|Lesson Plan ID:
Get it Straight Mr. Decimal!
Students will review addition and subtraction of decimals with a hands-on, cooperative small group experience. They will be placed in small groups and solve problems on individual white boards.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|CE(K-12) ||8. Cooperation |
|CE(K-12) ||10. Self-control |
|CE(K-12) ||11. Courtesy |
|CE(K-12) ||13. Tolerance |
|CE(K-12) ||21. Patience |
|CE(K-12) ||23. Sportsmanship |
|MA2013(5) ||10. 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. [5-NBT7] |
|MA2013(5) ||14. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5-NF4] |
NM-NUM.3-5.3 Compute fluently and make reasonable estimates.
|Primary Learning Objective(s):
The student will review setting up addition and subtraction of math problems with decimals. The student will solve addition and subtraction problems with decimals.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
- Small white boards for each student
- Dry-erase marker for each student
- Rag or eraser for each student
- Cards numbered 1-4 and 1-6
- Overhead projector or interactive board
|Technology Resources Needed:
Internet connection (for extension)
Students must know when adding and subtracting numbers with decimals to line decimals up.
1.)Ask the students why they think it is important to learn to add and subtract numbers with decimals. Discuss how money is made of numbers with decimals and that money is used in every day life. Ask them to discuss times when they would add or subtract money. They should have responses like to put money in a savings account, one would add. If they are given an allowance and want to spend money, subtraction would be used.
2.)Place desks in six groups of four. Number the desks with the table grouping cards provided. (Adjust for number of students in classroom).
3.)Each group of desks should have 4 small white boards, 4 dry-erase markers, 4 erasers or rags, and cards numbered 1-4 (attachment) before the activity begins.
4.)Each student picks a card from the bucket numbered 1-6. This will randomly place them in one of the six table groups.
5.)Once students are sitting at the correct table, have each of them draw one of the cards labeled 1-4.
6.)Explain the directions: A problem will be placed on the overhead or Interactive Board and each student will solve it on their own whiteboard. Give students two minutes to solve the problem. The teacher will pull a card labeled 1-6 to determine which group will be called. Then the teacher will pull a card labeled 1-4 to determine which student from that group will be called. That student will show their board to the class with the final answer circled. Other students will give thumbs up if they agree or thumbs down if they disagree. If there is a disagreement, give the class about two minutes to discuss as a whole why they think it is wrong or right. They may work on the big board to make their point. Then, if the answer is still incorrect, the teacher or another student will solve the problem on the overhead with the assistance of the class. The teacher will be able to stop at the exact point where a mistake might be occuring.
7.)Continue this process with additional problems.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||decimal exit slip.rtf|
Decimal Assessment Checklist.rtf
small group placement.rtf
An exit slip with a problem to solve and explain how to solve it correctly (attachment).
While students are solving problems on the white board, the teacher should be walking around checking students work. The teacher could keep a journal where (s)he records what students are having difficulties with a particular skill. For instance, if a student is not lining up the decimals, the teacher would write--Sally does not line up decimals. By doing the journal, the teacher is able to assign specific extra work to the individual student.
The teacher could use a checklist for each student (attached).
Increase difficulty of the actual problems. Have word problems and have them write a numerical sentence and solve it.
An interactive website for adding decimals is Decimal Squares Blackjack
A website that gives a quick tutorial of how to add and subtract decimals and then gives practice problems is AAA Math
During the lesson, assign a peer-tutor (a student who has mastered the concept) to work with him/her. After the lesson, have the peer-tutor work on more problems with him/her one-on-one.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: