Unit Plan Overview

Unit: Multiplying with decimals Teacher: Sophia Kim

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Connections to Context:
In grade 4, the students have
learned to generalize place value
understanding for multi-digit
whole numbers. Also, they have
learned to use place value
understanding and properties of
operations to perform multi-digit
arithmetic. How do we use the
understanding of the place value
to apply it in the operation of
decimals? Since the students got
a strong hold of the place value
system, they will now know that it
will be used in the operation with
the decimals in grade 5.
Established Goals
CCSS.MATH.CONTENT.5.NBT.
A.2
Explain patterns in the
number of zeros of the
product when multiplying
a number by powers of
10, and explain patterns
in the placement of the
decimal point when a
decimal is multiplied or
divided by a power of 10.
Use whole-number
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 1- Desired Results
Transfer
Students will be able to independently use their learning to
Find patterns in products when multiplying by powers of 10.
Multiply a decimal and a whole number using properties and place value.
Use expanded form and place value to multiply a decimal and a whole number.
Solve problems using the strategy draw a diagram to multiply money.
Place decimal point in the right place in decimal multiplication.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that Students will keep considering
the place value system was learned until How can patterns help you place the decimal
the thousandths place. point in a product?
when a number is multiplied by powers of How can you use properties and place value to
10 greater than 1, its decimal point multiply a decimal and a whole number?
moves to the right. How can you use expanded form and place value
breaking up the decimal number into the to multiply a decimal and a whole number?
sum of two numbers based on place What strategies can you use to place a decimal
value will help them multiply with point in a product?
distributive property.
multiplying decimals can be done with
partial product method.
estimating the product will help to see if
their answers are reasonable.
drawing a diagram strategy will help in
solving a decimal multiplication problem.
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
 exponents to denote Cognitive Objectives Physical Development Objectives Socio-emotional Objectives
powers of 10. The students will be able to The students will be able to The students will be able to
CCSS.MATH.CONTENT.5.NBT. recognize the patterns with produce a role playing Recognize that the topic will
B.7 the decimal points in a situation about multiplying be a challenge at times but
Add, subtract, multiply, product. decimals and come up with once they get it, they will have
and divide decimals to recall how the distributive the word problem based on a celebration of learning.
hundredths, using property and the partial the role playing situation. realize that learning with the
concrete models or products method works in produce a visual other school mates is an
drawings and strategies the decimal multiplication representation of an area important component in their
based on place value, context. model with the tapes around learning.
properties of operations, organize a diagram to solve them on the floor.
and/or the relationship a decimal multiplication
between addition and problem.
subtraction; relate the placing decimal points in the
strategy to a written right place after solving the
method and explain the multiplication with whole
reasoning used. numbers.
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning
of words and phrases as
they are used in a text,
including figurative
language such as
metaphors and similes.
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient
accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered
reasons that are
supported by facts and
details.
CCSS.ELA-LITERACY.W.5.2.D

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Use precise language
and domain-specific
vocabulary to inform
about or explain the topic.
MP 1
Make sense of problems
and persevere in solving
them.
MP 2
Reason abstractly and
quantitatively.
MP 3
Construct viable
arguments and critique
the reasoning of others.
MP 4
Model with Mathematics.
MP 5
Use appropriate tills
strategically.
MP 6
Attend to precision.
MP 7
Look for and make us of
structure.
MP 8
Look for and express
regularity in repeated
reasoning.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Evaluative Criteria
Students will be having some of
the role playing activities in
groups. They will be evaluated
based on the completeness of
the work and the collaborative
attitude availability will be main
criteria for the assessment in
group works.
Individual works are when the
students have to answer based
on the paper based work or the
brain talk that they do every
morning. This will be assessed
based on the continuing
performance done by the
students.
The students should know that
moving the decimal places while
multiplying decimals is important.
Also, there are patterns when
multiplying the decimals.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Students will work on the Show and Share part of their textbook at the end of each lesson.
Students will have a final unit test to see how they have learned the unit.
Students will present a role playing situation that can be used to multiply decimals and come up
with a word problem based on the role playing situation.
Students will be paired up to get a Chromebook and play an online Multiplication Decimals
Basketball Game.
Students will be answering the Share and Show section of the textbook. They will choose 4
questions from the Share and Show section of the book and are encouraged to use the partial
product and the distributive property method. This will serve as their exit slip.
Students will become the area model where they will act out on how the area model works. This
is a way of a role playing but it will comprehend in their brain which number will be multiplied to
get the right answer in the box.
Have students work in their table groups to come up with a decimal multiplication problem and
give a presentation on how they did the process on a small whiteboard.
OTHER EVIDENCE:
Students will actively engage in the Brain talk with the teacher in answering some questions
about the drills with the patterns in Multiplying Decimals.
Students will use the model to multiply the Decimals.
Students will observe the word problems and determine how to multiply decimals with the given
numbers.
Students will verbally explain how to multiply the decimals correctly.
Students will be familiar with estimating the decimal number into a whole number before
multiplying.
 Stage 3- Learning Plan
Students will be given a pre worksheet that has been modified from different set of questions.
This will make the students be aware that they will be learning the appropriate topic.
Students will also be divided in pairs to play an online Multiplying Decimals Basketball Game. - This is an online game where the teams are
divided into 2 teams: red and blue team. This will ask the students about the patterns of the multiplying decimals.
This will be done once they are done with the Show and Share section of their Textbook with a partner.
http://www.math-play.com/multiplying-decimals-game.html
Pre-assessment- due : varies depending on the
assessment

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 (Toward which goal does
each learning event
build?)
Acquisition - Lesson 1
Meaning - Lesson 2,3,5
Transfer (Application) -
Lesson 4
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Learning Events Progress Monitoring
Student success at transfer, meaning, and acquisition depends upon their
participation in these learning events (How will you monitor
students progress toward
Initiating or Introductory Phase acquisition, meaning, and
Lesson 1: Multiplication Patterns with Decimals transfer during lesson
Motivate the students by sticking some of the contents that will events?) (Formative
be learned in the lesson and have students come up on the Assessment)
board and write something that they know about the topic. Engage in the discussion and
Make the students be familiar with the patterns in multiplying receive some questions from the
decimals using a brain talk where the teacher assembles the students along the discussion.
students on carpet area and do some drills. See how the students are
Formative as learning: Partner work - Students will come up performing with their Share and
with their own patterns with the decimal multiplication and share Show section.
with their peers to see if they can answer the questions. Correct the homework questions
Assessment: Students will also be divided in pairs to play an that is assigned every day.
online Multiplying Decimals Basketball Game. - This is an
online game where the teams are divided into 2 teams: red and
blue team. This will ask the students about the patterns of the (How will students monitor
multiplying decimals. The Chromebook is needed for this activity their own progress toward
and one Chromebook will be needed for a pair. acquisition, meaning, and
This will be done once they are done with the Show and transfer?) (Assessment as
Share section of their Textbook with a partner. learning) (rubric?)
http://www.math-play.com/multiplying-decimals- Students will ask one other
game.html peer to answer their pattern
multiplying decimals.
Developmental Phase Students will monitor their
Lesson 2: Multiplication with Decimals and Whole Numbers own progress by getting a
Explain the idea of distributive property and the partial product rubric to evaluate how they
method to multiply decimals. Using models will help the students did in their role playing.
visualize how the decimal multiplication works.
Formative as learning: Teacher will be modeling how the partial
products and distributive property on the board. The students will
be solving at the same time as the teacher and match the
 answer with the board individually and in pairs afterwards. This (What are potential rough
will make the students know what they are making mistakes in. spots and student
Formative (as learning): Students will go in pairs to answer the misunderstandings?)
questions that the teacher has listed on the board. Students might be confused with
Assessment: Students will be picking 4 problems no matter the patterns of multiplying the
what the instruction say in the Share and Show section of their Decimals. This happen when the
textbook. They will answer those 4 problems using 2 methods students do not fully understand
that they have learned. This will serve as their exit slip of the day the place value of the decimals.
for math! Students will have a
Lesson 3: Multiply Using Expanded Form misunderstanding with the place
Students will be able to use the expanded form of whole where the points have to be
numbers and decimals to multiply to get the product. placed after the multiplication.
Formative as learning: Students will be given a couple of The models to multiply decimals
questions based on the number of group members within a will be a confusion throughout
group and they will be answering the questions collaboratively. the unit. There are more than 3
Teacher will be going around to see if the students are taking models to use so the students
turns in answering the problem. will be cognitively challenged.
Assessment:
Students will become the area model where they will act
out on how the area model works. This is a way of a role (How will students get the
playing but it will comprehend in their brain which number feedback they need?)
will be multiplied to get the right answer in the box. Teacher will go around while
Lesson 4: Multiplying money the students are doing the
This lesson is where the students can actually come up with the pair, group work.
connection to their real life story. The students will be able to The gradebook will be a
come up with a role playing where they have to think of a word good way to see how the
problem of their own. students are doing.
Formative as learning: Students will be given a worksheet and Rubric will be used to grade
is asked to work in pairs to see how each other is doing. the group role playing every
Assessment: Students will perform the role playing activity and time when there is.
will be graded by the rubric.
Lesson 5: Multiply Decimals
Students reinforces the on multiplying the decimals and the idea
of placing the decimals points in the right place is important.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Formative as learning: Have students work in their table groups
to come up with a decimal multiplication problem and give a
presentation on how they did the process on a small whiteboard.
Assessment: Students will answer the Share and Show
section of their Textbook.

Culminating Phase
Students will work on the Final Unit Test in order to see what they have
learned.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum