Teacher Candidate: Kristin DeMarco and Kathleen Marusich

Date: 1/18/16

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: 5th

Content Area: Multiplying with Decimals

School: Chaparral Elementary School

Mentor Teacher: Bonnie Cameron

Group Size: 30 Lesson Length: 80 minutes

Student Context: 30 of the 30 students are proficient in the English Language. The students SES
consists of middle to upper class families who are highly involved in school and educational functions
(room parents, volunteers, PTA, etc.)

Students with Special Needs (IEP

and/or 504)
Students with Specific Language
Needs (ELL)
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)

Identified Needs
N/A

Accommodations
N/A

N/A

N/A

Support from master teacher and

student teachers.

Part 1: Planning for the Lesson

A: Standards
i.

Key Content Standard: 5.NBT.1, 5.NBT.2, 5.NBT.7

ii.

Math Practice Standard: MP.1, MP.2, MP.3, MP.6, MP.7, MP.8

B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will solve multiplication problems in which at least one factor is a decimal number to
successfully complete a multiplication problem with two numbers with decimals.
ii.

Language Objective (transfer this from "Incorporating Academic Language"):

Students will explain how multiplying two decimal numbers is like multiplying a whole
number by a decimal number and how it is different using sentence starters such as multiplying a
decimal number by a decimal number is like, I multiplied by, and I solved by.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)

Informal assessments that will be used during the whole class lesson will be monitoring and
questioning. Evidence we see and hear will be students being able to identify the number of
decimal places in a product based on the number of decimal places total in the factors. We will
monitor student work and listen to their conversations with a partner when asked. We will also
monitor to see if students are able to multiply using the standard algorithm instead of an area
model.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)

Evidence that will be collected will be the students rich tasks, exit slips, and homework.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

2 worksheets of grocery lists
Student thick book
Teachers Edition of textbook
Document camera
White board

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (0 min.)
Introduction (5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson
is.
Remind about multiplying a decimal number times a whole number as well as multiplying
fractions, part of a part is a smaller part. A decimal number times a decimal number is the same
as multiplying two fractions.
Share with students that we are going to be progressing from multiplying a decimal number by
a whole number to multiplying two decimal numbers
Body of the Lesson (55 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
Show slide #1, then #2, ask students how we can solve this. Is there a word in the question that
tells us what operation we will use? Yes, of means multiply.

 What two numbers are we going to multiply? $213 by 0.1. Show on slide. Do the math with
students.
1
Ask- what happens to the value of each bill? It becomes worth 10 as much.
1

To each digit? It becomes worth 10as much.

Ask- when multiplying by 0.1, which way does each digit shift, left or right? Right. By how
many places? One.
Think-Pair-Share: First, have students do page 136 (not including Puzzled Penguin) with a
partner. Then, have them discuss what patterns they see. Finally, have a few students share with
the class.
Emphasize that the amount of money becomes less as we shift our digits to the right.
The students should be able to identify the following patterns:
i.
Each bill became currency worth one one-hundredth of its original value (ex:
1
three dollars became three pennies when multiplied by
100

ii. Each digit shifts two place values to the left when multiplied by100
Do Puzzled Penguin activity on page 136 as a class. Show it on the board, as students to write
in their activity book. Have students share their ideas.
Slides #4 and #5.
Slide #6: Write 0.1 x 0.1 on the board. Ask, If we multiply one tenth by one tenth, will our
product be greater or less than our factors? Greater than. Why? Because a part of a part will
result in an even smaller part.
Solve: 0.1 x 0.1= 0.01
1 1
1
How else can we write this problem? As fractions. 10x10= 100
Slide #7: What is one tenth of one tenth? How do you know? So, what is one tenth of four
tenths? Have students work out problem.
Which direction did we shift the digits? How many places did the digits shift each time
we multiplied?
What is one hundredth of four tenths?
Which direction did we shift the digits? How many places did the digits shift each time
we multiplied?
Ask: In general, how many decimal places will be in our product if we multiply two decimals
together? The number of decimals in our product will be the same as the total number of
decimal places in our factors.
Introduce rich task, assign homework.
Rich Task: Each student will get a grocery list with items needed for something (ice skating
party) tomorrow. In pairs, students will take turns buying items needed for the party. One
student will purchase one set of items and the other student will be the cashier. Once the
students has completed their shopping list, they will switch roles.
If students finish their rich task, they can work on their homework.

Make sure that you include the specific academic language strategies you will use to support your
students in using academic language to talk/write about the math they are learning.
Make sure you identify the specific assessment you are using in the Body of the Lesson.

Homework (if you are assigning homework, what will it be?):

Page 137: #14-25, evens
Page 139: #35-47, odds

Closure (5 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
Exit slip: Write one thing that helped you learn how to solve multiplication problems with
decimals.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Each student will receive a grocery list with items needed for something (ice skating party)
tomorrow. In pairs, students will take turns buying items needed for the party. One student will
purchase one set of items and the other student will be the cashier giving change. Once a student has
completed his/her shopping list, the pair will switch roles.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will be able to explain how multiplying a decimal number by a decimal number is like
multiplying a whole number by a decimal number and how it is different.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: decimal place, decimal number, place value, part of a part, tenth,
hundredth, thousandth, denominator, numerator.
Syntax1: Multiplying a decimal number by a decimal number is like
I used multiplication because
I solved this problem by

Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse2: Students will read the word problem, write it as a multiplication problem, discuss
with a partner, share what they believe the problem will be, and agree or disagree with a partner
and with the large group.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
Students will explain how multiplying two decimal numbers is like multiplying a whole
number by a decimal number and how it is different using sentence starters such as multiplying a
decimal number by a decimal number is like, I multiplied by, and I solved by.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Start here!

Emerging

Expanding

Bridging

This is (is not) like _____.

Multiplying two decimals

numbers is like _____.
I solved this by ___.
I used multiplication because
____.

Multiplying a decimal
number by a decimal number
is like _______ but ______.
I solved this by _____
because ____.
I multiplied ___ by ___
because _________.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
Guided Practice
Independent Practice
Remind students about reading Have students write down what
Set norms for partner
tenths, hundredths, and
kind of equation this may be from share/interaction
thousandths places.
word problem projected
Protocols for completing each
Define then use new
Show/model student work for
equation and sharing on
vocabulary during the lesson.
correct and different
document camera
representations of problems
Equations with walk through
Use student primary language
of how we got there
2

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

Use sentence frames students

are expected to use when
discussing the concepts.

Rephrase/revoice student
responses

Word problems
Working in partners and whole
group discussion
Homework, two pages, select
numbers

7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may
need to make for your language learners.

Part 4: Lesson Analysis

In addition to answering the questions below, annotate (make notes on) the actual lesson plan to
indicate what worked, what didnt, missed opportunities you had, where you collected evidence of
student learning, how you monitored students, and other anecdotes.

LEARNING GOAL
1. What was your content learning objective/goal?
Students will solve multiplication problems in which at least one factor is a decimal number to
successfully complete a multiplication problem with two numbers with decimals.

EVIDENCE
2. a) What specific examples of student learning do you have that showed students met or made
progress toward the content learning objective? Please complete the chart below.
Teacher Actions &/or Strategies
Having students identify the decimal
places I multiplication problems on the
board

Evidence of Student Learning

Students were able to verbally express
each place value when questioned. Student
responses were, that is one tenth times
one tenth and the answer is one one
hundredth.

Have students verbally explain if

multiplying a fraction by another fraction
is going to be either bigger or smaller than
the products

Students were able to explain that when

multiplying decimals, the answer would be
smaller than the products. They thought of
it as multiplying fractions, on of the
students said, can we think of it as
multiplying fractions, because I know how
to do that and it is a fraction just written
differently.

Have students solve the grocery lists total

price of all the food items needed for the
party.

Students were able to solve the

multiplication problem from grocery list #1
of each of the products needed. Students
were able to show how much 3 bags of
carrots costing $3.15 each. Students were
able to successfully calculate the cost of
how much money each group of items
would be as well as adding all of the
multiplication to find the total.

b) Write a narrative that explains the decisions and strategies you used that led to successful
student learning of your content learning objective.
Strategies that were used during this lesson that lead to successful student learning was
questioning, modeling, having students think-pair-share, partner work, and independent practice.
These strategies lead to successful learning because questioning enabled teachers to see what
students were thinking. They were able to hear what vocabulary the students were using and to see
if it related to the specific content vocabulary. Some words we were looking for students to
successfully use were decimal, place value, tenths, hundredths, thousandths, multiplication, whole
numbers, etc. Hearing students talking about each problem enabled the teachers to hear how
students were talking about each problem and ways we could solve the problems.
Another successful strategy that was used was modeling. We modeled how to set up these
multiplication equations on the board. We were able to walk through the step as to how to set up
each equation so we could successfully solve the multiplication problem. We then had to come
back to our decimal points and prompted the students to count the total number of decimal places
in each factor and apply that number of decimal to the final product. We also modeled how we did
not include the decimal in our partial products. This enabled students to see that the decimal
number did not necessarily matter in the partial products and only in our final product.
The third strategy we used was having students think-pair-share. This enabled students to think
about their response before they answered and pair with the partner across form them. This enabled
students think time to think about their responses and share with their partner across from them.
This allowed students to talk with a peer. I also had one student repeat what another student had
said in her own words. This enabled students to hear another student rephrase a fact her peer had
stated. Partner work was also used during this lesson to enable students to work with one another to
solve the problems. They were required to talk with a partner and work together to solve the
problems. This enabled them multiple perspectives and different ways of explaining their

processes. Independent work was also used for students to apply what they had learned on their
own.
c) What evidence is missing? What would you do to capture this evidence in the future?
Evidence that is missing is that we did not complete an exit slip. This would help to see which
students were able to fully grasp the concept of multiplying two decimal digits and which students
were not able to grasp the concept. To capture this in the future, I will create and collect an exit slip
for students to show me their understanding of the lesson they had just experienced.
3.

a) What specific examples of student learning do you have that showed students struggled to meet
or make progress toward this goal? Please complete the chart below.
Teacher Actions &/or Strategies
Have students work with a partner to figure
out totals and give change to one another.

Evidence of Student Learning

Students were able to figure out the totals
of each of their lists, but they had trouble
figuring out what total they had and how
to give the student change. Students had a
difficult time understanding the direction
of giving change.

b) Write a narrative that explains the decisions and strategies that may have interfered or created
missed opportunities in terms of student learning.
Strategies that may have interfered with student learning would be not giving explicit directions
with what to do with the grocery list. Students were able to add the total cost of the list, however,
they were unable to understand how their partner should give them change based on the amount the
first student gave them. Next time, I am going to give explicit directions so students are able to
complete what I anticipate.
c) What evidence is missing? What would you do to capture this evidence in the future?
Evidence that is missing is if students were able to take this home and successfully complete it.
Most students were able to complete this task in class. Those who did not finish the task were
required to take it home and finish it for homework. To capture evidence in the future I will require
an exit slip that captures student understanding with what the lesson was entailing.

ALTERNATIVE STRATEGIES and NEXT STEPS

4. Considering student learning, if you were to teach this lesson again, what decisions and strategies
would you change (in planning, instruction, and/or assessment) to teach an upcoming lesson? How
do you expect these strategies to impact students achievement of the lesson learning goal(s)?
If I were to teach this lesson again, I would change the assessment aspect. I would have the
students fill out an exit slip of three things they learned with multiplying two decimal numbers before
they left. This strategy will deepen student understanding and achievement by enabling the students to
tell me, in their own words, what they got from this lesson. An exit slip will enable me to see who
understood the lesson and who did not understand the lesson.
5. Using the evidence of student learning described and observed, what will be your next steps in
future instruction with the class, small groups, and/or individual students?
Next steps for future instruction in the class would be to have exit slips for the lesson. This will
enable me to see what students were able to comprehend the lesson objectives. It will also enable me to
see which students understood the content, if I need to reteach the information tomorrow, and if I need
to move on to a new topic.