Student: Caitlin Kellegher College Supervisor: Susan McLaughlin

Content Area: Mathematics Cooperating Teacher: Jennifer Sullivan

Grade: Fifth Lesson #1 Topic: Adding and Subtracting Decimals Using Patterns Date: 10/5/16
School District: Baldwin, NY School: Brookside Elementary School

Instructional Objective
Following a brief discussion about adding and subtracting decimals, the students will identify,
describe, and create numeric patterns with decimals with 80% accuracy.

NYS Standards and Indicator

CCSS Mathematics: Numbers and Operations in Base Ten (5.NBT.B.7)
Students will 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.
Indicator:
● This will be evident when the students successfully complete the checkpoint questions
on their own.
Motivation
The students will play a game called “Line Dry.”
Materials
● Go Math! Student Edition, Go Math! Online Student Edition, “Math on the Spot” video,
SMART Board, math choice board, whiteboard, dry erase markers, enrichment worksheet,
reteach worksheet, pencils, frontload lesson 3.11
Strategies
● Direct Instruction: The teacher will introduce the topic to be learned, then describe how to do
it.
● Modeling: The teacher will show students how to complete the tasks through the “Math on
the Spot” video.
● Guided Practice: The teacher will work with the students to practice the “Unlock the
Problem” question, the example, and “Share and Show” question #1.
● Independent Practice: The students will practice “Share and Show” questions #2 and #4 on
their own.
● Cooperative Learning: The students have the option to use buddy boards to give each other
problems relevant to the lesson.
● Graphic Organizers: This will be evident when students use a number line to help them
visualize a pattern.
Adaptations
● For the student who has a learning disability in regards to speech/language, the student will
use a number line as a graphic organizer to help him understand the concept. Directions will be
given in small units. The teacher will also spend time refocusing the student. Assignments are
modified.
 Differentiation of Instruction
The teacher realizes that students have different interests. There is a period of time devoted to
student choice. During this period, students will have the option to work on buddy boards,
complete the frontload lesson, complete an enrichment sheet, help other students as a
teacher’s assistant, answer the problem of the day, work in their math journals, or complete the
pattern challenge.
Developmental Procedures
● The students will watch the “Math on the Spot” video. (What strategy did they present in the
video? How can you use this to solve addition problems using decimals? How can you use this
to solve subtraction problems using decimals? Is this strategy similar to another concept you
have practiced before this lesson? How?)
● The students will work with the teacher to complete the “Unlock the Problem” question. (A
state park rents canoes for guests to use at the lake. It costs $5.00 to rent a canoe for one hour,
$6.75 for two hours, $8.50 for three hours, and $10.25 for four hours. If this pattern continues,
how much would it cost to rent a canoe for seven hours? What is a sequence? What is the
pattern in the sequence? What is a possible rule for this pattern? Looking at the following
example, what operation would you use to find the missing terms in the sequence? What is the
pattern in the sequence? What is a possible rule for this sequence? What are the missing
numbers in the sequence? How do you know whether your rule for a sequence would involve
addition or subtraction?)
● The students will complete checkpoint questions two and four in the “Share and Show”
section on their own. (What operation do you need to use? Is the sequence increasing or
decreasing? What is the pattern in the sequence? What is a possible rule for this pattern?)
● The students will choose four more questions to try on their own. (What are the first four
terms in each sequence using the rules provided? What other operation could also result in an
increase from one term to another in a sequence? Describe the pattern you used to solve. Do
the numbers show a pattern? Explain how you know.)
● The students will practice the concept using the math choice board. (Billy ran 100 yards in
12.8 seconds. Javon ran the same distance in 13.2 seconds. Who ran faster and by how many
seconds? Give an example of a rule describing the pattern for a sequence. Then write the terms
of the sequence for your rule. How did you know your rule would involve addition or subtraction?
Look at the following sequence. Can you find the rule and the next two terms? What is the rule?
What are the next two terms? What problems can you and a partner create using sequences
and decimals? How can you solve them? What is the pattern? What is the rule? How can
sequencing decimals relate to money?)
● The students will work on the “Problem Solving Applications” question as a class.(What rule
did you choose? What starting number did you choose? Are your numbers increasing or
decreasing? How do you know? What problem could you write to go along with your rule? What
are the first five numbers in the sequence using your rule?)

Assessment
The teacher will assess the students by a teacher created checklist:
● Completion of checkpoint questions two and four.
● All work shown for questions two and four.
 Independent Practice
From page 211 in their Go Math! workbooks, the students will choose two questions from the
top, either question five or six, and they will complete question seven. From page 212, the
students will choose one question from the “Lesson Check” and two questions from the “Spiral
Review.”

Direct Teacher intervention

For students who did not meet the objective, they will work with the teacher to complete the
reteach worksheet for lesson 3.10.

Academic Enrichment
For students who master the objective, they will be allowed to complete the enrichment
worksheet for lesson 3.10.

Teacher References
Dixon, J. K, Larson, M. R., Burger, E. B., Sandoval-Martinez, M. E., Leinwand, S.J. (2015). Go

math! Student edition (Vol 1). USA: Houghton Mifflin Harcourt.

Dixon, J. K, Larson, M. R., Burger, E. B., Sandoval-Martinez, M. E., Leinwand, S.J. (2015). Go

math! Teacher edition (Chapter 3). USA: Houghton Mifflin Harcourt.

Fuel the Brain. (n.d.). Line Dry. Retrieved from http://www.fuelthebrain.com/games/line-dry/