Multiplying decimals c.turner


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Multiplying decimals c.turner

  1. 1. C. Turner 1 Multiplying Decimals Crissy J. Turner
  2. 2. C. Turner 2 GRADE – 5th TEACHERS(S):L. Cuffie SLMS: Crissy Turner CONTENT TOPIC: Multiplying Decimals ST STANDARDS FOR THE 21 - CENTURY LEARNER GOALS Standard 1: Inquire, think critically, and gain knowledge Standard 2: Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): 1.1.6 – Read, view, and listen for information presented in any format in order to make inferencesand gather meaning. 2.1.4 – Use technology and other information tools to analyze and organize information. Benchmark(s): Use skills taught by classroom teacher and skills taught by SLMS to practice multiplying decimals. Dispositions Indicator(s): 1.2.3 – Demonstrate creativity by using multiple resources and formats. Responsibilities Indicator(s): 1.3.5 – Use information technology responsibly. Self-Assessment Strategies Indicator(s): 1.4.4 – Seek appropriate help when it is needed. CONNECTION TO LOCAL OR STATE STANDARDS: MCC5.NBT.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. OVERVIEW: Students in Miss Cuffie’sfifth grade classroom have been working on adding and subtracting decimals to hundredths, using concrete models to aid in this skill and now are at the level to multiply. They are now working on multiplying decimals.
  3. 3. C. Turner 3 FINAL PRODUCT:Students will complete acommon assessment over this skill. LIBRARY LESSON(S): The student will use a web-based app, Educreations, on their iPad to practice this skill. ASSESSMENT • Product – SLMS and teacher will assess their common assessment over this skill. • Process – SLMS and teacher will observe students as they use this app using their iPad. • Student self-questioning: o Did I use the iPad correctly? o Did I ask for help when I needed it? o Did I use the iPad app correctly? o Did I follow directions while working out these problems? INSTRUCTIONAL PLAN • Resources students will use: �Online subscription database(s) � Websites� Books � Reference Nonprint �Periodicals/newspapers Other (list): Promethean Board, iPads, Educreations App • Instruction/activities oDirect instruction: The SLMS will review what the students have been learning about adding and subtracting decimals. The SLMS will review strategies used when doing this. oModeling and guided practice: The teacher will show students, using the Promethean Board, the steps to multiplying decimals. The SLMS will now show the students using their iPads and the app, Educreations, how they can practice as well. She will show them how to use the recording piece on the app as well. The math teacher will demonstrate how to do 3 problems. She and the SLMS will monitor how students are performing on problems.
  4. 4. C. Turner 4 oIndependent practice: Students will complete problems 4 – 9using Educreations. For each problem they complete, they will set it up and multiply it. For problem #10, students will record it to use for demonstration later. For students who are having difficulty accomplishing this skill, they may use the following pathfinder in order to gain understanding: oSharing and reflecting: Students will share in their groups one problem that they recorded. Reflection: Collaborating for this lesson was very easy. The teacher and I worked well together. When we first met, she told me that she found it difficult to get her students engaged and excited about decimals. She said that she found it often boring herself trying to explain adding and subtracting decimals. I suggested using the iPads to increase excitement and the app to increase engagement. It turned out to be an outstanding lesson that the students thoroughly enjoyed. We did find that we had to spread children out more so that their recordings were more audible. Students responded well and they asked for helping and so help when they needed it. Students enjoyed this concept and it added to their overall understanding.