Subtracting whole and decimal numbers

1. Context and Learning Environment for this Lesson:

Interns name Ashlyn Simmons
School William Allen White
Mentor teacher Heidi Harn

Subject Math

Grade level (s) 5

Tentative date to be taught October 30, 2015
Time
12:50
The setting:
Class Description: This is a class of 24 students with a wide range of academic ability. There is one
student who receives para support but also quite a few low achievers. This class as a whole is
mostly below standards in math. The students occasionally have difficulty getting along so it is
important to group students wisely.
Classroom Physical Setting: This classroom has relatively no distractions other than the
temperature of the room being either really cold or somewhat hot. There are 8 tables, some of
which are paired together to make large tables for 8. There is plenty of space in the room for
workshops/stations to split the students up because it is a fairly large class.

Materials :
For the Teacher:
math expressions (common core 5th grade) teacher edition
ELMO
Computer
Projector
Marker board and marker to do example problems on using the ELMO
Decimal War Game
Exit tickets for each student

For the Student:

Marker boards and marker (available in the classroom)
Student activity book

2. Lesson Goals, Outcomes, Objectives (domain and level):

2.1 Instructional Objectives:
The student will be able to subtract whole numbers and decimals to the hundredths place.

2.2 Relevant local district outcomes and state/common core (ksde.org):

CC.5.NBT.7: Perform operations with multi-digit whole numbers and with decimals to hundredths.

3.

Assessment:
I know students have mastered subtracting whole numbers and decimals when they can score 20/24 on their
student workbook pages completed during independent practice. I will also be checking their exit ticket
responses.

4. Adaptations:
4.1 Gearing down provide students with more whole number subtraction problems and also
numbers with zero placeholders already in the number. (I.e. 5.00 - 2.65 or 2.00 - 1.27)
4.2 Gearing up I will ask students to write subtraction problems using both whole and decimal numbers
and then share them with a partner or myself.

5.

Integration:
Across: science is integrated with math when they complete their journal prompt in their math journals.
Within: reasoning is integrated with math when they check their answers by seeing if they make sense for the
problem.

6.

References/Resources Used: (author, date, title, publisher or URL format)

Fuson, K. C. (2013). Math expressions. common core. Orlando, FL: Houghton Mifflin Harcourt.

7.

Instructional Design Teaching Plan

7.1 Introduction
a. Anticipatory Set:
*The students will first be instructed to glue an exit ticket in their math journals to write on at the
end of the lesson.
The students have been learning about adding and subtracting decimals and whole numbers so
we will begin by reviewing subtracting. I will ask students to do example problems at their seats
on their marker boards.
Whole number subtraction
687-428
627-49
I will ask students to explain to me how they got their answer and will discuss how they ungrouped
these numbers in order to subtract.
Decimal subtraction
0.86-0.22
0.12-0.08
I will ask students to do these at their seats and compare answers with their table groups.

b. Communication of Objectives: Now we will subtract with whole numbers and decimals.

*7.2. Input:
I will demonstrate subtracting several problems with whole and decimal numbers.
4 - 0.48

Explain how to add placeholder zeros to numbers.

4.00

-0.48
Tell students to ungroup the 4 in the numerator to take away ten tenths and add it to the tenths
column. Then ungroup the tenths column to get 9 tenths and 10 hundredths. Then we will have 3
ones, 9 tenths, and 10 hundredths. Now we have enough in the tenths and hundredths columns in
the numerator to subtract from. We subtract to get 3.52.
Remind students that subtracting with decimals is the same as subtracting with whole numbers
except placing a decimal in the correct spot in the answer. Tell them to always align the decimals up
when adding or subtracting to know where to place the decimal.
We will do another subtraction problem but they will walk me through the process.
28.21-19.4

*7.3 Modeling:
Next I will use a break apart drawing to show students the relationship between addition and
subtraction.

I will ask students to study the picture and the numbers in it and tell me:
Which number is the total? (Top)
What do we get if we subtract one of the bottom numbers from the total? (The other bottom number)
I will model how to write number sentences related to these drawings.
4,000 - 3,836 = 164
The students will write the other 6 independently and then check their answers with a shoulder
partner.
Explain to students how to check their answers (subtraction with an addition problem, addition with
a subtraction problem.) This is because addition and subtraction are inverse operations.

*7.4 Guided Practice:

Students will do a break apart drawing now with whole numbers and decimals. I will ask them to
write the four number sentences with their table groups.
5.25 - 2.75

I will ask for a volunteer to come up and show the class how they did their work. 5.25 - 2.75 = 2.50.

*7.5 Checks for Understanding:

We will begin the student workbook pages 45-46. We will do problems 2-5 together.

168.75 - 59.82
6,222.01 - 48.04
1.09 - 0.7
100,561.78 - 814.99
Remind students to show their work on their assignment.

7.6 Independent Practice/Assignment:

Students will complete their workbook pages. When students have completed their pages, they can
play a decimal subtraction game call Decimal War. (Instructions and game resources are attached.)

7.7. Closure, wrap-up:

I will ask students at the end to tell me what the hardest part is about subtracting whole and decimal
numbers. We will talk as a class to go over any issues or worries students have.
Students will answer the prompt from the exit ticket they glued in their math journal:
Ms. Simmons ate 2 cinnamon rolls which each had 145.73 calories. If she ran enough to burn 107.89
calories, how many calories did she not burn off?