2.03.

2020 Lesson Plan

1. Content and Standards​:

○ CC.2.1.5.B.1 Apply place value to show an understanding of operation and
rounding as they pertain to whole numbers and decimals.
■ M05.A-T.1.1.1 Demonstrate an understanding that in a multi-digit
number, a digit in one place represents 1/10 of what it represents in
the place to its left.
○ CC.2.1.5.B.2 Extend an understanding of operations with whole numbers to
perform operations including decimals.
■ M05.A-T.2.1.1 Multiply multi-digit whole numbers (not to exceed
three digit by three digit).
○ Apply and extend previous understandings of multiplication and division to
multiply and divide fractions.
■ M05.A-F.2.1.2 Multiply a fraction (including mixed numbers) by a
fraction.
2. Prerequisites​:
○ Multiplication and division facts
○ Understanding of place value
○ Partial product method for multi-digit multiplication
3. Essential Questions​:
○ Why is it important to understand the place value of numbers?
○ How does turning a mixed number into an improper fraction help us to find
the product of two mixed numbers?
4. Materials​ ​and​ ​Equipment​:
5. Instructional​ ​Objective​:
○ After reviewing math skills that were taught earlier in the term, students will
be able to complete their benchmark assessment for at least 80% accuracy.
○ Following a mini review of how to multiply fractions and mixed numbers,
students will be able to complete Fraction Action showing at least a 10%
improvement from their last Fraction Action.
6. Instructional​ ​Procedures:
○ Do Now: Have students come up with an answer they think fits Sergio’s
riddle. Poll the class: Who thinks the answer is A? Who thinks the answer is
B? Etc. Then, go through the riddle clue by clue with the students and
eliminate answers based on the riddle. This shows them how to approach a
problem like this with multiple clues and steps and how to eliminate based
on the information given.
■ Sergio wrote a number riddle. His clues were:
 1. The value of the 8 is ten times the value of the 8 in 98,674
2. The value of the 4 is one-tenth the value of the 4 in 467
3. The value of the 2 is one-tenth the value of the 2 in 12.98
Which number is an answer to Sergio’s riddle?
4. 180,349.25
5. 95,842
6. 81,400.32
7. 281,920
○ Guided Practice (Skill Review): Have students pick which column they’d
rather do. This is a mini review of the skills students learned

○ Fraction Action!
■ ⅞x¾=
■ 3¾x2⅓=
■ 4½x2⅘=
■ 10 ½ x 1 ⅔ =
■ 6⅔x2⅕=
○ Quarter 2 Philadelphia School District Benchmark:
■ Go over the expectations for the benchmark
1. There should be nothing on your desk besides a pencil and
your bench mark.
2. Don’t forget to put your name on the front cover of your
benchmark.
3. All the formulas and conversions you need are on the back of
the front cover, you can rip it off but make sure you staple it
before you put it in the red bin.
4. You do not need extra scrap paper, there is plenty of room
inside the benchmark.
 5. You are to work independently.
6. You can skip questions 26 and 27.
7. When you finish, grab a computer and input your answers into
school net and then put your paper benchmark in the red bin.
○ Closure:
■ No homework
■ Remember that school play day is Wednesday! Bring games to school
with you.
○ Assessment:
■ Polling the class for answers on the do now
■ Asking students questions during instruction about skills they are
working on (i.e. what is the place value of…)
■ Fraction action
■ Benchmark scores assess common question/skills students struggled
with
7. Assessment​: listed above.
8. Differentiated​ ​Instruction​:
○ Number riddle do now
○ Fraction action
○ Class discussions
○ Choice of column for the independent practice review