Decimal Unit Plan

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.
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 2:
Step 1:
Write the problem with the decimal points aligned. Add the
Estimate the hundredths first. Then, add the tenths, ones and tens. Regroup
sum. as needed.

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

13 + 31 = 44

Sincerely,
Miss Corey
Formative Assessments
Summative Assessments
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 a hanging folder file for each student that
can allow me to organize their original work into the correct file to keep
records of their progress. I will also put these into our grading database so
that other faculty members can access it if necessary.
 Sequence of Lessons

Skylar’s Detailed Lesson Plans:

Day 1:
Day 2:
Day 3:
Date: October 30,2017 Date: October 31, 2017

Learning Objective: Learning Objective:

Mark Up Mark Up

Brief Description: Brief Description:

Materials Needed: Materials Needed:

Formative Assessment: Formative Assessment:

Strategies for all learners: Strategies for all learners:

Date: Date: November 2, 2017

November 1,
2017

Learning Learning Objective: Round Decimals to any place

Objective:
Mark Up

Brief Brief Description: We will be playing a game that help practice

Description: rounding to numerous different decimal places.

Materials Materials Needed:

Needed:  Rounding Task Cards
 Rounding Task Sheets

Formative Formative Assessment: I will do a quick check of the task

Assessment: sheets of each student to see how they did based on their self
Number Line corrections
Assessment

Strategies for Strategies for all learners: I will have the students who are
all learners: struggling with this concept partnered up with students who are
understanding the concept. This way they can help each other.
It is also a game where they have to get up and moving so it’s a
kinesthetic and a visual activity to reach multiple types of
students. We will also go over this as a class to reach even the
auditory learners if they need the extra guidance.
Date: November 6, 2017
Learning Objective:
Add decimals.
Brief Description:
I will be bringing in a menu to a local
restaurant that my students visit
regularly. We will be “ordering” food and
having the students learn about lining up
the decimals.
Materials Needed:
 Copies of the menus
Formative Assessment:
None
Strategies for all learners:
If the students don’t understand this
concept, I’m going to bring a group of
them up to the front and work with them
in a smaller setting. The students who
finish faster can continue to mix a variety
of foods so they can continue to practice.
Date: November 9, 2017
Learning Objective:
Subtract decimals.
Brief Description:
I will bring in an ad from a local
grocery store and make copies for
every student. I’m then going to tell
them all that they have $24.62 and
can buy whatever they want from the
store with that amount.They will then
order whatever they would like from
the ad and will subtract how much
money they will need.
Date: November 8, 2017
Learning Objective:
Add decimals
Brief Description:
We are playing Decimal Bingo so the
students can practice adding decimals
as well as playing a fun game.
Materials Needed:
 Bingo Cards
 Bingo Task Sheets
 Chips
Formative Assessment:
Adding decimals assessment
Strategies for all learners: The
groups will be separated in a way to
ensure everybody has a task and is
focusing. This allows for the students
to help each other, including the ones
that are having a harder time with the
concept.
Date: November 10, 2017
Learning Objective:
Subtract decimals.
Brief Description:
I will run stations this day. I will be
hanging up task cards around the room.
One group of students will walk around
and put down the answers to the
questions and after fifteen minutes we will
correct them as a class. Another group
will work with me up front using cards to
practice. The third group will be working
on a worksheet at their seats and the last
group will be using an app with an
assignment I have set up for them to play.
Materials Needed: Materials Needed:
 Menus from grocery store  Task Cards
 Worksheet
 App
 Practice Cards

Formative Assessment: Formative Assessment:

None Subtracting decimals assessment

Strategies for all learners: Strategies for all learners:

I will take the small group up to the As the students are doing this, I will have
front and rotate as needed. an app ready to go for those who finish
early and for those who don’t understand.

Date: November 13, 2017 Date: November 14, 2017

Learning Objective: Learning Objective:

Review decimals for test- TRASHKETBALL! Chapter Test

Brief Description: Brief Description:

We will be playing a review game that consists of The students will be given the
them being on separate teams. They each solve math time to take the test.
a math problem and then have to shoot it into the
trash can. Once they get it in the trash can, I
check it and if they are correct they get a point. If
they are wrong, they lose a point.

Materials Needed: Materials Needed:

 Fourteen math problems  Chapter Test

Formative Assessment: Formative Assessment:

None None

Strategies for all learners: Strategies for all learners:

I will be splitting the teams up so the students I have specific students I allow
who were struggling with the concept can be to have extra time. I also have
partnered with students who can help them. an assignment on one of our
apps for the students who
finish early.
Reflection

One of the key practices that I would like to continue to use in my

teaching is to use visuals. Since my classroom is majority ESL students, the
more visuals I was able to provide for my students, the more responses I
would receive especially from those students who don’t speak during class
more. I also noticed that the students were able to follow along better when I
incorporated videos, powerpoints, and pictures of what they should be doing,
or examples. I always provided a visual list of what the students need to
complete. I often paired the words with a picture and noticed a high
improvement of productivity with this.
Another key practice is to incorporate technology as much as possible.
Since my school received a grant to provide one-to-one technology, I realized
I needed to incorporate that into my lessons as much as I could. This is an
absolutely fantastic asset that most schools don’t have, and I noticed that this
increased student engagement, as well as provided us with numerous
different ways to give formative assessments. I was able to have students
who finished assignments early go onto an app that I was able to personalize
to their specific needs. It was also a way to keep them doing something
beneficial while I worked with students who were struggling. Technology has
provided many resources for us to continue to push our students in a
personalized way.
The third key practice I would like to continue is to limit the amount of
time I talk and lecture the class, and to promote for the students to work
problems out for themselves. I noticed that I could do a problem over and
over again, but it didn’t have as strong as an impact as it did when the
students went over it themselves. If they can manipulate it on their own and
do some trial and error problems, they were much more successful in
understanding the concept.
The fourth key practice is to keep it active. I loved incorporating the
students into the lesson by having them stand up and walk around the room
to solve problems, or to have them stand up and represent something in the
lesson. This promoted movement and visual representations. It made the
students more engaged as well. The more active I could make a lesson, the
more student involvement I received as well as a better understanding of the
topic at hand.
The last key practice that I want to continue to use is engagement. The
more engaged I kept the students, the better they did on formative
assessments. I was able to incorporate many ideas into the activities and
assessments that promoted their interest. In the summative assessment, I
had the word problems involve situations that they can relate to. It was
interesting to read, which made their engagement improve and their overall
success improve. I also included many activities that involved them walking
around, coloring, or playing a game. I’ve heard from the students many times
before that they enjoy the games that I have them do for review days or for
practicing a skill, so I would like to continue to keep math entertaining and
enjoyable.