept. For example, in lesson 5 and
lesson 6 where students used wipe boards to show problems and answers to decimal addition
and subtraction and I had some students who needed more challenging problems as well as
students who need problems that needed to be explained better. I learned in these two lessons
to have differentiated problems for the students who either need to be challenged or need
extra help in those areas. Differentiation could include breaking students into groups with
activities such as group tasks that engage them further into the level they are at in that lesson.
Differentiation is an important component in lesson planning and especially with ELL students.
Although I planned for ELL students needs in my lessons (extra time, language assistance,
etc.) I needed to add in my lessons differentiation for the other levels that my students are at
and I have come up with many ideas that I will be able to implement in my future classroom
Another key practice that I learned from in planning and teaching this unit was the
importance of time management when teaching lessons. I overplanned with every lesson
which is good to have backup things to do but the practice that I was able to work on was how
to pick what to teach from the curriculum. I spent a lot of time throughout the unit organizing
each lesson with what I wanted to use from the curriculum and what I wanted to add to the
lesson in order to fit my students needs. When looking through each lesson, there were usually
problems and activities that I knew would not work well in my classroom because they would
take too much time or the concept was too hard for my students to understand if taught that
way. When it comes to time management during the lesson I had to make sure I was spending
more time on the concepts that students would need the practice on and not being afraid to roll
over my lesson to the next day if more time was needed. For example, in lesson 3 we were
working on rounding decimals and the students were needing extra help with understanding
the concept of how to round decimals in certain place values. This lesson was planned to take
one day to teach and learn but is an important base to the next two lessons (adding and
subtracting decimals) so the lesson was also done the next day as well. With the curriculum
Go Math! There is a schedule planned out of how a unit should look and for the most part we
are able to follow it. The practice, time management within lessons, has taught me the
importance of taking extra time with lessons if your students need it. Meeting the needs of my
students is very important and I learned that extending time on important concepts is very
beneficial to their learning.
A third practice that I have learned that is beneficial in my teaching is the
implementation of technology into lessons. In my classroom each child has their own ipad and
the students love anything to do with them. Lesson 8 was a perfect example of implementing
technology in an appropriate way. The lesson focus was adding and subtracting decimals by
finding things to eat on a menu at a restaurant they enjoyed. By giving the students the
freedom to look up the restaurant and menu on the internet they became more involved and
excited in the activity. The use of technology has its benefits of switching up using pen and
paper and providing a more interactive way of learning a new lesson. This practice is important
in helping expose students to different ways of learning other than a worksheet or workbook. I
found that implementing technology got my students excited in the activity and pushed them to
think about the task at hand in a different way! When it comes to technology, each school will
differ in the amount of resources it has but to know that it is a successful tool to use if the
resources are present is something I will take with me to my future classroom.
Another key practice that I found would be productive is planning for more hands on
activities or partner work. The students worked well when they has an assignment to work on
with another classmate. I think this practice increases student engagement because they are
able to talk through their work together. The menu activity is a good example to use that
represents how incorporating group tasks or partner work can increase student engagement.
Although students were finding a menu to a restaurant they personally wanted to eat at, they
were able to discuss with their table partner what items they would order and how much they
would cost. This enables the students to become more involved in the task at hand. When the
students are able to communicate with each other through tasks or partner work they can
solve problems together or answer each others questions. I find this practice to be very
beneficial for not only problem solving but student’s communication skills as well especially in
a classroom where a majority of the students are ELL learners. This is important practice that I
am able to use in my future classroom no matter the students or demographics.
The fifth practice that I found to be productive in the classroom is the management skill
of less teacher talk, more student talk. I found that the more I let the students fuel the
discussions, the more engaged they became with the topic. Giving students the opportunity to
explain and answer questions that their peers have asked is important in keeping them
involved. What I learned was very productive is spending only about 15-20 minutes teaching
my students new material, and then giving them more time to work on an activity themselves.
In some lessons I only spoke for about 10 minutes because I wanted the students to explore
the activity and work through the problems themselves. The more I spent talking at my
students, the less engaged I kept them. The practice of less teacher talk, more student talk
was a very productive practice in my classroom and will be a practice I also use in future my
future classroom.