I have to review a lesson plan

17 Jun I have to review a lesson plan

Math 5th Grade

Lesson Plan

Tami Martin

CUR/520

December 12, 2016

Dr. Molly Dyer

Standard #

Cognitive Complexity (DOK level) / Learning goal w/ language objective

MAFS.5.NBT.2.5

Fluently multiply multi-digit whole numbers using the standard algorithm (DOK1)

MAFS.5.NBT.2.6

Find whole number quotients of whole numbers with up to 4 digit dividends and 2 digit divisors, using strategies based on place value, the properties of operations, and / or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models. (DOK2)

Unit Scale

4.0

Examples of students independently working beyond what was taught in class may include, but are not limited to:

· Creating an EXCEL spreadsheet that categorizes types of multiplication and division problems based on product unknown, group size unknown and group number unknown.

3.0

The students will

· Fluently multiply multi-digit whole numbers (not to exceed 5 digits by 2 digits) using the standard algorithm

· Find whole number quotients of whole numbers with up to 4 digit dividends and 2 digit divisors, using strategies based on place value, the properties of operations, and or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models.

2.0

The students will

· Multiply multi digit whole numbers (not to exceed 5 digits by 2 digits) using a variety of strategies.

· Find whole number quotients of whole numbers with up to 4 digit dividends and 1 digit divisors using a variety of strategies.

1.0

With help, the students will

· Multiply 5 digit whole numbers by 1 digit whole numbers

· Find whole number quotients of whole numbers with up to 3 digit dividends and 1 digit divisors, using a variety of strategies.

Day 1

Day 2

Day 3

Learning Goal w/ Language Objective:

I will be able to multiply multi-digit whole numbers.

I will be able to multiply multi-digit whole numbers.

I will be able to multiply multi-digit whole numbers.

Learning Target

Multiplying multi-digit whole numbers

Multiplying multi-digit whole numbers

Multiplying multi-digit whole numbers

Academic Vocabulary

Dividend, divisor,

Standard algorithm

Quotient, product

Area model

Rectangular arrays

Materials / Resources

Math notebook

Math notebook

Multiplication Video

Math notebook

Table top Activity

Explicit modeled instruction / guided practice

Bell work:

An addition problem is shown.

62,549

12,332

+2,557

Calculate the sum.

Have students complete bell work

Review responses

REVIEW: Review learning goal/scale

Have students rate themselves on the scale

(DQ 1, Element #1)

Review vocabulary by turning and talking with their partners. Share out.

(DQ 3, Element #14)

ENGAGEMENT :

3 statements are written about multiplication.

2 of them are true & 1 is not true (fiction).

Stand up when you hear the “fiction” statement

Example:

1. You always start with the ones digit and multiply across the top.

2. The numbers you multiply are called the product.

3. The numbers you multiply are called the factors.

Now you try! On your note card write 3 statements about multiplication.

Remember…2 must be true and 1 must be fiction.

EXPLICIT:

SLIDE 1:

434

x 6

(DQ 2, Element 6)

CRITICAL INFO: Having students color code the place value and then change color when moving on to the next digit can help. Walk students through how this is done by also using the steps within the traffic light on the slide. Students need to use standard algorithm for each problem. The stop light will be used throughout the lessons on multiplication, but today we are only focusing on the green light.

Traffic Light: when explaining the traffic light to students –

1. GREEN – (Multiply the top) means to multiply the digit in the ones place (green) by each of the digits in the top number.

2. YELLOW (drop it like it’s hot and multiply the top) means to add in the place holder and the multiply tens digit (yellow) by each of the digits in the top number.

3. RED (ADD (+) and show ‘em what you got) means to add up the green and the yellow products to get your final answer.

Answer: 2,604

(DQ. 2 Element 9)

SLIDE 2:

12,434 x 7

Answer: 87,038

(DQ. 2 Element 9)

GUIDED/Collaboration:

SLIDE 3:

3,634

x 2

Check for understanding: Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice

Answer: 7,268

(DQ. 2 Element 11)

SLIDE 5:

21,776

x 3

Check for understanding: Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice

Answer: 21,776

(DQ. 2 Element 11)

Check for understanding:

Today we are going to 
learn a new way to chat 
with our partners. Let’s learn how to play 
”Carousel Feedback“ (we will be using this method throughout the week so students get comfortable with it.)

Directions: Give students a minute or so to solve problem #1 independently. At the end of the minute they will pass trade papers with their shoulder partner. Each partner will write 2 comments on the paper they now have in 30 seconds. One comment should be something that they did well and the other should be something that they could do better. At the end of 30 seconds they will give papers back and repeat with #2.

Question #1

Answer: 4,115

Question #2

Answer: 19,554

(DQ 5 Element 27)

Independent Practice:

Exit Slip:

17,221

x 7

Answer: 17,221 x 7 = 120,547

Revisit scale and have students rate themselves again

Bell Work:

An addition problem is shown:

36,549 + 37,332 + 6,437

Calculate the sum.

Have students complete bell work. Review responses.

REVIEW: Review the learning goal/scale. Have students rate themselves on the scale.

(DQ 1, Element #1)

Review vocabulary by turning and talking to their partners. Share out.

(DQ 3, Element #14)

ENGAGEMENT:

Multiplication Video

Q: What stop light step does Wacko forget?

Q: Is Wacko wrong for not using that step?

EXPLICIT:

CRITICAL INFO

Traffic Light: when explaining the traffic light to students –

1. GREEN – (Multiply the top) means to multiply the digit in the ones place (green) by each of the digits in the top number.

2. YELLOW (drop it like it’s hot and multiply the top) means to add in the place holder and the multiply tens digit (yellow) by each of the digits in the top number.

3. RED (ADD (+) and show ‘em what you got) means to add up the green and the yellow products to get your final answer.

SLIDE: 19

34 x 46

Answer: 34 x 46 = 1,564

SLIDE 20:

374 x 53

Answer: 374 x 53 = 19,822

GUIDED/Collaboration:

Check for understanding:

Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice

SLIDE: 21

47 x 35

Answer: 47×35= 1,645

SLIDE: 22

591 x 72

Answer: 42,552

SLIDE: 23

89 x 24

625 x 15

INDEPENDENT:

1. Provide the independent questions to students

2. Students should not have to spend time copying the questions

3. List all independent questions on one slide

Check for understanding: Based on your checks for understanding – students may work in pairs or in a teacher-led small group to complete the independent practice problems

Answers:

1. 24 x 14 = 336

2. 145 x 21 = 3,045

3. 17 x 38 = 646

4. 653 x 45 = 29,385

EXIT SLIP

In this flag, solve the following problem:

233 x 65

In this flag, write one important piece of information that you learned about multiplying from today’s lesson.

Bell Work:

An addition problem is shown:

10,984 + 73,977 + 8,352 =

Calculate the sum. (93,313)

Have students complete bell work. Review responses.

REVIEW: Review the learning goal/scale. Have students rate themselves on the scale.

(DQ 1, Element #1)

Review vocabulary by turning and talking to their partners. Share out.

(DQ 3, Element #14)

ENGAGEMENT:

Table top activity

1) Give each group a copy of table top twitter slide

2) Students will each have a different colored crayon

3) Set a timer and students will write what they know about multiplying decimals

4) If a student agrees with what another student wrote they can put a smiley face & comment on what each other writes

5) Share out some of the thoughts

EXPLICIT:

CRITICAL INFO

Traffic Light: when explaining the traffic light to students –

1. GREEN – (Multiply the top) means to multiply the digit in the ones place (green) by each of the digits in the top number.

2. YELLOW (drop it like it’s hot and multiply the top) means to add in the place holder and the multiply tens digit (yellow) by each of the digits in the top number.

3. RED (ADD (+) and show ‘em what you got) means to add up the green and the yellow products to get your final answer.

SLIDE: 31

2784 x 22

Answer: 77,952

SLIDE:32

23,784 X 34

Answer: 808,656

GUIDED/Collaboration:

Check for understanding:

Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice

SLIDE:33

3580 X 22

Answer: 78,760

SLIDE:34

10,604 x 47

Answer: 498,388

Check for understanding: Monitor students to ensure they are ready to move to independent practice. If they are not ready continue with explicit instruction, teacher/student guided practice, or student/student guided practice

Today we are going practice chatting 
with our partners. Let’s play 
”Carousel Feedback“ (we will be used this method on Monday as well)

Directions: Give students a minute or so to solve problem #1 independently. At the end of the minute they will pass trade papers with their shoulder partner. Each partner will write 2 comments on the paper they now have in 30 seconds. One comment should be something that they did well and the other should be something that they could do better. At the end of 30 seconds they will give papers back and repeat with #2.

Answer #1: 1235 x 57 = 70,395

Answer #2: 42,743 x 32 = 1,367,776

ESOL / ESE

Accommodations

ELL Students:

Modeling, think-pair-share, direct Instruction, think-pair-share, wait time, question for clarification

Modeling, think-pair-share, direct Instruction, think-pair-share, wait time, question for clarification

Modeling, think-pair-share, direct Instruction, think-pair-share, wait time, question for clarification

Assessments

Independent Practice

Student Reponses

Exit Slip

Independent practice

Exit Slip

Independent practice

Exit Slip

Reflection:

This lesson is a 5th grade lesson that focuses on multiplying multi-digit numbers fluently. In order for students to be able to perform the grade level standard, students need to be able to recall basic multiplication facts. In this lesson, each type of learner’s needs is addressed. Cognitive structures are presented throughout the lessons. These structures allow for learners to organize information for understanding and recall. The videos provide students with a visual to understand the steps when multiplying multi-digit numbers. The video is easy to follow and bright with colors. The information from the video is placed on an anchor chart for students to refer to, but once again it is another type of visual. In this lesson, comparative learning and symbolic representative learning strategies are addressed with the use of the video and reiterating the steps to perform the mathematical process. There are several strategies included in the lesson plan to address each individual learner. I included several collaboration strategies to help students develop their math sense, in addition to provide support for the low performing students. Using the Carousel Feedback gives students the opportunity to work on a problem, but to give feedback on their peers’ work. While students are working on their problem, I am monitoring for understanding asking groups to explain the steps in solving the problems and checking for understanding. Students ability to evaluate, problem solve, and analyze, the mathematical process, students are applying the abstract logical reasoning. Using effective teaching strategies increases students’ fluency with multiplying multi-digit numbers.