Unit Plan Math
Unit Plan Math
Kristen Luque
PSMT Name:
Benefield
Math
Date:
09/19/2016-9/23/2016
Estimated Time:
70 minute
Grade Level:
5th Grade
School Site:
Bonner
1. State Standard(s):
5.NBT.3a - Read, write, and compare decimals to thousandths. Read and write decimals to
thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x
100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).
5.NBT.3b - Read, write, and compare decimals to thousandths. Compare two decimals to
thousandths based on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.
2. Teaching Model(s):
Direct
Cooperative
DOK
3. Objective(s):
Monday
o SW name decimal fractions in expanded, unit, and word forms by applying place
value reasoning.
Tuesday
o SW read and write decimals using base ten numerals, word form, and expanded
form.
Wednesday
o SW compare decimal and fractions to the thousandths using like units, and
express comparisons with >, <, =.
Thursday
o SW compare decimals to the thousandths using like units, and express
comparisons with >,<, =.
o SW place decimal numbers on a number line and order them.
Friday
o SW name decimal fractions in expanded, unit, and word forms by applying place
value reasoning.
o SW compare decimal to the thousandths using like units, and express comparisons
with >, <, =.
Knowledge Targets
I know place value to the thousandths.
Reasoning Targets
I understand decimal equivalents (e.g. 0.8 = 0.80 = 0.800 = 8/10 = 80/100).
I know how to multiply a whole number by a unit fraction.
I understand to compare like place value positions
I understand that if both decimals have the same digit in the tenths place, then they must
compare the hundredths, and if those digits are the same, they much compare the
thousandths.
Product Targets
I can write numbers in expanded form incorporating unit fractions and decimals.
Performance Targets
I can use multiple strategies to compare decimals.
Essential Questions/Big Idea (Interactive Anchor Chart)
Monday & Tuesday
o How can we read and write decimals?
o Decimals are read using fractional language. We can write decimals in expanded
form using fractions.
Wednesday & Thursday
o How can we compare decimals?
o Using a variety of strategies to compare decimals increases students number
sense and place value understanding.
Vocabulary
compare
comparison symbols
decimal
place value positions (to thousandths)
expanded form
4. Materials and Technology Resources:
Monday:
o Anchor Chart
o Weekly Math Warm-up
o Elmo/Smart Board
o Engage NY Lesson 5
o Math Sprint
o White Boards
5. Instructional Procedures:
Monday 9/19
a. Motivation/Engagement:
We will begin with our morning math warm up. Students will have independent
time to complete their Monday math warm-up. We will review the warm-up
together on the Smart Board. (10 min)
b .Developmental Activities or Learning Experiences:
After our morning warm up, we will begin the fluency practice.
Students will complete the Math Sprint: Multiply Decimals by 10, 100
and 1000. (5 min)
Students will practice multiplying and dividing by exponents on their
personal white boards.(5 min)
Teacher will display place value chart on the white board and
list a variety of numbers in the chart for practice.
5 tens and 4 ones
Can you recall how we would say this decimal?
(DOK1)
Now multiply it by 10^2
Can you recall what happens to the place value when
we multiply a number by the powers of 10? (DOK1)
As a class, we will complete the Application Problem. (10 min)
Display on Smart Board:
Jordan measure a desk at 200 cm. James measure the
same desk in millimeters, and Amy measures the same
desk in meters. What is James measurement in
millimeters? What is Amys measurement in meters?
Show your thinking using a place value chart or an
equation with exponents.
As a class we will complete the Concept Development (20 min)
Students will use their personal white boards to complete the
following.
Students will write the number 3,047 on their boards in
standard, expanded and word form.
After students express the following, they will discuss
with their group members the purpose of writing this
number in different forms.
What can you say about the purpose of writing
this number in these different forms? (DOK2)
Students will represent 1 thousandth in standard,
expanded and unit form.
Students will discuss and share their answers
with their tablemates.
We will write and practice each form on the
Smart Board whole group.
Students will represent three thousandths in standard,
expanded and word form.
Students will discuss and share their answers
with their tablemates.
We will write and practice each form on the
Smart Board, whole group.
Students will represent 25.413 in standard, expanded
and word form.
d. Extension:
The students will use the place value chart to create their own numbers that they
will practice writing in standard, expanded and word form. The students will
complete this with their partners, challenging each other to practice saying the
numbers name.
Tuesday 9/20
a. Motivation/Engagement:
We will begin with our morning math warm up. Students will have independent
time to complete their Monday math warm-up. We will review the warm-up
together on the Smart Board. (10 min)
b .Developmental Activities or Learning Experiences: (50 min)
After our morning warm up, we will begin by passing out the students Social Studies
Weekly Newspaper.
o WG we will review how we represent decimals as fractions such as 1/100 is
the same as .01. We will also review how we can show that representation in
picture form.
o Students will use their personal white boards to review the following: (5 min)
Can you recall how we can represents .01 as a fraction? (DOK1)
Can you recall how we can show this representation in picture form
using a hundredths grid? (DOK1)
The students will work in their triads to complete the following task: (45 min)
o Students will count out 100 words in their SS Weekly Newspapers, and draw a
box around it.
o Students will then follow the directions on the table to determine the fraction
of words that are:
Verbs
What is a verb? (DOK 1)
Nouns
What is a noun? (DOK 1)
Articles
What are articles? (DOK 1)
Compound Words
What are compound words? (DOK 1)
Number Words
What are number words? (DOK 1)
c. Closure: (10 min)
As the students are finishing the newspaper task, we will come back together as a
whole group to review the assignment.
Can you identify which of the categories had the largest fraction of words
in your selected section? (DOK 1)
Can you recall which of the categories had the smallest fraction of words
in your selected section? (DOK 1)
Can you identify different ways we could order the following decimals?
(DOK 1)
d. Extension:
The students will count out a second section of 100 words, and find the fraction of
words for the same categories a second time. The students will then compare the
two decimals founds in the paper using <,>, =.
Wednesday 9/21
a. Motivation/Engagement: (10 min)
We will begin with our morning math warm up. Students will have independent
time to complete their Monday math warm-up. We will review the warm-up
together on the Smart Board. (10 min)
b .Developmental Activities or Learning Experiences: (50 min)
After our morning warm up, we will begin with the Application Problem. (10 min)
o Teacher will display the following word problem on the Smart Board:
Ms. Meyer measured the edge of her dining table to the hundredths of
a meter. The edge of the table measured 32.15 meters. Write her
measurement in standard from, word form, and expanded form using
fractions and decimals.
5 tens and 4 ones
Can you recall how we would say this decimal?
(DOK1)
Now multiply it by 10^2
Can you recall what happens to the place value when
we multiply a number by the powers of 10? (DOK1)
As a whole group, we will begin the concept development (30 min)
Compare 13,196 and 13,296
Students will use their personal white boards to compare the
two numbers using >,<,=.
Students will discuss their answers with their tablemates.
a. Motivation/Engagement:
We will begin with our morning math warm up. Students will have independent
time to complete their Monday math warm up. We will review the warm-up
together on the Smart Board. (10 min)
b .Developmental Activities or Learning Experiences:
After our morning warm up, we will review comparing and ordering decimals on our
personal whiteboards. (15 min)
o Compare 56.789 and 56.879
o Compare 0.453 and 0.435
o Order from least to greatest: 0.089, 0.076, 1.099 and 1.098
Each day throughout the lesson, I will be logging the students performance
with the use of a formative assessment log. I will also use the days classwork
as a gauge to see how the class is doing on each lesson.
b. Summative: The students will complete the 5.NBT3 summative assessment on Friday.
8. Homework Assignment:
Monday: Lesson 5 Homework
Tuesday: Math Sprint
Wednesday: Lesson 6 Homework
Thursday: Review Sheet
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: