UbD/DI Lesson Planning Template for EDUC 345

Teacher:

Brittany Fitzgerald

Grade: 5

Subject:

Math/Family and Consumer Science

Date: 12/8/2016

Desired Results
CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):
Common Core Standard for Mathematical Practice #1
Make sense of problems and persevere in solving them.
Common Core Standard for Mathematical Content 5. NBT: Number and Operations in Base Ten:
Understand the place value system
5.NBT.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.
NYS Learning Standards for Health, Physical Education, Family and Consumer Science
Standard 1: Personal Health and Fitness
Elementary Family and Consumer Science Key Idea #1: Students will use an understanding of
the elements of good nutrition to plan appropriate diets for themselves and others. They will
know and use the appropriate tools and technologies for safe and healthy food preparation.
Essential Questions (Rubric Line 36):
How does the position of a digit in a number affect its value?
Enduring Understandings(Rubric Line 36):
Students will understand that
There is a ten to one relationship between neighboring place values.
Objectives (Rubric Line 31):
Students will be able to ...
Students will be able to describe how many times larger a digit in one number is than that same digit in
another number.

Assessment Evidence (Rubric Line 32)

Performance Assessment Tasks:
For assessment I will present the following problem and ask students to explain the mathematical way
of solving in their math journals.
The population of the town of East Rochester is 6,587 people. East Rochester school has 1,268 students.
How much larger is the 8 in the student population compared to the 8 in the town population? If there
are 120 teachers in the school. How much larger is the 2 in the student population compared to the 2 in
the teachers population? Make sure you show your work and explain how you solved the problems for
both question.

Scoring Rubric (to be used on the material they write in their math journal):
Low
Medium
High
Correctness 10 pts Incorrect answer given
Correct answer given
of Answer
Accuracy of 10 pts Explanation leads to
Explanation includes
Explanation leads to
Explanation
incorrect answer if
some unclear or
correct answer when
followed exactly;
ambiguous steps that
followed exactly;
explanation of method is may or may not lead to
explanation includes a
absent or incomplete
the correct answer;
correct use of method.
explanation of method is
partial
Other Evidence:
Areas of Child Development (Rubric Line 28)
Cognitive development is supported because children learn to make sense of place values.
Linguistic development is supported because students will have to explain how they know how much
larger a number is compared to another and explain how the number they created fits the prompt.

Learning Plan
Classroom Arrangement:
Get all the materials ready ahead of time.
Prepare the opening problem on an overhead or computer screen or flip chart ahead of time.
Note: Technology is integrated but not an integral part for this lesson in order to preserve a tight focus
on math and family and consumer science. (Rubric Line 30b)
Materials:
Candy canes
Smartboard, whiteboard, projector, or easel
Questions/prompts already made
Math manipulatives - base ten blocks
Place value chart
Notecards with numbers written on them
Sir Cumference and All the Kings Tens: A Math Adventure by Cindy Neuschwander and illustrated by
Wayne Geehan

Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):

Anticipatory Set (Rubric Line 38):
Show students a bunch of candy canes.
Procedure
Story Problem (Rubric Line 40 and 37):
There are 50 calories in one candy cane. If Ms. Fitzgerald ate a whole box of candy canes, and she
consumed 500 calories. How much larger it the amount of calories that Ms. Fitzgerald ate compared
to the calories in one candy cane? What do you notice about these two amounts of calories? (Blooms
Level 3-Application)
Students will work in groups (or individually) to solve the problem in a way that makes sense to
them. When a group finishes, I will check their work and ask them to find a different method for
solving the problem. If any groups finish finding two ways, I will ask them to find as many ways as
possible to solve the problem.
When all groups have found at least one way, I will call on selected groups to share with the class
their way of solving. I will strategically call on two or three different groups to share different
methods of solving the problem.
I will explain to students that since the Holidays are coming up, I am sure they will be eating lots of
candy in the next few days. I will explain to students that it is okay to eat sweets, but only in
moderation. I will explain that is takes a long time for candy to expire. I will mention that it is not
healthy to eat a lot of candy at one time, and thus I will recommend that they should save their candy
and have a little over time.
I will write the following question on a white board or chart paper How much larger is ____
compared to _____? I will then fill in the blank with the numbers 20 and 2. I will ask the students to
identify which number is larger. I except every student to say that 20 is larger than 2. I will underline
the larger number. After I will ask the class how much larger? I will go on to explain that in order to
find the difference in value, lets find what each number represents. I will go on to explain that the
zero in 20 is in the ones place so that means we have zero ones. The two is in the tens place so we
have 2 tens or 2 times 10 which is the same as 20. I will write the place value above the number and
each of these versions down underneath the number. I will do the same for the number 2. Next I will
circle the 2 digit in both the number 20 and 2, and ask the class what is the difference? I expect the
students to say that the place value is different. I will then hold up a place value chart and ask the
group to explain what they know about place values. I expect the students to know that the place
value chart increases and decreases by ten depending on the direction. The students may need
prompting in going down the place value chart. Then I will ask the group what the difference between
the tens place and the ones place? I expect the group to say ten. I will ask the group how much larger
is the tens place then the ones place? I expect the class to realize that it is ten times larger than the
ones place. Thus I will bring it back to my original question and ask the group how much larger is the
2 in 20 than the 2 in 2? I expect the group to know that it is ten times larger.
I will then change the numbers to 2 and .2. I will ask them again to identify which number is bigger
and ask the place value of each number. Then I will ask them how much larger the 2 in 2 is compared
to the 2 in .2.

We will do this procedure one more time with .2 and .02.

The students may have difficulty identifying which number is larger. As a result I will explain in
terms of fractions. I will ask the students to help me write the decimals as fractions, and then we will
have 2/10 and 2/100. I will ask the students if they would rather have 2 out of 10 pieces of something
or 2 out of 100 pieces of something. If this is too abstract for the students, then I will use the math
manipulatives of base ten blocks. I will use a one hundred sheet and ten sticks. I will show them that
one sheet and ten sticks are each one whole. Thus I will point to two sticks of the ten and show them
that they can either have 2 sticks out of ten sticks or they can have two small squares in the sheet out
of one hundred.
The following questions will be posted on the board or handed out to the students as a worksheet. The
class will work on the following questions together. The teacher will call on students to answer their
questions.
How much larger is the 6 in 6,782 than the 6 in 678?
How much larger is the 4 in 4.5 than the 4 in .45?
How much larger is the 9 in 8.9 than the 9 in .89?
How much larger is the 7 in 734 than the 7 in 73.4?
Next, I will still have the same question displayed How much larger is ____ compared to _____? I
will fill the blanks in with the numbers 5 and 50 and ask the class to identify the larger number and
the place value for each. I expect the students to know that 50 is larger than 5. I will explain that we
cannot say that the 5 is ten times larger than 50, because that does not make sense. The students may
reverse the order and say that 50 is ten times larger than 5. Although this is a correct statement, I will
explain that that does not answer our question. So then I will ask the group how do I go from the tens
place to the ones place on a place value chart? I may need to show the students a place value chart
again as a visual. The students may respond with divide by ten. I will explain that dividing by ten is
the same as multiplying by one tenth. So then I will once again ask them, how much larger the 5 in 5
is compared to the 5 in 50? The students should answer with 1/10.
I will then change the numbers to .5 and 5. I will ask them again to identify which number is bigger
and ask the place value of each number. Then I will ask them how much larger the 5 in .5 is compared
to the 5 in 5.
We will do this procedure one more time with .05 and .5.
The following questions will be posted on the board or handed out to the students as a worksheet. The
class will work on the following questions together. The teacher will call on students to answer their
questions.
How much larger is the 7 in .678 than the 7 in 6.78?
How much larger is the 4 in 5.4 than the 4 in 4.5?
How much larger is the 9 in 9.8 than the 9 in 90.8?
How much larger is the 6 in 63.4 than the 6 in 634?
Students will answer the following questions on their own. The teacher can either display them on the
board or print them out in the form of a worksheet. The teacher will be around to monitor the
students progress and will call on a few students to go up to the board and solve. The rest of their
class will check their work from the answer on the board.

1. How much larger is the 2 in 12.3 than the 2 in 1.23?

2. How much larger is the 5 in .85 than the 5 in 8.5?
3. How much larger is the 3 in 7.34 than the 3 in 73.4?
4. How much larger is the 1 in 9.1 than the 1 in .91?
DIFFERENTIATION: Since students are encouraged to solve in whatever way makes sense to
them, differentiation is built in to this lesson design. During direct instruction, accommodations will
be made for students who have hearing or vision difficulties by making appropriate technologies
and/or materials available to them. Students with IEPs will receive individual help to ensure that
their goals are being met.
Assessment (Rubric Line 32 and 37):
Post the assessment question on the board or flip chart for the students to answer in their math
notebooks:
The population of the town of East Rochester is 6,587 people. East Rochester school has 1,268
students. How much larger is the 8 in the student population compared to the 8 in the town
population? If there are 120 teachers in the school. How much larger is the 2 in the student population
compared to the 2 in the teachers population? Make sure you show your work and explain how you
solved the problems for both question.
The students will find how many times larger the 8 digit in the student population is compared the 8
in the towns population (one tenth) and the 2 digit in the student population compared to the 2 in the
teachers (ten times). (Blooms Level 3 Application)
When students have finished, they will raise their hand so that I can check and then get them situated
for the closing activity.
Closing Activity:
Option 1: Write each of the following numbers on an index card and give one to each student. They
are going to play Find a person that I will give criteria as to the person they are to find and they
move around the class comparing their numbers with the numbers of their classmates. The rules are,
everyone must find a match, thus even if a student finds a partner right away, they may not stay will
their partner but may need to adjust so that everyone meets the criteria and has a partner.
Here are the criteria I will display on the front board.
Find a person that
has a 2 that is ten times the value of your 2
has a 4 that is ten times the value of your 4
has a 1 that is one tenth the value of your 1
has a 3 that is one tenth the values of your 3
has a 5 that is one tenth the value of your 5
Here are the numbers I will write on index cards and pass out to each student.
135.24 153.24 143.52 134.52 152.34 145.32 531.24 513.24 532.14 512.34
135.42 153.42 123.54 132.54 154.32 125.32 531.42 513.42 534.12 514.32
523.14 543.12 521.34 541.32 315.24 315.42 351.24 351.42 321.54 341.52
Option 2: Read the book Sir Cumference and All the Kings Tens: A Math Adventure by Cindy

Neuschwander and illustrated by Wayne Geehan. This fun math book discusses the concept of place
values and the relationship between each place value is a factor of ten. I will explain to the students
that we have created this system to make counting and representing amounts easier. (Rubric Line 30a)
Evaluation of Teaching *done after the lesson is taught*:
References
Comparing place values. (n.d.). Retrieved October 29, 2016, from
https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebraplace-value/v/comparing-place-values#!
East Rochester, New York. (n.d.). Retrieved December 04, 2016, from
https://en.wikipedia.org/wiki/East_Rochester,_New_York
East Rochester Union Free School District. (n.d.). Retrieved December 04, 2016, from
https://en.wikipedia.org/wiki/East_Rochester_Union_Free_School_District
Spangler R&W Candy Canes - 12-12 Ct Cradles. (n.d.). Retrieved December 04, 2016, from
http://www.spanglercandy.com/candy-store/christmas-candy-canes
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Checklist for Additional Items on Lesson Plan Rubric
_____ Childrens Literature? (Line 30a)
_____ Technology use justification or explanation of no technology? (Line 30b)
_____ Blooms Taxonomy? (Line 37)
_____ Integration of subjects (art or health or physical education)? (Line 39)
_____ Use of Problem-Focused Lesson Template (in math) or Inquiry Template (in science)
Lines 33 and 40)