FSW School of Education Lesson Plan Template

Teacher Candidate: Jose Velazques Date: September 26, 2022

Content Area(s): Math Grade Level: 5th Allocated Time: 50 minutes

Topic: Multiplying Decimals Lesson Model: Direct Instruction

MA.5.NSO.2.4 Explore the multiplication and division of multi-digit

Standards: numbers with decimals to the hundredths using estimation, rounding
(Reference number(s) and and place value.
complete standard(s))

MA.5.M.2.1 Solve multi-step real-world problems involving money using decimal

notation.

Instructional
Objectives/Learner - During the “ WE DO” students will be able to multiply decimals with 100%
Outcomes: accuracy.
€ condition
€ action
€ measurable criteria
for success
- Student friendly objective- I can use properties and place value to multiply a
decimal and whole number.
Guiding - How do you line up your multiplication problem?
Questions - Does it matter which number goes on the top or bottom?
Critical Thinking: Depth of DOK Level 1: Students will be able to multiply a decimal with a whole
Knowledge number
Activities
DOK Level 2: Students will be able to explain their steps in solving their
answer to the decimal equation.

DOK Level 4: Students will be able to generate their own decimal and whole
number equations.
- During the we do the teacher will walk around the classroom and
Formative
monitor the students as they are solving the decimal equations
Assessment:
X
Summative
- Teacher manual, notebook, pencils, whiteboards, Expo markers,
Teacher
Document camera and Promethean board
Materials:
- Student Edition math book, whiteboard, Expo marker, pencils
Student

Lesson Preparation: -

Key Vocabulary:
- Whole number

- Multiplication

- Decimal
 - Pattern

- Distributive Property
Literacy Strategies to Vocabulary
● Math word wall displayed in the classroom
Support Instruction ● Pre-Teach Key Vocabulary
● Explicitly teach Math words and give students multiple
exposures to Math words.
● Emphasis the use of Math terms during students’ discussions.
Comprehensio
● The teacher will utilize the Kagan Strategy, Think-Pair-Share.
n
● The teacher will ask guiding questions during the lesson.
Instructional (Amount of
Introduction (5minutes):
Procedures: Time for Each)
1. “In your math book take out pages 161-166”
Introduction
2. Teacher comments:
Step-By-Step
“Today we are working on lesson 5.3 , multiplying decimals
Procedures
€ Include grouping with whole numbers”.
€ Include transition
statements 3. “I will read the I can statement, then you will repeat the I can
statement.”

Closure - “I can use properties and place values to multiply a decimal

and whole number.” Students will repeat.

4. Teacher will then go over key vocabulary that students will

need to know before the lesson begins.

‘I Do’ Instruction (15 minutes):

Display pages on the document camera

1. “Today, we will be multiplying decimals with whole numbers”

2. “Follow along with me as I model how to solve it.”

The teacher will model solving the problem by thinking aloud so
students can watch and hear the process.

3. “First, I will begin with writing my problem 5.2 times 4 from

top to bottom”

4. “ I will then underline my 4 indicating that we will begin there

”

5. “ from there you will need to multiply 4 times 2 which is 8”

6. “ then you multiply 4 times 5 which is 20”

7. “ Now you have the answer 208 , but you aren’t done?”

8. ASK STUDENTS WHY AREN’t we done

 9. “Now lets try subtracting decimals”
10. Place your decimal in the correct placement which is 20.8

‘We Do’ -Guided Practice (10 minutes):

Students will need an expo marker.
1. “Now, I want you to follow what I do and also write what I
write”
2. “Together we will work on solving 9.8 times 6”
3. First step is write problem top to bottom
4. Underline your 6 which indicates where we start and what we
are working with.
5. First thing is what ? multiply 6 times 8 which is ? 48
6. You drop the 8 and carry your 4
7. Then back to our whole number 6, 6 times 9 is ? 54
8. BUT then we need to add 4 which then makes it 58
9. We now have 588, but we need our decimal…
10. Students will tell teacher that the decimals needs to be placed
between the 8 and the 8

You do! ( guided practice) 20 minutes

1. “ Now you and your pod will play an activity which is

multiplication bingo ”

2. Teacher will show problems, students will solve on their own.

3. Then students will need to place a chip on their card of the

answer they got.

4. Teacher will continue until a student says BINGO

5. Teacher will continue the game for about 3 rounds in total.

Accommodations: Vocabulary
- The teacher can pre-teach the math key vocabulary terms
ELL 1 or 2 Support prior to the lesson.
- Students can write the definitions of the terms in their math
notebooks.
- Students can access the math book glossary for additional
support.
- Students will have access to a dictionary.
Instructional - The teacher will model a few math problems, slow
Support pronunciation, and repeat the step-by-step process.
ELL 3 or 4
- The student will work with peers.
Assessment - Students will receive extended time.
Modifications
- Students’ assessment questions will be reduced.

- Students will have the directions repeated.

 - Students may use their math notebook for support/examples
Vocabulary x
Support
Instructional x
Support
Assessment x
Modifications

ESE
Accommodations:
€ Accommodations
€ Modifications 1. Based on students' IEP.

2. Alternate Responses. When assessing your ESE students, be sure that you're
clear on exactly what it is that you want them to demonstrate.

3. Extended time on independent work and assessments.

4. Teacher Modeling.

5. Sit closer to the teacher.

Modifications:

1. Based on students' IEP.

2. Reword questions in simpler language.

3. Create an alternative assessment.

Extensions or Alternate
- Students will be able to come up with their own questions and work in groups
Activities: to rotate their questions and try to solve their questions.

Links to Home:
- Parents can create real world multiplication problems for their children and
students can solve them together.
Post-Lesson Reflection:
€ What went well?
€ What would you do
differently if you
taught the lesson
again?
€ What was your
impact on students’
learning of the
concept?
€ What evidence do
you have to
support student
learning?
€ What feedback did
you receive?