Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Rachel Gulbrandsen

Math

12/9/14

Standard:
5.NBT.B.7
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
- The students will use a hundredths grid to demonstrate their knowledge of adding and subtracting
decimals. There will be examples dealing with money to show their understanding of using a hundredths
grid. I will ask for choral responses and volunteered answers to check for their understanding. At the
end of the lesson, the students will be able to add and subtract decimals using a hundredths grid.
II. LEARNING OUTCOME (Objective):
Given the Hundredths Grid, students will understand adding and subtracting decimals through modeling by
solving problems, using a hundredths grid with 100% accuracy.
DOK/Cognitive Rigor Level:
DOK 2 Skills & Concepts
- The students would make predications of what to do next during the lesson. This was the student using
their prior knowledge in order to make predictions of the next step. When the students used two colored
pencils on their charts, they were showing a relationship between the products. One colored represented
on product and the other color represented the other product. When they added or subtracted them, they
found the relationship between the products. The students worked with word problems, which gave the
student information to use when solving the problem. The students used supporting information, which
is a part of DOK 2 in order to find the answers.
Language Demands
. Definition of decimal
. Tenths place value language of discipline
. Hundredths place value language of discipline
. Addition and subtraction of whole numbers language of discipline
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence.
Before adding and subtracting decimals through modeling, the students have gone over estimating the sums
and differences of decimals. This lesson will help the students with adding and subtracting decimals
without having to use a model.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set:
- There are different instances when decimals are being used. One example is running (i.e: miles).
Another example is money, which we will be discussing today. We use money in our every day lives,
so it is important to be able to add and subtract using decimals. We use money to buy and sell items
and also for change.

Student friendly objective:

By the end of our lesson you should understand how to add and subtract decimals by using a
hundredths to solve different money problems given by the teacher.
Purpose:
We know the sums and differences of decimals. Today you will learn how to add and subtract decimals
through the use of models. Learning this will help you in the future, such as the use of money. Also,
models can be used as a strategy. A model can create a visual to show understanding of the concept
being learned.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Explain the Grid
a. T input: The chart in front of you is a hundredths grid. Each square equals 1/100 or .01 of 100.
When all the squares are filled in, it equals one whole. The decimal will go after however many whole
grids there are. For example, the two amounts are .01 and .02. What is the amount when a total of 3
boxes are filled in.
a. T model: Show kids how to fill in the squares when adding.
b. Student response:
The students will choral respond to the question asked, which is .03.
Step #2: Problem # 1
a. T input : Use the table to the right to determine the total monthly cost of using the dishwasher and
the DVD Player. Raise your hand when you can tell me how much the dishwasher costs per month and
how much the DVD player costs per month.
a. T model : point to the chart to find the monthly uses.
b. Student response:
The students will raise their hands and when the teacher calls on one of the students, the student will
tell the teacher the cost for using a dishwasher per month and a DVD player.
Step #3: Adding the problem
a. T input : We know that the dishwasher is $.85 a month, so we are going to take one colored pencil
and color in 85 squares, which represents $.85. Look at your neighbors and compare. Raise your grid
when you have finished coloring in your squares.
a. T model : Color is squares
b. Student response:
The students will raise their grids when they have finished coloring in the squares. They can look
around to their neighbors and compare.
Step #4: Adding the problem continued
a. T input : We know that the DVD player is $.40 a month. With another colored pencil, color in 40
squares to symbolize $.40. If you run out of squares on one chart, move to another one. Raise your
grids when you have finished coloring in your squares.
a. T model: Color in the squares with another colored pencil.
b. Student response:

The students will raise their hundredths grid when they are done coloring in the second amount.
Step #5: Adding the problem
a. T input : With the person next to you count the squares. Remember when you fill in 100 squares, it
equals one whole. Who believes they know how much you would spend per month on the dishwasher
and DVD player?
a. T model: Count squares
b. Student response:
Using think, pair, share, the students will compare their final answer and then, when chosen on by the
teacher, one student will give their answer.
Step #6: Explain Grid (Subtracting)
a. T input : When subtracting using a chart, you will start by filling the highest amount of boxes you
need and then cross out the boxes that are being taken away. For example, the two numbers that are
given are .03 and .01. What is the total value we are left with?
a. T model : Show how to cross out the boxes
b. Student response:
The class will give a choral response to the above question and say, .02.
Step #7: Problem #2
a. T input : Find the difference between the cost per month to run the microwave oven and the ceiling
light. Lets look at the chart again and find the amount the question is asking for. Can anyone give me
the amounts we are going to be working with? Students raise their hands and teacher calls on a
different student.
a. T model: Look at the picture.
b. Student response:
Students will use think, pair, and share. The students will raise their hands and will be called on to
answer the question.
Step #8: Subtracting the problem
a. T input : We are going to shade in the highest amount, which in this case is the microwave oven
with one colored pencil. I want you to raise your girds when you have colored in the amount of the
microwave.
a. T model: Shade in $3.57 of a chart
b. Student response:
The students will raise their grid when they are done so the teacher can see and check it.
Step #9: Subtracting the problem continued
a. T input : Now, look at the second amount, which is the ceiling light. The ceiling light is $.89 a
month. We are going to but an x in 89 of the boxes, representing the difference between $3.57 and
$.89. I want you to raise your grids when you have finished subtracting $.89 from $3.57.
a. T model: Put an x in 89 boxes
b. Student response:
The students will raise their grids when they have finished their subtraction problem so the teacher can

come around and check it.

Step #10: Subtracting the problem continued.
a. T input : Now, we are going to count the remaining boxes to get the difference between the two
item per month. Remember that each 100 squares equal one whole. Also, remember that the decimal
goes after the number of wholes there are. When you have finished, share your answer with a partner
and come up with the right answer. Can someone please raise their hands and tell me their solution?
Did anyone get anything different?
a. T model: Count the squares
b. Student response:
The students will finish their problem and use think, pair, share to compare their results. The students
will be called on to share their final answer.
Step #11: Addition Problem
a. T input : On your own, I would like you to work on $1.22+$0.34 and show your answer through
your modeling grid. When you are done, I will ask one student to come up to the board to show how
they solved the problem. Does everyone understand how he/she got his or her answer?
a. T model: Students work on their grids, while I walk around the class.
b. Student response:
One student will come up to the overhead and shares their results. The students will then give a choral
response to the question asked above.
Step #12: Subtraction Problem
a. T input : On your own, I would like you to work on another problem: $0.47-$0.21 and show how
you got your answer through modeling. When you are done, I will ask one student to come up to the
board to show how they solved the problem. Does everyone understand how he/she got his or her
answer?
a. T model: Students work on their charts to find the answer.
b. Student response:
One student will come up to the overhead and shares their results. The students will then give a choral
response to the question asked above.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
D.
On the back of your paper, there are more charts. I would like you to work on these two problems on the
backside of the paper provided and when you are done flip you paper over to show me that you are
finished.
1. $0.02+$0.8
2. $2.73 - $0.94

E. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
- Hundredths grid
- Colored pencils (2 different colors per student)
- Overhead projector
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative:
During this lesson I will have taught the students how to add and subtract decimals through using a
hundredths grid. I will have checked for their understanding by having them hold up their finished
hundredths grids that I have provided for them to do their work on. I will have also checked for their
understanding by having a couple of students come up to the projector and show the class their work.
Summative:
The students will finish the two problems given in the application activity and turn the grids in to prove
they understand the concept. I closed the lesson by restating the benefits of being able to add and
subtract using a hundredths grid, such as a visual aid. I was able to check to see if the students
understood the concept because I looked at the work the students did before they left the classroom and
everyone got the two answers correct. In this lesson you have learned how add and subtract decimal by
modeling. This will help the students with future math classes and in the real world, such as dealing
with money. Using modeling, such as the hundredths grid will help the students obtain a visual.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
I plan on breaking down each step and making them as specific as possible so
everyone understands what to do. If kids do not understand what to do, I will let
them discuss their answers in groups. I will ask for a choral response to check for
understanding. I will allow for questions and answers.
VII. HOMEWORK (if appropriate):
N/A