DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Raschelle Davis Grade Level 6th Title Multiplying Decimals
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
11 boys, 18 girls
IEP:
Isabelle
Shaylee
Gavin
ELL:
Rene-4
Michelle-5
Sean-3
Luis-3
Monseratt-4
Advanced (Honors students):
Emma
Kaylie
Anna
Meili
Jara
Tatum
Maile
Hunter K.
Hunter P.
Monseratt
Ashlee
Tim
Breanna
Max
Cadence
Behavior Students:
Anthony
Rene
Classroom environment: The classroom is a little crowded. Students are seated at tables with the
desks put together. All of their supplies are in a box with different colored binders depending on the
period the student is in. Their names on the binders. These boxes often get in the walk ways so I have
to be careful walking around. The teachers desk and Elmo are at the front left section of the room.
The classroom has a Smartboard that we will be using to teach this lesson. Three teachers will be
helping for this lesson (Mrs. Braken, Mr. C., and me.) This lesson will be filmed by Jaime Glauser.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be

able to do?)
State Standard/Objective:
Compute fluently with multi-digit numbers and find common factors and multiples.
3.) Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. (3)
Content Walk-Away: I will multiply multi-digit decimal problems. (1,2)
Language Walk-Away: I will write the steps to solving multi-digit decimal problems. (1,2)
Vocabulary: Factor and product (9)
ASSESSMENT EVIDENCE (What evidence do I
need to show the students have learned the WalkAway?)
Formative Evidence (checking for understanding
throughout the lesson):
Throughout the lesson I will be formally assessing
multiple times by observing partner work on the white
boards, desks, and classroom discussion. (30)
Content Walk-Away Evidence (Summative):
Students will solve multi-digit decimal problems on
their worksheet. (30)
Language Walk-Away Evidence (Summative):
Students will write the steps to solving multi-digit
decimal problems in their cheat book. ( 30)

Approx.
Time
15-20
min.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL Students will have the modified
worksheet. (5) ELL students are seated next
to the advanced students for help. (17)
Teachers will do first problem in each section
on the board with the students. (14)
IEP- Students will have the modified
worksheet. ELL students are seated next to
advanced students for help. Teachers will do
first problem in each section on the board
with students. (14)
Advanced- Students get the
advanced/extended work sheet. (5) They
have the opportunity to solve the riddle on
the board if they have time. (21)
Behavior- Rene is seated right at the front of
the room away from all of his friends. Anthony
is seated at the back of the room because he
often gets frustrated and has to step out for a
minute to take a break. We will keep a close
eye on him.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
By raise of hand I want to know how many of you in this class are selling chocolates for
the school. Did you know that when you are figuring out how much somebody owes or
how much you owe the school you can do this by multiplying multi-digit decimal
problems? (7) We are going to be learning how to multiply multi-digit decimal problems
today. Point to walk-aways written on the board. I want all of you to read these walkaways with me. Read with students. (1,2) First, before we learn how to do this you are
going to do some oral multiplication with your shoulder partner. Set timer _____. Let
them take turns. (8, 6,11,13,16,25) Now that everyones brains are working you are going
to do an activity with your shoulder partner, exploring multiplying decimals by using
area models. (4,6,12, 13, 16, 20, 21, 22,25) Pass out the paper to partners. Give them 10
minutes to work together (26)(watch the class to see if they finish faster or need more
time).

Formative assessment: (30)

Learning Goal
Success Criteria
Students will be working The students are practicing
together to practice their multiplication with their
multiplication problems
partner by skip counting as
and explore the
fast as they can within a
multiplication of multicertain time. Students will
digit numbers using area be using area models to
models.
explore how the
multiplication of numbers
with decimals works.

Assessment Strategy
I will be walking around while
they are doing multiplication. I
will be listening as they skip
count all the numbers from 112. I will be walking around
listening to their thinking as
they discuss with their
partners how the
multiplication of decimal
numbers works while using
their area models.

Modification/accommodations: (ELL, IEP, GATE, etc.) Students are seated in colored

seats according to high level, mid-level, and low-level. There two high level learners and
two low- or mid- level learners at each table. (17)
Behavior students- Rene seated at the front of the class away from his friends. Anthony is
seated in the back so he can step out if needed.
15-20
min.

Focus Lesson (I do it)

We all know how to multiply numbers with more than one digit and we recently learned
how to add and subtract numbers with decimals. (8) Today we are going to learn how to
multiply them. They have a few different rules than adding and subtracting. I would like
you all to get your cheat books out. (4) Open up to a new blank page in your book and
write at the top 2.5 Multiplying Decimals. Just like at the top of this slide. (10,11,12,14) We
are going to learn two new vocabulary words today. The first word is Factor (9), I want
everybody to say Factor with me. Factors are the numbers you multiply together to get
another number. For example 3x7 are the factors of 21. Write the definition of factor and
example on the board. I would like you to write a sentence in your cheat book using the
word factor. For example 2 and 3 are factors of 6. The next word is Product (9), I want
everybody to say Product with me. A product is the answer when two or more numbers
are multiplied together. For example 6 x 3 has a product of 18. Write the definition of
factor and example on the board. I would like you to write a sentence in your cheat book
using the word product. For example 18 is the product of 6 x 3. Now I want you to write
the steps to multiplying decimals. 1. Line up the last digit (number). 2. Multiply. 3. Count
and circle all the digits after the decimal. 4. To place the decimal in your answer start at
the right, count and the circle the same number of digits and place the decimal there. Lets
do a few together. (12 x .5, 24 x .6, 4 x .37) (If needed do a few extra examples (14.8 x 1.32,
32 x.28, 65 x 1.23, 1.46 x .5 all of these are optional) Everybody put your cheat book away.
(4,6,10,11, 12, 13,14,21,22, 23, 24, 25)
Formative Assessment: (30)
Learning Goal
Students will be writing the
steps for multiplying multidigit decimal numbers.

Success Criteria
Students will be writing
their vocabulary words
(factor and product) with
the meaning and an
example in their cheat
books. Students will solve
example problems. (12 x .5,

Assessment Strategy
I will be looking at their
cheat books to see if they
wrote the vocabulary words
(factor and product) with
the meaning and example in
their cheat books. I will be
looking for the answers to

24 x .6, 4 x .37)

(12 x .5 = 6.0, 24 x .6 = 14.4,

4 x .37 = 1.48)

Modification/accommodations: Students are seated in colored seats according to high

level, mid-level, and low-level. There are two high level learners and two low- or mid- level
learners at each table. (17)
Behavior students- Rene seated at the front of the class away from his friends. Anthony is
seated in the back so he can step out if needed. ELL Write an example for the vocabulary
words on the board. (12) Give them a little more wait time (18) to write. IEP Write an
example for the vocabulary words on the board. (12) Isabelle takes longer writing notes, I
will give her a worksheet with the notes already filled out, she will have to write her
examples of the vocabulary word and write the vocabulary word itself. (5)I will keep
prompting her to stay on task. She is seated right at the front of the class. Advance/ honors
I am going to have them write and solve their own problem using at least three digits on
the top and bottom; they can put the decimal wherever they want. (15)
10-15
min.

Guided Instruction (We do it)

Now that we have done a few together we are going to practice where we put decimal
points when we multiply multi-digit problems. This is a little different than the examples
we did in our cheat book. For this we are not going to do the actual multiplication because
I know you all know how to do that. We are just going to figure out where we are going to
place the decimal point. Remember, a strategy we can use is to circle all of the digits after
the decimal. Then count them; that will tell us where to put the decimal point in our
answer. Watch as I do the first problem. 76.115 x 27.339 I will circle all of the digits after
the decimal point, count them and then write how many digits I need to count over to put
my decimal point. Show example. Okay, this next problem we are going to do together.
Remember the steps we wrote down. Dont shout the answer out, think it in your head and
On the count of three I want you to all tell me the first thing I am going to do. Wait time
(18) Ready? 1,2,3. Thank you, youre right, I circle the digits after the decimal point. What
do I do next? Remember dont shout the answer out, Wait time, Ready 1,2,3, Walk through
the steps with the students on the next few problems. Do some more if they need more
examples. Now I want you to do the rest of the problems on your white board with your
shoulder partner. Give them 5 minutes to complete. Do you remember how we were
talking about selling chocolates? We are going to do a problem about selling boxes of
chocolate. I want you to try and figure out the answer on your white board. If you are
stuck, Mrs. Braken and Mr. C. and I are going to be walking around to help. Give them
two minutes to do the problem. Now everybodys eyes up here, lets walk through this
problem together. Have them tell me the steps to solving the problem. Here is another
story problem I want you to solve with your shoulder partner using your white boards.
We will still be walking around to help. Give 5 minute to solve. If many students are
struggling with this one we can do it together as a class or I could give clues as they try and
figure out how to solve it. (4, 6, 7, 10, 11, 12, 13, 14, 16, 18, 23, 26, 29)
Formative Assessment: (30)
Learning Goal
Success Criteria
Students will say where Students will walk the teacher
to put the decimal point through the steps of finding
in a problem.
where to put the decimal point
in the problems. 78.03 x 5.44,
Students will solve
80.919 x. 44.21549
story problems using
multi-digit
Students will solve the

Assessment Strategy
I will be listening to the
students as they walk me
through how to find where to
put the decimal point in the
problems. 78.03 x 5.44 = 4
decimal places. 80.919 x.
44.21549= 8 decimal places.

multiplication of
decimal problems.

chocolate story problem 23.50

x 27 and the flower bouquet
story problem. 2.09 x 2, .59 x
4, 1.19 x 3, 1.89 x 5 add the
answers all together.

Chocolate story problem

answer is $634.50
Flower bouquet story
problem is $19.56

Modification/accommodations: Students are seated in colored seats according to high

level, mid-level, and low-level. There are two high level learners and two low- or mid- level
learners at each table. (17)
Behavior students- Rene is seated at the front of the class away from his friends. Anthony is
seated in the back so he can step out if needed. ELL/IEP are partnered with a higher
learner. (17) As I solve on the board I will be sure to use the strategy we have been
practicing: circling all the digits after the decimal point. I will keep my examples up for
visual aids. (12,13,14) Advanced Help anyone at their table if they get stuck on the
decimal points or the story problems.
5-10
min.

Collaborative/Cooperative (You do it together)

Now we are going to be practicing what we have learned with our shoulder partner. For
the first activity we are going to be using playing cards. Mr. C. and I are going to pass
them out. Do not open the cards until you have heard all of my instructions. Pass out
cards. Everyone look up at the white board so I can show you how you are going to be
playing this game. You are going to flip the top cards over onto your desk. I only want
you doing a 3 x 1 problem. Your partner will pick the place to put the decimal point using
their dry erase markers. Then using your marker, write the problem on your desk and
solve it. Everybody watch my example. Show example. After you solve take turns with
your partner. Do not erase the problems off of your desk; I want to see how many you can
both solve in 2 min. Do not write to big you need to have room on your desk for multiple
problems. On your mark, get set, go. Give them 2 minutes. Everybody wipe off your
desks. Now I am going to give you two more minutes, but this time I want you to do a 3 x
2 problem. Look at my example. Show example. Now with this next game you will be
using your white boards. The person sitting on the left will solve the problems on the left
and the person on the right will be solving the problem on the right then you will switch
your white boards with your partner and check their answer. Do several of the problems
on the slide. (4,6,10,11,12,13,14,16,20,21,22,24,25,29)
Formative Assessment: (30)
Learning Goal
Success Criteria
Students will be solving Students will be playing a
multi-digit
card game to solve multimultiplication
digit multiplication problem.
problems.
Students will be solving
multi-digit problems on their
whiteboard as they work
together with their partner.

Assessment Strategy
I will be walking around as
both activities are being done
and I will be monitoring their
understanding. If students are
struggling or if they have
misconceptions I will help to
clarify.

Modification/accommodations: Students are seated in colored seats according to high

level, mid-level, and low-level. There are two high level learners and two low- or mid- level
learners at each table. (17)
Behavior students- Rene seated at the front of the class away from his friends. Anthony is

seated in the back so he can step out if needed. ELL/IEP are partnered with a higher
learner. (17) Advanced- Have them review the steps with their lower level learner if they
are struggling. (17)
5 min.

Rest of
class.

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Before I hand out your worksheets, lets go over what we learned today. Read the walk
away together. I want you to turn to your shoulder partner. The partner with the shortest
hair, please tell your partner what a factor is. Wait time. Now the other partner please tell
your partner what a product is. Wait time. Remember the strategies we learned on where
to put the decimal point? You can circle all of the digits after the decimal point and count
them. If you finish your work sheet before the bell rings I have a riddle up on the board
that you can solve on the back of your worksheet.
(15,16,18,22,25,26,27,28,30)
Independent (You do it alone)
Pass out worksheets to students. Some students get the regular/modified worksheet. Some
get the advanced worksheet. (5)
Summative Assessment:
Students will solve multi-digit decimal problems on their work sheet. (30)
Modification/accommodations:
ELL Students will have the modified worksheet. (5) ELL students are seated next to the
advanced students for help. (17) Teachers will do first problem in each section on the board
with the students. (14)
IEP- Students will have the modified worksheet. ELL students are seated next to advanced
students for help. Teachers will do first problem in each section on the board with students.
(14)
Advanced- Students get the advanced/extended work sheet. (5) They have the opportunity to
solve the riddle on the board if they have time. (21)
Behavior- Rene is seated right at the front of the room away from all of his friends. Anthony is
seated at the back of the room because he often gets frustrated and has to step out for a minute
to take a break. We will keep a close eye on him.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES

What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
Class is 86 minutes long. I need worksheets, and playing cards. I need to have the timer pulled up on
the computer and the smart board working.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?
How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
As I met with the teacher, Mrs. Braken, to discuss what she would like me to teach and what
activities she would like me to implement into the lesson plan, I got very nervous. First of all, my SEE
placement is in a language arts class so I was not familiar with the teacher, her classroom
management, or her style of teaching, but she also quickly went over what she wanted the students to
learn and handed me a print out of the slides she wanted me to cover on the smart board. I came
home looked at the slides over and over again and was drawing a blank. I finally had to put it away for
a night and come back to it later. The next day I decided to take sticky notes and write which category
of the lesson plan each slide would work well under. Eventually, I discovered that all the slides would
fit nicely into a lesson plan, but I would have to put the slides in a different order than what she had
told me. After clarifying with the teacher that this would be okay, the lesson plan came together very
smoothly. After teaching in other practicums and having a hard time seeing in service teachers
teaching the way we have been taught I was pleasantly surprised that this teacher was hitting all the
points of a good lesson, even if it was in a different order than my mind wanted it to be. Before
righting the lesson plan I continued to use sticky notes with my ideas and plans on each slide. After I
took all my notes I sat down and wrote an outline of the lesson and then went back and added
modifications and the SIOP components where appropriate. I was happy to see that for the most part
I had already had all the SIOP components in the lesson in the first place. After the lesson plan was
written I made sure that the teacher had all of the tools I needed to carry the plan out and had all of
the worksheets and printouts made for the class.
I think the strongest SIOP components I was able to implement into the this lesson are strength I
had in teaching this lesson was a clear lesson plan, I felt I was prepared for almost anything, I felt I

understood the content and the strategies we were using. I was clear in my explanations and
instruction and when working with the problems I used plenty of think- aloud to help the student
visualize what I was doing. I repeated the steps several times with the students for multiple exposures
to the content. The weaknesses I had while teaching this lesson was not being familiar with the
technology I was using in the classroom. I have only used a smart board in my first grade practicum
class which was the first semester of the program. So it had been a while. I understood the basics and
played with it before teaching the lesson, but there was some things I did not know I could do, such as
when I ran out of room to write on a slide I took the time to erase some problems so I could write
some more, when apparently I could have just pulled up a blank page and kept going, which would
have saved me time. Another weakness I felt I had was classroom management. I actually feel the
students did well and everyone was engaged the majority of the time, I just felt unsure of myself,
because I did not know the teachers normal management styles or techniques so I just used my own
and although I had to stop a few times and quickly practice with the kids it seemed to work okay. The
last thing I wish I had done during the lesson is I wish I had explained why exploration part of the
lesson using area models worked when multiplying decimals. I think this would have given the
students a much deeper understanding of why when you multiply by decimals together you get a
smaller number.
When I taught the lesson I did in fact adhere to the lesson plan pretty closely. I did have to leave
out one activity at the end they were supposed to do with partners, but we were running out of time
and I felt the students were grasping the concept just fine, so I just did one of the activities in the we
do it section then moved on to the you do it alone part of the lesson.
I had many assessment opportunities and strategies throughout the lesson. First, they completed
an exploration sheet using area models to explore the concept of multiplying decimal numbers
together, which they turned in. Then I had them using white boards, doing worksheets with their
shoulder partners, I listened and observed the students working together and answering problems,
they worked problems out on their desks as I walked around the class, I asked questions and had

students explain their thinking to me, I had them playing games and interacting, and they had a
practice sheet they had to work on at the end of class. All of these things were formative assessment
during the lesson, except for the practice sheet was my summative assessment on the students
understanding.
I felt that I had good accommodations for my students. One of my IEP students have a really hard
time concentrating on taking notes from the board so I had a printout she could copy off of and this
seemed to help tremendously. She actually finished her notes at the same time the rest of the class
did. I had some extended opportunities of the advanced students that I felt helped my honors
students understand the concept more. During the lesson I feel that I only lost one student and I wish
I had caught it earlier in the lesson and I wish I had provided more accommodations for her, because
although throughout the lesson she seemed to be getting it at the end when they were working alone
Mrs. Braken was working with her and she did not understand it at all. There was also one other
student who is very advanced in math I saw yawning and getting bored on the I do it part of the
lesson I wish I had something else I could have given him during this time.
During the lesson the biggest unexpected thing that happened was not being able to use the
technology as well as I could have. I think I handled it okay and I did not get to frustrated or flustered
over it. I did feel panicky for just a minute when I thought I had lost the pen to the smart board, and I
mentioned it to the students and apparently I left it at someones desk so it was not as big of a disaster
as I thought it could be. Also at the very beginning of the lesson I almost forgot to do the exploration
activity, because I must have skipped it on accident on the slides, I had asked the students to get out
their cheat books to write notes in, but Mrs. Braken quickly reminded me we needed to do the activity
first. So I told the students to put their cheat books on the corner of their desks and we continued on
with the activity. We do have one behavior student who struggles with math and has anxiety; he is
placed at the back of the classroom so that if he needs to step out for a minute he can. He is always
very loud and often times disrupts the class, but I was surprised when he jumped up and said, I
LOVE DECIMALS really loud. It took me off guard, but I told him I was glad he was getting it. Im

not sure if I should have said something to him for disrupting the class, but for the most part I was
just happy he was participating and not upset over having to do math.
Overall I feel that this lesson went really well, as with all lesson and life in general things come up
and we have to learn to roll with the punches. At the end of the lesson I felt that every student except
for one understood what we were doing and that made me feel great. I feel that I was able to actually
teach this concept successfully. I would be very interested to see how the students do with these sorts
of problems with their end of unit test they will be taking this week. It was a great experience. The
students learned a lot and so did I.

2.5 Multiplying Decimals

Factor : The numbers you multiply together to get another number.
Example: 3x7 are the factors of 21.
Sentence:
Product: The answer when two or more numbers are multiplied
together.
Example: 6 x 3 has the product of 18.
Sentence:

1- Line up the last digit (number)

2- Multiply
3- Count and circle all the digits after the decimal.
4- To place the decimal in your answer start at the right, count and
circle the same number of digits and place the decimal there.
Examples: