Math Stem Lesson

USF Elementary Education Lesson Plan Template (F 2014)
Grade Level Being Taught: 5th

Subject/Content: Math
Group Size:
whole (12)
Miss Melanie Petrillo

Date of Lesson: 11/7/2014
Lesson Content
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just one:
theyd never get through them all.)
Essential Understanding
(What is the big idea or essential question
that you want students to come away
with? In other words, what, aside from the
standard and our objective, will students
understand when they finish this lesson?)
Objectives- What are you teaching?

(Student-centered: What will students
know and be able to do after this lesson?
Include the ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence written
in the past or present tense, A: the student
B: will be able to re-write the sentence in
future tense D: with no errors in tense or
tense contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not need to
be a percentage.)
Rationale
Address the following questions:
MAFS.5.NBT.2.7:
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.
EQ:
How do we solve real world problems using whole numbers and decimals?
How can data be organized to keep track of a balance?
Student-centered: What will students know and be able to do after this lesson? Include the ABCDs of
objectives: action, behavior, condition, and degree of mastery.
Why are you teaching this objective?

I am teaching this objective because I believe it is necessary to give my students the opportunity to
solve problems involving real world situations. I also support using standards in instruction because
they help set a purpose for learning. Meaningful teaching is purposeful, and I want my students to be
able to explain what theyre learning, why theyre learning it, and how do they know when they have
learned or mastered the objective.
Where does this lesson fit within a larger plan?

This lesson prepares my students for their field trip to J.A. BizTown, where they will be expected to
engage in real-world problem solving. This lesson also builds on the foundational lesson of adding and
subtracting decimals. Through this lesson my students will gain experience practicing a real world
Why are you teaching this

objective?
Where does this lesson fit within
a larger plan?
Why are you teaching it this
way?
Students will be able to accurately add and subtract multi-digit whole numbers with
decimals to the hundredths.
Students will be able to use precise language when discussing and justifying their thinking
with peers.
Students will be able to self-select efficient strategies for solving problems involving
addition/subtraction of decimals and money.

Why is it important for students
to learn this concept?
Evaluation Plan- How will you

know students have mastered your
objectives?
Group Size:
whole (12)

scenario of creating a budget plan, operating a lemonade stand, and selling lemonade using money
manipulatives through real-life transaction scenarios.
Why are you teaching it this way?

I am using the catch and release model to teach this lesson because it is supported by the HCPS District
and my students respond well to this model. My lesson is also hands-on, collaborative, and culturally
responsive. It appeals to a variety of learners and is engaging to students because they are given the
opportunity to role-play as the designers, marketers, customers, and employees who participate in the
process of creating a developmentally appropriate business, the lemonade stand.
Why is it important for students to learn this concept?

It is important for students to learn how to complete operations using decimals involving the
hundredths place, because as adults in the future they will be faced with real world problems
involving money.
What formative evidence will you use to document student learning during this lesson?
I will record anecdotal notes during this lesson, and they will be used as formative evidence. I
will also collect student reflections and self-assessment according to the provided rubric as
evidence of student learning.
What summative evidence will you collect, either during this lesson or in upcoming
lessons?
My students business plan packets will be collected as summative evidence of the objective.
Their chapter test the following week will also be summative evidence to see if they have
mastered the skill.
Address the following:

What formative evidence will you
use to document student learning
during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach this
material?
As a teacher I must have knowledge of adding, subtracting, multiplying, and dividing decimals to the
hundredths place. I must also have knowledge of how to create a budget plan. As well as, knowledge
of how to solve real-world multi-step problems.
What background knowledge is

necessary for a student to
successfully meet these objectives?
What background knowledge is necessary for a student to successfully meet these objectives?
The background knowledge necessary for students to successfully meet these objectives is prior
knowledge with place value of decimals to the thousandths place as well as adding and

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
Group Size:
whole (12)

subtracting decimals to the hundredths place. Students must also have prior knowledge of
money concepts such as 1 quarter equals $0.25 and how to decompose manipulatives (base 10
blocks and fake U.S. money).
How will you ensure students have this previous knowledge?

I will ensure students have this previous knowledge because all lessons taught a week prior to
this lesson will include students solving multi-step math problems by computing operations
involving decimals up to the hundredths and thousandths place. Additionally, students will
have had exposure to using fake money as manipulatives for morning work the day before and
of the day of the lesson.
Who are your learners?

My learners are a group of 12, 5th graders in an Urban, Title 1 school, located in Tampa,
Florida.
What do you know about them?

I have 1 ADHD student, 1 ESE student, 2 gifted students, 1 student with emotional tendencies,
2 easily distracted students, and 1 student with low intrinsic motivation.
I have 4 female students and 8 male students.
Class demographics include 1 Asian American student, 1 Caucasian American student, 3
Hispanic American students, and 7 African American students.
What do you know about their readiness for this content?

I know my students are able to explain place value of decimals to the thousandths place. I know
my students know how to add and subtract decimals using base 10 blocks. I know my students
know how to use estimation when adding and subtracting decimals. I believe my students are
ready to explore how to solve real-world decimal problems using money.
I also know that my students are ready for this content because I have given a diagnostic interview to
my students which included questions such as:
When adding and subtracting decimals, how do you know if your answer is reasonable?

Group Size:
whole (12)

How can you use base 10 blocks to help you add and subtract decimals?
How can you use money manipulatives to help you solve real-world problems?
How can decimals be used to solve real-world problems?
How can you explain each decimal place value?
How can using estimation help you find decimal sums and differences?
How can you compare decimals?
When finding decimal sums and differences, how can you double-check your work?
My lesson can be adjusted based on the results of the cognitive interview in many ways. The first way I would
consider changing the lesson is through the partner groups I have planned. Based on the results of the cognitive
interview, I would consider re-arranging certain students who would benefit being paired with a student who
could assist them in better learning the concept through shared partner work. For example, I would not pair two
struggling students together. I would pair one struggling student with a student who was more proficient in the
specific area of concern. Also, another way I could adjust my lesson based on the results of the cognitive
interview is by making more accommodations for specific learners. For example, before teaching my lesson I
could pull a small group of struggling students for morning work and re-teach concepts as necessary to further
prepare my students for the tasks of the lessons ahead.
What misconceptions might
students have about this content?
Students may have misconceptions involving money and when adding and subtracting using money as
a manipulative. Students may also have misconceptions about using a budget plan to help organize
data involving decimals.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
My lesson includes the catch and release model over 2 days of instruction:
Day 1:
1. Engage: Whole Group Instruction (Catch) Request for Proposal (read aloud and think aloud)
2. Brainstorm: Turn & Talk (Release) Teacher Circulate
3. Investigate: Whole Group Share (Catch)
4. Blueprint: Paired Partner Work (Release)

Group Size:
whole (12)

5. Business Plan Part 1: Teacher Models Buisness plan and reviews rubric with students (Catch)
6. Buisness Plan Part 2: Students work on Business Plan with Partner Collaboration (Release)
Day 2:
7. Build/Test Part 1: Teacher Model Build/Test instructions (Catch)
8. Build/Test Part 2: Partner Collaboration (Release)
9. Cost Analysis Part 1: Teacher Model (catch)
10. Cost Analysis Part 2: Student Centered- (release)
11. Gallery Walk: Students will engage in a gallery walk (Catch)
12. Self-Assessment: Students will self-assess self-evaluating their performance based on the rubric in
their Business Plan Packet.
My lesson includes a variety of instructional strategies that will appeal to all types of learners in my
class. Students will be engaged because the lessons premise is of high interest to them; they are very
excited about going to J.A. BizTown this winter. My students will also be engaged because my lesson
includes paired partner work, a gallery walk, and gives students the opportunity to be creative with
mathematics.
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough. Act
as if you needed a substitute to carry
out the lesson for you.)
Where applicable, be sure to address
the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be distributed?
Who will work together in groups
and how will you determine the
grouping?
How will students transition
between activities?
What will you as the teacher do?
Time
1. 5
mins.
12:0012:05
Who is
responsible
(Teacher or
Students)?
3. 5
mins.
12:15-
Teacher will hand out Business Plan Packets to all students. Group
arrangements will already be considered and students will be partnered prior to
start of lesson. Teacher will read aloud Request for Proposal.
1. Teacher
(catch #1)
2. 10
mins.
12:0512:15
1. Problem/Challenge (ENGAGE): (Catch)
2.Students
(release)
3. Teacher
(catch)
4. Student
(release)
Request for Proposal:

J.A. Biz Town is requesting that you design/build a lemonade stand for them
to add to the town. You must create and submit a blueprint for them to approve
before building. J. A. Biztown will provide you with $200.00 to purchase
materials for the build. You will need to keep track of your spending, and
create a budget plan for how you will make a profit. The $200.00 provided by
J.A. Biztown is a loan that must be re-paid.
2. Brainstorm: 10 minutes (teacher will circulate) (release)

What will the students do?
What student data will be
collected during each phase?
What are other adults in the room
doing? How are they supporting
students learning?
What model of co-teaching are
you using?
12:20
4. 15
mins.
(flexibl
e)
12:2012:35
5. 5
mins.
12:3512:40
6. 20
mins.
12:401:00
5. Teacher
(catch)
6. Students
(release)
DAY 2
7. Teacher
(catch)
8. Students
(release)
9. Both
(catch)
10. Students
(release)
*transition
(catch)*
11. Students
(release)
12. Catch
Group Size:
whole (12)

Turn and Talk: Students will turn and talk with their partners about the
following questions:
HOT questions: What materials do you think you will need to build
your lemonade stand? How can we use non-standard units or
manipulatives to build a model of a lemonade stand?
Have students create a supply list in their notebooks including building
materials as well as supplies needed for making and selling lemonade.
3. Investigate: Whole Group Share and Discussion (5 minutes) (catch)
Students will share what their group talked about during a whole group,
teacher-facilitated discussion.
4. Plan/Design(Blueprint): 15 mins (flexible) (release)
Direct students to turn to the Design Your Lemonade Stand graphic

organizer in their Business Plan Packet to begin the blueprint portion of
the activity.
Tell students that they will have 15 minutes to create a blueprint of the
design of their lemonade stand.
o Tell them that they must use all listed materials they included in
their materials list. (They may add or delete to the list as
necessary.)
o Tell them that their blueprint must be labeled with appropriate
measurements. (non-standard, i.e. snapcubes or base 10 blocks)
o Encourage students to get creative!
5. Business Plan Part 1: Teacher Model- 5 minutes (catch)

Guide students through a model of the business plan by answering the
first two questions of the graphic organizer as a think-aloud
Guide students through the rubric (included in Business Plan Packet) to
ensure students have knowledge about how they will be graded.

DAY 2
7. 10
mins
12:0012:10
8. 15
mins.
12:1012:25
Group Size:
whole (12)

Answer any questions or cover any student misconceptions.

HOT question: Ask students: which strategies can you use to
add/subtract money?
6. Business Plan Part 2: (Release) 20 minutes

Direct students to turn to their Business Plan graphic organizer in their
packets.
o Instruct students to complete their business plan graphic
organizer by answering the questions listed.
o Circulate and try to resolve any student misconceptions or
confusions about their business plan.
o Record anecdotal notes, provide listed accommodations, and
engage in higher-order questioning as appropriate.
Day 2:
7. Build/Test Part 1: 10 minutes (catch)
Review what was learned from the previous lesson and revisit the
request for proposal.
Teacher will model how to use the Building Your Lemonade Stand
itemized list and graphic organizer to organize the data needed for the
business plan.
Model buying the materials by ADDING examples: small wooden
lemonade stand $42.50 PLUS glass lemonade pitcher $12.41, PLUS
stirring spoons, set of 2-$1.40. THEN, model subtracting the sum of
these from $200.00. This will be modeled in the build your lemonade
stand graphic organizer.
8. Build/Test Part 2: 15 minutes (release)
Students will create their budget plan using the building your
lemonade stand graphic organizer. Each student will have their own
budget plan but will be allowed to collaborate with their partner.

9. 5
mins.
12:2512:30
Group Size:
whole (12)

Here is where students will engage with adding and subtracting of

decimals by purchasing items needed for the lemonade stand.
Students will use manipulatives including base 10 blocks and snap
cubes. Here is where students will self-select strategies appropriate and
effective for solving real-world problems involving money.
I will circulate around the room, providing feedback to students as they
are working.
I will ask HOT questions such as: how do you know your
sums/differences are reasonable? What strategy are you finding to be
most effective? How are you using manipulatives to help you solve real
world problems?
9. Cost Analysis Part 1: Teacher Model 5 mins. (Catch)

I will model how much money it will cost per lemonade cup using
the cost analysis graphic organizer.
10. Cost Analysis Part 2: Student Centered- 5 mintues (release)
10. 5
mins
12:3012:35
Students will complete the cost analysis graphic organizer. Students

will each have their own graphic organizer but encouraged to
collaborate with partners.
*transition to gallery walk* (catch)

11. 20
mins
12:3512:55
11. Gallery Walk: 20 minutes: (release)

Have students build and test a scale model of their lemonade stand
blueprint with snap-cubes, base 10 blocks, and grid paper. (less than 5
minutes)
After their model is displayed, students will test the effectiveness of
their business plan, by acting out at least one scenario to sell lemonade
with partners that include transactions completed at their stand, using

12. 5
mins
12:551:00
What will you do if
Group Size:
whole (12)

the fake money manipulatives. One person can be the employee and
the other can be the customer. (5 minutes)
The gallery walk will include students visiting other students lemonade
stands. One partner will stay as the employee and the other will
circulate as the customer.
12. Self-Assessment: (Catch #6) 5 Minutes
Students will self-asses by self-evaluating their performance based on

the rubric in their Business Plan Packet.
a student struggles with the content?
If a student struggles with the content, I will do my best to circulate around the room to notice this
occurrence. Then, I will spend a few minutes re-teaching as necessary to the student, and ask guiding
questions to help elicit student thinking and to help scaffold the content. I will also ask the students
team partner to help re-explain the concept to the student to help clear up any confusion. I will keep
record of anecdotal notes that I make during this process.
What will you do if
a student masters the content quickly?

If a student masters the content quickly, I can use this student as my star student to show an example
of work or explain their thinking in order to help others understand. I will also make sure the student is
able to explain his or her thinking to their partner.
Meeting your students needs as

people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This lesson connects to the interests and cultural backgrounds of my students because the entire
premise of the lesson is that they are asked to build a lemonade stand for J.A. BizTown. J.A. BizTown
is a field trip that we will take in December where students will be asked to run a mock business,
which they will have already planned prior to the fieldtrip. This is engaging to 5th graders because it
reflects the fact that students will be given a lot of responsibility and have an opportunity to be
creative.

Group Size:
whole (12)

If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects to the local community because our students are learning community values such
as being hard working, goal-oriented, focused, collaborative, and creative problem-solvers.
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
Students who need enrichment during this lesson will be asked higher-order thinking questions in order
to prompt deeper thinking and engage critical thinking. Such questions will include:
-How do the strategies of adding and subtracting decimals relate to each other?
-How can you prove that your lemonade stand will yield the most profit?
-Can you prove your solution using a different strategy?
-How could you tackle similar real-world problems?
-Did you learn or use any new words while engaging in this lesson?
How will you differentiate instruction for students who need additional language support?
For students whom will need additional language support, I will provide language picture cards that
include a picture description along with the vocabulary word. I will also pre-teach vocabulary to these
students the day before the lesson to better support their language needs.
Accommodations (If needed)
EH: ADHD student who needs behavioral support in the form of star stickers for every subject
(What students need specific
area. Since this lesson will be an extended one, I will use the star stickers more often and offer
accommodation? List individual
an incentive of 5 Bull-Bucks tickets if he earns both star stickers over the 2 days. I will also
students (initials), and then explain the
include a 30 second brain break for this student twice during the lesson by allowing him to do
accommodation(s) you will
something physical, such as a few jumping jacks. This student will need extra time to complete
implement for these unique learners.)
classwork.
RG: ESE student who needs extra support in the form of re-teaching content due to lapses in
memory retention. I will make sure I assist this student first upon release times during the
lesson. I will also write down a sticky note with content information or step-by-step instructions
to help my student remember what she needs to do in order to stay on task. This student will
also receive extra time to complete the classwork.
AG: ELL student (early-production): As stated for the language support section (see above) I
will provide language picture cards that include a picture description along with vocabulary
words. I will also pre-teach vocabulary to these students the day before the lesson to better
support their language needs. I will also partner this student with a bilingual student who
speaks his native language. This student will also need information read to him, such as the

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)
Group Size:
whole (12)

Request for Proposal. This student will also receive extra time to complete classwork.
Copies of the Business Plan Packet:
Request for Proposal
Design Your Lemonade Stand
Business Plan Sheet
Build Your Lemonade Stand Itemized List
Budget Plan Worksheet
Cost Analysis Graphic Organizer
Rubric
Additionally:
Math Journals
Colored Pencils
Regular Pencils
Base 10 blocks
Fake Money Manipulatives
Snap cubes
Index cards

CALLING ALL 5TH GRADERS!

J.A. Biz Town requests that you design and build lemonade stand to add to the
town! You must create a blueprint for them to approve before building. J.A.
Biztown will provide you with $200.00 to purchase materials for the build. You
will need to keep track of your spending by creating a budget plan for how you
will make a profit. The $200.00 provided by J.A. Biztown is a loan that must be
re-paid. Are you up for the challenge?
Who ? Yo u a n d a pa r t n er
Wha t ? Design a bl u epr in t , cr ea t e a
bu dget pl a n , bu il d a mo del o f yo u r
l emo n a de st a n d a n d t est it o u t !
WHEN? Fr ida y, No v ember 7 th a n d Mo n da y,
No v ember 10 th f o r t he f iel d t r ip o n
December 2 nd , 2014
Wher e? Ma t h cl a ss
Why? T his is yo u r per f o r ma n ce t a sk f o r
t he u n it o n decima l s!
Group Size:
whole (12)


Group Size:
whole (12)


Group Size:
whole (12)


Group Size:
whole (12)


Group Size:
whole (12)


Group Size:
whole (12)


Group Size:
whole (12)
LemonadeStandRubric
Directions:!Please!circle!the!box!that!describes!your!performance!for!each!category.!
The
Blueprint
3points
I consideredall the
materials in my list. I
labeledusing appropriate
measurements. My blueprint
is creative.
2points
1point
My blueprint hadsomeof
my materials. I couldhave
labeledmoremeasurements.
My blueprint couldhave
been morecreative.
My blueprint hadnomaterials
frommy list. I haveoneor
lessmeasurement labels. My
blueprint couldhavebeen
morecreative.
Business I fully answered3allpoints I answeredmost 2buptoinnotst I answeredlessthan13point

uestionsinmy graphic all of thequestionsin questionsinmy graphic
plan qorgan
izer.
my graphic organizer. organizer.
The I didnot spendm3orepoints I spent morethan$22p00,oints I spent over $250. I1hadpoint
but less than $230. I had troublewithm
than$200. My math
Budget wasaccurate&I was sboeinmegtroaccuubleratewith. I mmayy moathr beingaccuratey. Imath
wasnot
abletomakea profit
abletoprofit frommy
plan frommy lemonadesales. mproayfitnofrot hmavelembeoennadabelesaletos lemonadesales.
oints
1point
Gallery My model of thes3tanpoindts My model may not2hpave
My model wasincomplete,
d. I
beencompleted, or I had or not displayed. I didnot
walk wsuasccedsissfuplaye
lly purchased troublepurchasing or purchaseor sell lemonade
Partner
work
or soldlemonade.
selling lemonade.
3points
2points
I workedwell withmy
I workedokay withmy
partner. W
eeffectively
partner. W
ewereable
usedaccountabletalk.
tocompletethetask.
duetoparticipationissue
1point
I didnot useaccountable
talk withmy partner. W
e
didnot resolveissues.


Math Stem Lesson

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USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th

Miss Melanie Petrillo

Objectives- What are you teaching?

Why are you teaching this objective?

Where does this lesson fit within a larger plan?

Why are you teaching this

USF Elementary Education Lesson Plan Template (F 2014)

Evaluation Plan- How will you

Miss Melanie Petrillo

Why are you teaching it this way?

Why is it important for students to learn this concept?

Address the following:

What background knowledge is

USF Elementary Education Lesson Plan Template (F 2014)

How will you ensure students

Miss Melanie Petrillo

How will you ensure students have this previous knowledge?

Who are your learners?

What do you know about them?

What do you know about their readiness for this content?

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

How can decimals be used to solve real-world problems?

How can you explain each decimal place value?

How can you compare decimals?

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

1. Problem/Challenge (ENGAGE): (Catch)

Request for Proposal:

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

4. Plan/Design(Blueprint): 15 mins (flexible) (release)

Direct students to turn to the Design Your Lemonade Stand graphic

5. Business Plan Part 1: Teacher Model- 5 minutes (catch)

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

Answer any questions or cover any student misconceptions.

6. Business Plan Part 2: (Release) 20 minutes

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

Here is where students will engage with adding and subtracting of

9. Cost Analysis Part 1: Teacher Model 5 mins. (Catch)

Students will complete the cost analysis graphic organizer. Students

*transition to gallery walk* (catch)

11. Gallery Walk: 20 minutes: (release)

USF Elementary Education Lesson Plan Template (F 2014)

What will you do if

Miss Melanie Petrillo

12. Self-Assessment: (Catch #6) 5 Minutes

Students will self-asses by self-evaluating their performance based on

a student struggles with the content?

a student masters the content quickly?

Meeting your students needs as

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

USF Elementary Education Lesson Plan Template (F 2014)

CALLING ALL 5TH GRADERS!

Miss Melanie Petrillo

USF Elementary Education Lesson Plan Template (F 2014)

Miss Melanie Petrillo

transition to gallery walk (catch)