Common Core Aligned Lesson Plan Template FINAL

Subject(s): Math
Kwiatek

Grade: 5 Teacher(s): Miss Briana

School: Benedict Elementary Date: March 24, 2016

Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
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.
Mathematical practices:
7. Look for and make use of structure
8) Look for and express regularity in repeated reasoning.

1 ELD and State Content Standard Addressed (History/Social

Science, Science, Physical Education, Visual and Performing Arts):
1 Learning Objective: (What will students know &
be able to do as a result of this lesson?)

Students will analyze and identify patterns when

dividing decimals.
(Blooms level: Analyze)
Students will write equations, generalize and pattern,
and record the pattern.

STUDENTFRIENDLY
TRANSLATION
I will be able to
analyze and identify
a pattern in the
sequence of
problems that helps
me to better
understand division
with decimals.

Relevance/Rationale:
Students will come away from this lesson with
a solid foundation in dividing with decimals,
demonstrating a deeper understanding of the
relationships between quotients, dividends,
and divisors.

STUDENTFRIENDLY
TRANSLATION
This is important for
me because I will
have a better
understanding of
how division with
decimals works,
particularly when
handling money.

1 Essential Questions:
What patterns can I identify when I divide by decimals?
When do I divide decimals in everyday life?
Part II STUDENTS INFORMATION
1 Class Information:
a. Total 30 students
b. EL/Special Needs 6 EL students, 1 special needs students who
visits classroom for math
c. Linguistic 3 students speak Japanese at home as their first
language, 1 speaks Korean at home as his first language, 2 speak
Spanish at home as their first language, others speak Spanish,
Farsi, and Japanese but are not ELs. Twenty four students speak
English as their first language.
d. Cultural/Health Students come from mostly working class and
upper middle class families. Parents are semi involved in their
students education. They help with homework but do not volunteer
in the classroom or participate classroom activities. Open house
did however have most parents in attendance. Students come

from various religious backgrounds including but not limited to,

Muslim, Christian, New Age, Catholicism and Native American
religions. Some students come from tight nit families with major
influences from extended family members. There are also students
from divorced households and complex family situations. There are
no students with major health concerns.
e. Physical Students are in the early stages of puberty. A few girls
are taller that the boys and are beginning to develop into young
women. Boys are beginning to develop more muscle and are
becoming increasingly active. Some girls are becoming
increasingly active as well, scoring higher on the recent physical
fitness test than the boys.
f. Social They enjoy close friendships with classmates and find
satisfaction in helping their peers with academic assignments and
social drama. Students good naturally tease one another and there
is one students who, if is not monitored, will tease beyond what is
considered to be respectful. This student has to be continually
reminded to treat others with respect and not lash out. Some are
dealing with complex family situations which is sometimes
revealed through disruptive behavior or disengagement.
g. Emotional Students are beginning to display a strong sense of
self, determining why school is or is not important to them and are

also beginning to establish work study habits and work ethic. They
are also beginning to develop passions and interests in certain
hobbies and are beginning to explore them in greater detail.
Students vary in maturity, ranging from Stage 1, 2, and 3, on
Kohlbergs Six Moral Stages. Some are still avoiding punishment
based on who is watching them while others are learning to follow
rules to protect their own interests. Some have reached the third
stages and are seeing themselves in relation to their peers. These
students feel they need to be good because of the Golden Rule.
h. Interests/Aspirations Students have expressed interests in
fashion, animal care, soccer, British culture, Japanese culture,
anime, video games, drawing and baking. They enjoy discussing
their interests with peers and educators.
1 Anticipated Difficulties
I anticipate students with behavioral issues having problems with
working in pairs and staying on task.
I anticipate low performing students having trouble with identifying
patterns that demonstrate higher level thinking.
I anticipate problems with students using the calculators.
I anticipate my EL students struggling with the focus question and
determining how best to answer it.
Part III - LESSON ADAPTATIONS

1 Modifications/Accommodations (What specific

modifications/accommodations are you going to make based on the
anticipated difficulties?)

I will stand by students who are being disruptive and encourage them
to stay on task with Kool Koala incentives, handing them a Kool
Koala when they are on task and working hard.
I will make sure students understand how to use the calculators
before passing them out, by having a short discussion on the proper
usage of calculators. I will emphasize that when used in the correct
context, calculators are tools for efficient math and problem solving.
I will be walking around the room and monitoring student progress as
they work through the patterns in pairs. As I walk around the room, I
will be listening to their conversations, making sure they are staying
focused and on task. I will check in with groups who seem to be
struggling and offer suggestions as to how to better grapple with the
material.
In order to accommodate EL students, the focus question will be
displayed on a powerpoint throughout the lesson. Tables will be
handed out with pictures of each candy and clearly delineated spaces
to record equations and observations. Students will work in groups so
as to make use of the multiple intelligences throughout the room. I
will be sure to place EL students in groups with EO students so they
can help one another grapple with the material.
1 21st Century Skills Circle all that are applicable
Communication
Critical Thinking

Collaboration

Creativity

Describe how the 21st century skill(s) you have circled will be
observed during the lesson:
Students will use collaboration skills as they analyze the
equations for patterns. They will bounce ideas off of one
another Students will collaborate with team members to group
shapes. Students will work out their critical thinking skills as
they devise patterns from the equations.
1 Technology - How will you incorporate technology into your lesson?
Students will use calculators to complete computations. I will also use
a PowerPoint to display the focus question.

Part IV - ASSESSMENT OF STUDENT LEARNING

1 Assessment Criteria for Success: (How will you & your students know
if they have successfully met the outcomes? What specific criteria will be
met in a successful product/process? What does success on this lessons
outcomes look like?)

Objective: Students will analyze and identify patterns when dividing

decimals.
Formative:
Students will be given a worksheet with a table on it, displaying each
candy, its price, and a space to write an equation. They will complete this
table with accuracy, showing the equations they are plugging into the
calculator. They will then record the patterns they observe in the space
provided below. They will adjust what theyve written as we discuss in pairs
and in whole group. At the end of the lesson they will record which candy is
the best buy and will label that equation with the dividend, divisor, and
quotient.
DOK Level: Strategic Thinking/Reasoning
a. (Attach rubric here, if applicable): (See attachment)

Part V - INSTRUCTIONAL PROCEDURE

1 Instructional Method: Circle one Direct Instruction
Inquiry: Learning Cycle
Cooperative Learning
1 Resources/Materials: (What texts, digital resources, & materials will be
used in this lesson?)

Calculators, Tables, Math Notebooks, Pencils, Paper,

1 Procedure (Include estimated times. Please write a detailed
procedure, including questions that you are planning to ask.):

OPEN: 15 min
Engage
I will bring kids to the carpet at the front of the room, instructing them to
bring their math notebooks and pencils with them. Once students are
settled, I will hold up $15.00 in ones and present the problem using
PowerPoint.
I have $15.00 to spend at the candy shop. Looking at the menus,
how much of each candy can I buy with $15.00? What kind of math
do I use to figure this out?
Once the problem is explained clearly, I will hand out the calculators and
the candy menus. I will then group students in 2s and 3s. I will instruct
students to use the calculators to work through each succession of
problems, emphasizing their need to record each equation and its answer. I
will ask the students How many Hershey kisses can I buy with my 15
dollars? Discuss this with a partner. What should I do? After hearing
multiple student responses, I will choose one correct one and write it on the
board for students to reference throughout the lesson. I will then release
them to do partner work.

BODY: 30 min
Explore
Students are then given time to work with the calculators and solve each
equation. As students begin to grapple with the numbers, I will walk about
the room and answer questions they may have and guide them in their
process. As I notice them finishing up with the equations, I will instruct
them to take a look at their answers and devise any patterns that they see.
The patterns will be recorded in their math notebook as they work.
Develop
As students are wrapping up, draw their attention to the board and begin a
discussion on what patterns they found. Record patterns on the whiteboard.
Together we will address these questions displayed on the PowerPoint:
What is our conclusion?
What do we notice about our answers?
As we discuss I will slowly begin to introduce the academic vocabulary. I will
ask them, What do these numbers represent? They will come to the
conclusion that If the candy is cheaper, then I can buy more candies with
my $15.00. We will then together beginning to make the vocabulary
connection: the dividend is $15.00, the divisor is the candy, and the
quotient is the answer: how many candies can be purchased. I will then
guide them to the conclusion that as the divisor approaches zero, the
quotient gets larger and as the divisor approaches 1 it gets closer to the
dividend. To ensure this concept is solidified, I will write an equation on the
board and ask them to predict if the quotient will be larger or almost the
same as the dividend without using the proper vocabulary. I will repeat this
process as needed.
CLOSE: 10 min
Extend
We will close with the following questions:
Which candy would give me the biggest bang for my buck? Which is the
best deal?
These conclusions will then be discussed whole group and then be recorded

in their math notebooks. In their conclusions, they will also connect the
candy and the money to the following terms: quotient, dividend, and
divisor. For example:
The Hershey Kisses would provide the best deal for my $15.00.
15 (dividend) .15 (divisor) = 100 (quotient)
I will close with a quick thought on why dividing decimals is an important
skill for everyday life and then end our time together.
Part VI - REFLECTION
1.

What instructional strategies did you use to help students achieve the lesson objective?

Students were given calculators to help them with the exploration of the topic. Also, I
introduced the topic with a real world problem. I brought in a five dollar bill and ten one dollar
bills to hold up as I introduced the focus question. This emphasized the point that the focus
question was a real world problem and something we all must be prepared to experiencehow
could we best use a fifteen dollar budget when making a purchase. Additionally, according to my
master teacher, I did not lack from enthusiasm and encouragement. These two components
helped me to create a safe space for students to explore and take academic risks. The affective
filter was lowered in order to encourage exploration and discussion.
2.

Were the students successful at achieving the lesson objective?

a)

If so, provide student evidence

There were three students who completely achieved the lesson objective: they wrote
down the correct equations and came to the desired conclusions. There were six students who
came very close to meeting the objective, having either recorded the correct equations and
came to less desired conclusions or misunderstood the focus question and correctly
demonstrating math that answered a different questionhow much candy in general could be
purchased with fifteen dollars. Even for the students who did not achieve the object, students
were provided with time to reflect on the process of division, multiplication, and addition and
how they work. Students were able to assign meaning to the math they had been learning by
applying their math skills to a real world problem. Several students tried to complete the activity
without using calculators; they were so empowered with their mental math skills that the
calculators seemed cumbersome and unnecessary. If anything, this math lesson pushed
students to exercise their math skills and feel a sense of accomplishment at what they were
able to do without calculators. They had to choose a methodaddition, subtraction,
multiplication, or divisionand justify its use in a real world problem. Eleven out of the
seventeen students did just that and used some type of math in the correct way to come to an
answer. I would say that is a success.
Taishu4/6Taishu recorded the correct answers to the equations, demonstrating that he
knew to divide but did not record the equations in their entirety and did not come to the desired
conclusion. He did have some interesting observations regarding the patterns he observed. He

noticed that the higher the price of the candy, the fewer could be purchased with the $15.00.
Joelle6/6Joelle recoded the equations in their entirety and used division to derive her
answers. She also recognized the desired pattern.
Eli5/6Eli also recorded the correct equations in their entirety and used division to solve
them. His conclusions, however interesting, did not address the desired pattern
Zahra3/6Zahra used division to solve and recorded her equations correctly. She did not,
however, identify any patterns.
Haven6/6Haven correctly recorded the equations, used division, and identified the desired
pattern.
Misha4/6Misha misunderstood the focus question. She found out how much candy in
general she could purchase with $15.00. Her math processes are exquisite in that they are
rationalized and clear. They just do not match the focus question. She also did not record any
patterns
Jaza4/6Jaza, who worked with Misha did the same thing. Her rationalizations are
fantastically articulated, but they do not match the focus question. She also did not record any
patterns.

James6/6James recorded his equations correctly and used division to solve. He came to
some interesting conclusions and identified patterns like If the price gets bigger you get less
candy and, if the price gets smaller you get more candy. In essence, he identified the desired
pattern.

Muhamad D.6/6Muhamad, who worked with James, completed similar work. He recorded
his equations correctly and used division to solve. He came to some interesting conclusions and
identified patterns like If the price gets bigger you get less candy and, if the price gets smaller
you get more candy. In essence, he identified the desired pattern.

Rishi6/6

GenesisIncomplete
SydneyIncomplete
AmamiIncomplete
JuliaIncomplete
WaelIncomplete
ZachIncomplete
Iveth3/6Iveth worked with Zarah and produced similar work. She used division to solve and
recorded her equations correctly. She did not, however, identify any patterns.

b)

If not, why do you think they were not able to achieve the lesson objective? What are

your next steps?

The rest of the students who did not achieve the objective either did only the equations
and not the pattern conclusions or turned in incomplete work. The incomplete work was due to
students misunderstanding the directions and either not turning their work in or not working out
the equations and recording patterns.
My next step as an educator would be to redo the lesson entirely. I would create a new
focus question that addresses dividing decimals and would introduce it using the changes
addressed in question three. I would redo the lesson because the lack of students achieving the
objective is due to the convoluted way I ran the lesson.
3.

What would you change about the lesson and why?

There are several things I would change about this lesson. Most importantly, as
recommended by both my master teacher and my professor, I would post the focus question on
a PowerPoint so students could see it and refer to it throughout the discovery process. This
would have saved me from having them explain the questions over and over again, and would
have given my visual learners a better idea of what was required of them. The other thing I
would have done differently is I would have created a table for them to write in their equations
and conclusions. This was also recommended by both my master teacher and my professor.
Instead of just handing them a candy menu, I would have set the menu into a table with spaces
delineated for recording the equations and for writing down their conclusions. This would have
added more structure to the lesson and would have saved me from having to explain the
directions over and over again. Students would have had a clearer picture of what was expected
of them and would have made a more informed decision regarding what kind of math to use to
answer the focus question. These are the two most important things I would change about the
lesson.

Images Taken During Lesson

Rubric
3

Recording
Equations

Records all
equations
correctly, using
division to solve
for each answer.

Records some
equations. Uses
other form of
math to generate
the answer i.e.
addition,
subtraction.

Does not record

any equation. No
evidence of math
being used to
generate
answers.

Developing
Patterns

Patterns are
thoughtfully
developed as
evidence by their
written answers.
Patterns
identified relate
to relationship
between
dividend, divisor,
and quotient.

Patterns
somewhat
developed.
Answers relate to
math but do not
address the
process of
division.

No patterns
identified. No
evidences of
written answers.