Allison Archer Math Lesson Plan Analysis To be taught: Wednesday, November 28, 2012 Pedagogical Focus Facilitating mathematical

l discussion around mathematical ideas by eliciting, clarifying and following up on student explanations (using talk moves). Selecting and using representations to make mathematics meaningful and draw connections between mathematical concepts. What This is a 4th grade lesson teaching students how to add and subtract decimals. To be able to add or subtract, students need to understand the values of both tenths and hundredths, the part-whole relationship of decimals, and that corresponding place values need to be grouped before they can be combined through addition or subtraction operations. Students need to understand the complex, but fascinating nature of a deceptively simple decimal such as 1.18. It represents a whole number (the one) plus one-tenth and eight hundredths of another whole number. Thats quite a lot for a 10year-old to grapple with, which is why I will attempt to break down the tenths and hundredths through fractional representation as 1/10 and 1/100. Having coins to serve as visual representations may help students have a more thorough understanding of this abstract concept. Furthermore, students must also be able to add and subtract two or more such complicated decimals together. It is also important for students to understand that the further right they go from the decimal point, the smaller the value the representative numeral becomes, and vice versa. However, this important concept will not be a focus in my lesson based on the results of a pre-assessment I administered. With an understanding of what decimals are made up of and why we add them the way we do, students will be able to estimate answers accurately before resorting to performing algorithmic operations. Without this understanding, students may not know why they perform procedures in the way they do, or what the best problem-solving approach would be for a particular problem. First and foremost, in order to perform operations accurately and make sense of these operations, students must know about and understand decimal quantities, decimal symbols, and the connections that link the symbols to the quantities (Chopin & Johnson, 143). How Its no wonder so many tutorials on adding and subtracting decimals rely heavily on rote skills, such as lining up the decimal points, plugging in zeros and performing standard algorithmic processes. Decimals are complicated. But in order to steer away from such instrumental procedures, I am trying to develop a more inquiry-based approach. Most of my direct teaching will be conducted by asking my students questions about the decimals I present to them. In this fashion, students will be able to learn strategies from their peers that may be more meaningful than me teaching them rote steps to

follow. Students will also be learning through doing, and by this I mean practicing with play money. Money is something all of my students are familiar with. They will be able to relate the problems written on the board to the play money they have at their fingertips, forming a text-to-life connection, or rather, a number-to-life connection. I believe having tools to model decimals will bolster students understanding of decimals. There will also be word problems involving students in our class who want to buy something, but have limited funds, which might make learning more immediate and relatable. The lesson also gives students an opportunity to be reflective in their thinking. For example, the question I will use in my hook was pulled from one of their pre-test questions. All of the students answered it incorrectly. At the end of the lesson, students will have an opportunity to revisit their pre-test to see how much more they understand by the end of this lesson than they did prior to it. I believe much of what we learn is through reflecting upon our mistakes. If students can explain how they got certain problems wrong, I think I will also be able to accurately assess their latest understanding of the material. Why I gave my students a four-question pre-assessment. The results of the pre-assessment revealed that most of my 4th grade students can recognize which decimal is greater, but none of the students I selected for this small group know how to add or subtract decimals. The reason why they dont know these procedures yet is because we have just started our unit on decimals. By asking them the right questions, I will possibly reveal to them an understanding for place value they dont realize they possess. They need an effective, hands-on way to learn how to manipulate decimals. I hope that my questions and use of available tools will allow for greater understanding to take place. On a recent experience in a gift shop during a fieldtrip, two students asked me if they could buy three $2.95 bags of candy if they only had $6. I turned their question into a word problem on my paper and had them work it out. One student added $2.95 together three times using a standard algorithm, the other suggested multiplying 2.95 by three neither thought of rounding 2.95 to 3.00 and multiplying by three or dividing $6.00 by $3.00. Although the students werent interested in having a number talk at that precise time, I realized how much more meaningful it would have been for them to manipulate money as they tried to solve their problem. I wont have time to discuss rounding within the limited scope of this lesson, but students will have additional opportunities for that in subsequent lessons. The topic in the following days lesson will be Decimals and Money. In that whole-class lesson, students will have more practice solving money problems and working with rounding even though they wont be using manipulatives for it. Discourse Most of the lesson will be taught through a questioning and exploratory format. Students will have conversations with me and with each other about how to solve unfamiliar problems. There will also be discussion through group work when the students solve problems together.

Tools Students will have kinesthetic material to work with, the chart I present to them, written problems on the board, guided notes and practice problem. The coins will serve as representations of place value, but dont fully encompass all of the complicated aspects of decimals or accurately represent the numbers between the numbers as a meter stick might achieve. Tasks If students learn from the kind of work they do, then I want students to have a hands-on discovery learning type of process as they navigate through the different components of understanding how to add and subtract decimals up to the hundredths place. Not only will they be responsible for modeling, but also for sharing their solutions, and completely answers on their own. Norms Teacher sets expectations by introducing students to the tools and gets input from students for the best methods in which to handle those tools (in this case, coins) so that they feel like contributors in the overall learning process. Because students will be working with partners, it will also be necessary to discuss working together in a cooperative manner. Objective: SWBAT understand the part-whole, ten-to-one and 100-to-one relationship between decimal place values. SWBAT demonstrate the ability to estimate sums and differences of decimal quantities. SWBAT add and subtract decimals up to the hundredths place. Common Core Standards: Use place value understanding and properties of operations to perform multi-digit arithmetic. Materials: Different grouped bags of change. Chart paper with pre-printed problem(s). Whiteboard easel Dry erase markers and eraser Masking tape Mini whiteboards with markers and erasers Guided notes Practice problems and exit slip Pencils Student Math Journals Norms: (2 minutes) (Including statement of objective)

Teacher will address the importance of working together to solve problems, even if we disagree with how our partner is thinking. The manipulatives are present to aid in the learning processthey are not toys. The consequence for mishandling these manipulates is to remove them from the student. Being respectful of each other as they share their thoughts encourages more thoughtprovoking dialogue. Perseverance: we dont give up even when were challenged. Its when were challenged we grow the most. Multiple Intelligences: Kinesthetichands-on manipulatives and writing AuditoryListening to discourse VerbalOpportunities to speak Visualopportunities to see different representations of the same number Hook: (3 minutes) On chart paper, teacher will have the following problem from students pre-test written out: 2.9 +0.06 0.35

Teacher will ask: Whats wrong with this? and give students about 20 seconds to brainstorm through a think/pair/share. If a student offers the correct answer, teacher will ask, How do you know? After student explains their thinking, teacher will ask another student to reiterate. If students dont provide the correct answer, teacher will tell students to open up their bags of change (containing only dollar bills, pennies, and dimes) and see if they can discover the answer. Teacher will address how that 2.9 is the same as 2.90.

Students work in teams to figure out how many different ways they can arrive at the correct answer. Pairs share strategies with whole group. Introduction to New Material (10 minutes): (a) Teacher asks students to model at least three different ways they can use their play money to make $1. If teacher sees a unique way, student will be asked to share their strategies. How much does a dime equal? (Expected answer: 10 cents) How many dimes did it take to make up $1 (which is one whole)? (Expected answer: 1o dimes) A dime is what fraction of a dollar? (10 dimes equals $1, or 1/10).

How many tenths are in a dollar? (Expected answer: 10) How much does a penny represent? (Expected answer: one cent) How many pennies did it take to make $1 (one whole)? (Expected answer: 100 pennies) Lets call every 1 cent a hundredth. How many hundredths are in a dollar? (Expected answer: 100) (b) Teacher has students model with play money: a. $1 b. 30 cents c. six cents If you added these numbers together, what would be your total? (Expected answers: One dollar and thirty-six cents) What does the .36 represent? (Expected answers: 36 hundredths, 36 more than $1, part of another whole number, three dimes and six pennies, 3 tenths and six hundredths) Teacher writes the following on the board: 1, 0.30, .06 Which of these numerals is the largest? Which of these numerals is the smallest? How do you know? Whats wrong with adding these together like this? Teacher writes on easel: 1 + .30 + .06 .037 What is wrong with this answer? Students and teacher discuss until everyone agree upon the following algorithm (such as lining up decimal points and place values). Mini discussion concerning why it is correct/incorrect, and whether it makes sense. 1.00 +0.30 +0.06 1.36 Hundreds Tens Ones Decimal Tenths Point Hundredths

Now lets take a look at the number 0.30: Does the value of 0.30 change if I rewrite it as 0.3? (If some students say, yes, teacher will challenge them to model it). 0.30 vs. 0.3 vs. 0.300 vs. 0.3000 (c) Teachers tells students Adam has $3. If he buys a pack of candy for $1.25, how much does he have left? Students help teacher write the following algorithm on the board: 3.00 - 1.25 0.75 Guided Practice (10 minutes): Students work together to answer problems (see below) Independent Practice (10 minutes) Students work independently to complete problems (see below) Closing (5 minutes) Group has discussion regarding what was learned. Teacher will post up the original problem from the hook and ask students to explain what was wrong with the original method used to solve it? Teacher will ask students to demonstrate how they solved problems 6-12 on their guided practice. (This provides each student with an opportunity to share.) Teacher will administer the exit slips. Formative Assessment Exit slip (5 minutes) Observations Discourse throughout lesson One-on-one dialogue during independent and guided practice Show students their pre-tests and give them an opportunity to explain why their answers were incorrect. Differentiation There are enough sample problems that faster students should be able to practice with. Early finishers can work on problems out of the book. Struggling students wont be expected to finish all of their practice problems. However, when I assess their work after the lesson, and discuss their reasoning with them during the lesson, I will be able to

determine information gaps in their understanding. If the discourse turns down an unproductive, confusing route I will have the ability to fall back on more procedural routines.

Guided Practice L. 4.5

a) Fill out the chart for the number 1.36

Hundreds Tens Ones Decimal Tenths Point Hundredths

Why do we call it the tenths place? Why do we call it the hundredths place? Incorrect 1 + .30 + .06 .037 Correct

Incorrect

Correct

1.75 - 3 1.72

Addition and Subtraction Rules: Only add/subtract like place values together 1) Insert <, >, or = for: 0.3 ________ 0.06 2) What is 0.3 + 0.06? 3) What is 0.3 0.06? 4) 1.3 + x =1.36? 5) 1.3 x = 1 6) Using estimation skills, if I have $1.36, how much more would I need to make $2? (d) Challenge: 3.07 0.99 Students can work in groups. Independent Practice L. 4.5 Fill in the chart for the number 5.09 Hundreds Tens Ones Decimal Tenths Point Hundredths

1) Insert the <, >, or = for 5 and 4.99 2) What is 5.79 + 5.08? 3) What is 5.79 5.08? 4) 5.3 + x =5.6? 5) 5.3 x = .99 Estimate the answer to the following question: If I have $5.79, how much more would I need to buy a New Direction poster for $10?

Lesson 4.5 Exit Slip 1) 6.9 T = 4 T= 2) 2.9 + 0.06 = 3) 9.4 0.09 = 4) Insert <, > or = 0.19 ______ 0.9 5) Estimate the answer to the following: 17 + 5.1 =

ASSESSMENT Checklist

Understands the designated place value of numbers in a decimal.

Demonstrates which decimal is of greater value and can explain why

Demonstrates the ability to add decimals by grouping corresponding place values

Demonstrates the ability to subtract decimals by grouping corresponding place values

Ability to approximate answers using estimation skills

Solves addition and subtraction problems with decimals containing variables

S.B.

M.

S.H.

G.

A.

Number and Nature of Interactions

Hook

Introduction to New Material

Guided Practice

Independent Practice

Assessment

Followup/Closing

J.

S.B.

M.

S.H.

G.

A.