Lesson Plan Template – ED 3501 (Version C)

Lesson
Adding Decimals by Regrouping Date November 13, 2022
Title/Focus
Subject/Grade Time
Gr. 5 Math 60 min
Level Duration

Unit Adding and Subtracting Decimals Teacher Teddy Gonnayon

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning Develop number sense.
Outcomes:
Specific 2. Use estimation strategies, such as:
Learning • front-end rounding
Outcomes: • compensation
• compatible numbers in problem-solving contexts.
[C, CN, ME, PS, R, V]

8. Describe and represent decimals (tenths, hundredths, thousandths), concretely, pictorially

and symbolically.
[C, CN, R, V]

10. Compare and order decimals (to thousandths) by using:

• benchmarks
• place value
• equivalent decimals.
[C, CN, R, V]

11. Demonstrate an understanding of addition and subtraction of decimals (limited to

thousandths).
[C, CN, PS, R, V]
LEARNING OBJECTIVES
Students will:
1. Organize decimals based on their place values
2. Recognize that whole number blocks can be used to represent decimal values
ASSESSMENTS
Observations:  Observe while students are copying the notes into their work
 Observe while students come up to play the game – watch for estimating
Key Questions:  How can number blocks be used to represent decimal values?
Products/  No products
Performances:
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 Math Focus 5 – Teaching Resource and Student Textbook  SMARTboard
 Number Blocks
 Mini White Boards, markers, and socks
PROCEDURE
Prior to lesson Have the SMART Presentation prepared and number blocks
Introduction Time
Attention Grabber Hold thousand block majestically, staring into its soul.
Assessment of Prior Ask students what it is that you are holding (thousands block). What
Knowledge number does it represent (1000). Bring up the other blocks and ask their 5 min
values (100s, 10s, and 1s).
Expectations for A reminder that you want to see hands if the students have questions or 2 min
Learning and comments.
Behaviour
Also inform them that you are going to be calling students names from the
jar, and there is a chance that your name will not be called and that it isn’t
Adapted from a template created by Dr. K. Roscoe 1

Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Teacher Notes: Assessments/
Differentiation
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
a big deal.
Agenda:
1) How can number blocks be used to represent decimal values
2) How can we use regrouping to add decimals?
3) Game
Now how can we use the blocks to help us with decimals?
Body Time
Split the class into groups of 4 and have them choose a representative to
come up and grab a bag of number blocks from you. Each bad has a
different number of blocks in each one. Allow the students one minute to
examine their blocks and manipulate them to their heart’s content.
Regain their attention to the front of the room and review the decimal
places – ONES, TENTHS, HUNDREDTHS, THOUSANDTHS (make sure to
write them big on the whiteboard).
Instruct the students to create a decimal using ALL of the blocks in their
group. Tell them to think carefully about which blocks they are going to
use to represent which decimal place. If their group is feeling completely
lost, encourage them to wander the classroom and observe the other
groups.
Allow the students to grab their white boards and markers if they wish to
do their planning on that.
After 5 min (unless they are complete before then), have the students
represent what they came up with. They can:
- Come to the front and share their numbers and explain what they
found
- Create an exhibit at their desk with their work out on the desk to
which the rest of the class will do a gallery walk around the room.
15 min
UDL Principles:
Engagement:
- Allow the students one minute to examine their blocks and
manipulate them to their heart’s content. (Optimize individual
choice and autonomy).
- If their group is feeling completely lost, encourage them to wander
the classroom and observe the other groups. (Facilitate personal
coping skills and strategies; Foster collaboration and
Community)
Representation:
- Review the decimal places (Activate or supply background
knowledge; Clarify syntax and structure; Support decoding of
text, mathematical notation, and symbols)
- Create a decimal using ALL of the blocks in their group (Highlight
patterns, critical features, big ideas, and relationships; Guide
information processing, visualization, and manipulation)
Action and Expression:
- Allow the students to grab their white boards and markers if they
wish to do their planning on that (Support planning and strategy
development; Use multiple tools for construction and
composition)
- Have the students represent what they came up with (Vary the
methods for response and navigation)
During L.A.
Have the students put thumbs up or down to show whether or not they #1
2

Learning Activity #2
Teacher Notes: Assessments/
Differentiation
Learning Activity #3
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
agree with the answers the student puts up.
Walk and observe the conversations happening between your students.
Students will have three options to choose to complete during this time. On
the SMART Board (Slide #2) will be three columns labeled Activity 1, 2,
and 3. At the bottom of the slide is all of the student’s names. Provide a
brief description of the activities:
1. Text Book questions -> On the ‘Activity 1’ Slip is a selection of
textbook questions for the students to complete. Ask them to
hand in their answers with their names at the top when they are
complete.
2. Number Blocks -> On the ‘Activity 2’ slip are questions similar to
the text book questions, except this time they must represent
their answers using the number blocks from the last exercise.
Using the iPads, they must take pictures of their final products
and upload them to the class Google Drive, making sure to
carefully label the question number.
3. Demonstration Video -> On the ‘Activity 3’ slip, the students
will form pairs (or groups of three) to create a video to answer
the questions ‘How is decimal addition similar to regular
addition?’ and ‘How are they different?’. Students will use the
Videolicious app to record their videos and email them to my
email address. 15 min
After explaining the assignments briefly, have the students come up and
drag their names to the activity that they wish to do and grab the
respective slip. If they decide later to change, they can as long as time
permits.
UDL Principles:
Engagement:
- Three options to choose to complete (Vary demands and resources
to optimize challenge; Optimize individual choice and autonomy)
- If they decide later to change, they can (Facilitate personal coping
skills and strategies; Develop self-assessment and reflection)
Representation:
- The activities for the students to complete will allow them to
explore the new material on their own (Offer ways of customizing
the display of information; Offer alternatives for visual
information; Offer alternatives for auditory information)
Action and Expression:
- iPads, Google Drive, Videolicious (Use multiple media for
communication; Vary the methods for response and navigation)
As students are writing in their books, observe the room and see how
they are doing. For those who are not writing the notes down, help them During L.A.
draw the table into their notes and then show them how easy it is to place #2
the numbers into the columns and then add them up.
Game: Tell the students to close their workbooks. Go to the next slide 15 min
titled “Hiking trip”. Explain the purpose of the game:
- You guys will be going on a hiking trip and need to pack up your
supplies.
- Some things would be useful on the trip while others are pretty
pointless.
- All the supplies must NOT add up to more than 5.0 kg
- Tell them that by randomly calling their names, it is their job to
decide whether or not to add another object or close the
backpack by estimating the masses.
3

Teacher Notes: Assessments/
Differentiation
Consolidation of
Learning:
Feedback To Students
Sponge
Activity/Activities
Reflections from the
lesson
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
Students are welcome to use any of the resources they wish (white boards,
counting blocks, etc.), as long as it is clear that they are estimating, not
calculating.
UDL Principles:
Engagement:
- Game (Promote expectations and beliefs that optimize
motivation; Heighten salience of goals and objectives; Foster
collaboration and community; Optimize individual choice and
autonomy)
- Students are welcome to use any of the resources they wish
(Facilitate personal coping skills and strategies; Vary demands
and resources to optimize challenge)
Representation:
- Game (Highlight patterns, critical features, big ideas, and
relationships; Illustrate through multiple media)
- Students are welcome to use any of the resources they wish
(Support decoding of text, mathematical notation, and symbols)
Action and Expression:
- Game (Vary the methods for response and navigation)
- Students are welcome to use any of the resources they wish
(Support planning and strategy development; Use multiple media
for communication; Optimize access to tools and assistive
technology)
Observe whether or not students are taking time to try and estimate the
combined mass of the objects. If students are walking up and picking poor During L.A.
choices, have a conversation with the class on how they know whether or #3
not it is a good idea to add more supplies.
Closure Time
Class discussion at the end. Ask:
1) What did you guys think of the game?
3 min
2) Was it tough?
3) How did you guys know when to stop taking supplies?
Commend students for using their hands to answer and ask questions.
Discuss with the students other scenarios that you could make a game just like this one
to.
Fill in afterwards
4
 Lesson Plan Template – ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe 5