Area of Instruction

Lesson Plans

Monday, November10th
Genece S. Porter

Area of Instruction

Lesson

Gym/Breakfast/Restroom
Mrs. Porter’s Homeroom
Mrs. Easterling’s
Homeroom
Ms. Williams’ Homeroom / Core Bites/
Mental Math/Review Homework/
Problem of the Day/ Teacher-Directed Math/Guided/
Independent Practice/Small Group/Closure/
Homework assigned
5.NBT.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.
Mathematical Practices
1, 2, 4, 6, 7, and 8 / TSW unpack and complete their respective day’s Core Bites. At 7:45, TCW go over the Core Bites. Early Finishers will complete their Enrichment Folders.
Problem of the Day
The numbers below are missing their decimal points. Put decimal points in the numbers so that the numbers are ordered from least to greatest.
1 5 1 4 2 1 8 2 1
-Students may use a place value chart to solve this problem. Encourage students to discuss their strategies aloud with the rest of the class.
Materials: assortment of play coin and bill denominations
-Place students in small groups. Provide each group with an assortment of play money. As you read each scenario, have students make a collection with the correct amount of money. Allow time between scenarios for students to exchange coin and bill combinations as necessary.
-You earn $3.50 for feeding the neighbor’s fish while they are away on vacation.
-You find $1.19 beneath the couch cushions, when you are helping your mom vacuum.
-When you clean your room, you find $0.84.
-Your mom sends you to the store and says that you can keep the change: $2.28.
-You find $0.06 left in your piggy bank.
-How much money do you have altogether? ($7.87)
Math in My World-Example 1-Page 335
-Read the example aloud. Write 44.2 + 33.1 on the board as a vertical addition problem.
-When adding decimals, we need to write the problem vertically and line up the decimal points. What estimate do we get for the sum if we round each decimal to the nearest whole number? (44 + 33 = 77)
-Now we find the actual sum. First, we add the digits in the tenths places. What is 2 + 1? (3)
-Write 3 in the tenths place in the answer to the addition problem.
-Now add the digits in the ones places. What is 4 + 3? (7)
-Write 7 in the ones place in the answer.
-Now add the digits in the tens places. What is 4 + 3? (7)
-Write 7 in the tens place in the answer.
-Bring the decimal place down so that it appears in the same place as in the addends. The decimal appears between the 7 and 3 in the answer. So our answer is 773.
-Have them check their answer for reasonableness by comparing to the estimate.
-Explain why it is important to line up the decimal points before completing an addition problem. (Lining up the decimal points aligns all of the digits in the same place-value positions. You must add the correct place-value digits together to get the correct answer.)
-Write 19.6 + 4.31 on the board as a vertical addition problem. Work through the problem with the students following the same steps outlined in the first example.
Guided/Independent Practices pgs. 335-338
Homework-Workbook pages 339-340 on Adding Decimals
Recess / Play and socialize unless it is raining, then TSW play math games and socialize in the classroom.
Activity / ART-TCW go to Activity, and the students will take turns going to the restroom
Lunch / TCW go to lunch, and the students will take turns going to the restroom
Pack up/dismiss

Lesson Plans

TuesdayNovember11th

Area of Instruction

Lesson

Gym/Breakfast/Restroom
Mrs. Easterling’s
Homeroom
Ms. Williams’ Homeroom
Mrs. Porter’s Homeroom / Core Bites/
Mental Math/Review Homework/Problem of the Day/Teacher-Directed Math/Guided/
Independent Practice/Small Group/Closure/
Homework assigned
5.NBT.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.
Mathematical Practices
1, 2, 4, 5, 6, and 7 / TSW unpack and complete their respective day’s Core Bites. At 7:45, TCW go over the Core Bites. Early finishers will complete their Enrichment Folders.
Problem of the Day
There are 7 people on the bus, and the bus picks up 4 additional people at each stop. How many stops will it take to have 31 people on the bus? (6 stops)
-Have students look back at the problem they solved. Ask what operation they need to use to solve this problem.
Model the Math
Materials: index cards
Copy the following 10 numbers onto large index cards (one number per card): 3, 4, 5, 7, 8, 9, 12, 16, 21, and 25. Hand them out to 10 students, one card to each student. Tape the cards to the board one at a time. The order should be random. Add up the 10 numbers without using a pencil or paper.
-While a few students may be able to do this, it will be quite difficult for most.
-What are some ideas on how to make this easier to do? Discuss rearranging the numbers. Then move them into the following order: 12 + 8 + 16 + 4 + 3 + 7 + 21 + 9 + 25 + 5
-Now find the sum. (110)
Math in My World-Example 1-Page 341
-Read the example aloud. Write 5 + 15 on the board.
-What are the properties of addition listed on the page? (Commutative Property and Associative Property)
-Discuss with students what each property means. The Commutative Property states that you can change the order of the addends without affecting the sum. The Associative Property states that you can group addends differently without affecting the sum.
-How can you use the Commutative Property to simplify this addition problem? (Switch the positions of 5 and 27; 27 + 5 + 15)
-How can you use the Associative Property to simplify this addition problem? (Group 5 and 15; 27 + (5 + 15)
-What is 5 + 15? (20) What is 27 + 20? (47)
-How many movies did Elijah watch in the last month? (47 movies)
-Discuss with students the Identity Property. The Identity Property states that adding zero to a number will not change the value of the number.
-In your own words, explain why the Commutative Property works. (If I have $3, then add $4, I will have $7. This is the same if I have $4, and then add $3. I will still have $7.)
Guided Practice-Example 2-Page 342
-Write 1.8 + 2.6 + 0 on the board.
-Let’s simplify by breaking some of the addends into whole numbers and decimals.
-Break apart 1.8. (1 and 0.8) Break apart 2.6. (2 and 0.6)
-Write (1 + 0.8) + (2 + 0.6) + 0 on the board.
-Would grouping addends simplify the problem? Explain. (yes; group the whole numbers and group the decimals.)
-Work through the rest of the examples as a class discussing the properties used.
What happens when you add 0 to a number? (The number stays the same; this demonstrates the Identity Property.)
-Use properties to mentally determine whether 3.1 + 0.8 + 0.9 is less than, greater than, or equal to 5. Explain. (less than; 3.1 + 0.9 = 4; 4 + 0.8 = 4.8; 4.8 < 5)
Think Pair-Share
Write 5 three-number addition problems on the board. For example, 10 + 12 + 8. Have students put parentheses around two of the numbers that can be computed mentally using the Associative Property. Have students work with a partner to discuss how they rearranged the grouping of the numbers and why they get the same answers no matter what the grouping. Have students explain the Associative Property in their own words.
Guided/Independent Practice Pgs. 341-344
Homework on Addition Properties-Pgs. 345-346
Recess / Play and socialize unless it is raining, then TSW play Math Games and socialize in the classroom.
Activity / Library-TCW go to Activity and the students will take turns going to the restroom
Lunch / TCW go to lunch and the students will take turns going to
the restroom
Pack up/dismiss / Dismiss

Lesson Plans

Wednesday November 12th

Area of Instruction

Lesson

Gym/Breakfast/Restroom
Ms. Williams’ Homeroom
Mrs. Porter’s Homeroom
Mrs. Easterling’s Homeroom / Core Bites/
Mental Math/Review Homework/Problem of the Day/Teacher-Directed Math/Guided/
Independent Practice/Small Group/Closure/
Homework assigned
5.NBT.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.
Mathematical Practices
3, 4, 5, 6, and 7 / TSW unpack and complete their respective day’s Core Bites. At 7:45, TCW go over the Core Bites. Early Finishers will complete their Enrichment Folders.
Problem of the Day
Brianna has 6 dimes, 4 quarters, and 2 nickels. She spends $1.35. How much does she have now? ($0.35)
-Have students discuss which mathematical concepts they needed to know in order to solve this problem.
Build It-Page 349
Materials: base-ten blocks
-Model 1.8 using base-ten blocks. Take 0.4, or 4 tenths, away.
-Since there are 8 tenths, how many should we remove? (4 tenths)
-How many ones are left? (1 one)
-How many tenths are left? (4 tenths)
-So, 1.8 – 0.4 = 1.4.
Try It-Page 350
-Show students how to borrow by regrouping one of the ones as tenths. Students can see that they now have 12 tenths (rods) from which to subtract 7 tenths.
-How could you use this method to subtract 2.25 – 0.75? (Remove 5 ones. There are no ones left. Remove 7 tenths from 12 tenths. There are 5 tenths left. There is one whole left. So, 2.25 – 0.75 = 1.5.)
-What differences did you notice between the Build It exercises and the Talk About It exercises?
-Students should discuss regrouping.
Talk About It
-Facilitate a discussion of the Talk About exercises. Students may need to use base-ten blocks to help them answer these questions.
Practice It-Page 351
-Have students complete the exercises on the Practice It Page independently, in pairs, or in small groups. You may wish to have a student volunteer use base-ten blocks to demonstrate to their classmates how to find the difference for exercise 3, explaining each step. If students are struggling, help them model the first number on the place-value chart and let them take away the appropriate base-ten blocks for the second number. As students complete the exercises, monitor their progress, providing guidance and interventions as needed.
Apply It-Page 352
-Use the exercises on this page to reinforce problem-solving skills and how to use base-ten blocks to subtract decimals.
-Exercises 9 and 10=Students will need base-ten blocks to solve these problems. Provide students with blank place-value charts to draw their models and find each difference.
-Exercise 11-If students are struggling, give them the subtraction problem that the base-ten blocks represent, 3.32 – 0.99. Have them write a problem based on this subtraction problem and then determine the difference.
Guided/Independent Practices pgs. 349-352
Homework-Workbook pages 353-354 on Subtracting Decimals Using Base-Ten Blocks
Recess / Play and socializeunless it is raining, then TSW play Math Games and socialize in the classroom.
Activity / PE-TCW go to Activity and the students will take turns going to the restroom
Lunch / TCW go to lunch and the students will take turns going to the restroom
Pack up/Dismiss

Lesson Plans

Thursday November13th

Area of Instruction

Lesson

Gym/Breakfast/Restroom
Mrs. Easterling’s Homeroom
Ms. Williams’ Homeroom
Mrs. Porter’s Homeroom / Core Bites/Mental Math/Review Homework/Problem of the Day/Teacher-Directed Math/Guided/
Independent Practice/Small Group/Closure/
Homework assigned
5.NBT.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.
Mathematical Practices
3, 4, 5, 6, and 7 / TSW unpack and complete their respective day’s Core Bites. At 7:45, TCW go over the Core Bites. Early finishers will complete their Enrichment Folders.
Problem of the Day
Brianna has 6 dimes, 4 quarters, and 2 nickels. She spends $1.35. How much does she have now? ($0.35)
-Have students discuss which mathematical concepts they needed to know in order to solve this problem.
Build It-Page 349
Materials: base-ten blocks
-Model 1.8 using base-ten blocks. Take 0.4, or 4 tenths, away.
-Since there are 8 tenths, how many should we remove? (4 tenths)
-How many ones are left? (1 one)
-How many tenths are left? (4 tenths)
-So, 1.8 – 0.4 = 1.4.
Try It-Page 350
-Show students how to borrow by regrouping one of the ones as tenths. Students can see that they now have 12 tenths (rods) from which to subtract 7 tenths.
-How could you use this method to subtract 2.25 – 0.75? (Remove 5 ones. There are no ones left. Remove 7 tenths from 12 tenths. There are 5 tenths left. There is one whole left. So, 2.25 – 0.75 = 1.5.)
-What differences did you notice between the Build It exercises and the Talk About It exercises?
-Students should discuss regrouping.
Talk About It
-Facilitate a discussion of the Talk About exercises. Students may need to use base-ten blocks to help them answer these questions.
Practice It-Page 351
-Have students complete the exercises on the Practice It Page independently, in pairs, or in small groups. You may wish to have a student volunteer use base-ten blocks to demonstrate to their classmates how to find the difference for exercise 3, explaining each step. If students are struggling, help them model the first number on the place-value chart and let them take away the appropriate base-ten blocks for the second number. As students complete the exercises, monitor their progress, providing guidance and interventions as needed.
Apply It-Page 352
-Use the exercises on this page to reinforce problem-solving skills and how to use base-ten blocks to subtract decimals.
-Exercises 9 and 10=Students will need base-ten blocks to solve these problems. Provide students with blank place-value charts to draw their models and find each difference.
-Exercise 11-If students are struggling, give them the subtraction problem that the base-ten blocks represent, 3.32 – 0.99. Have them write a problem based on this subtraction problem and then determine the difference.
Guided/Independent Practices pgs. 349-352
Homework-Workbook pages 353-354 on Subtracting Decimals Using Base-Ten Blocks
Recess / Play and socialize unless it is raining, then TSW play Math Games and socialize in the classroom.
Activity / DARE-TCW go to Activity and students will take turns going to the restroom
Lunch / TCW go to lunch and the students will take turns going to the restroom.
Pack up/dismiss

Lesson Plans

Friday November 14th

Area of Instruction

Lesson