Pre-practicum 1 Lesson Template

Name: __Anna Krah___________________________ Date: _11/10/15__________

School: __Edison K8__________________________ Grade: ___5___________

Starting and Ending Time: _9:00__ to _9:35_

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With regard to how this
lesson fits into the big picture of the students long-term learning, which MA framework does the lesson most
clearly address?

MA Curriculum Frameworks for Math: 5.NBT.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.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

SWBAT add and subtract decimals

SWBAT orally explain the steps they followed in order to find the sum or difference of decimals

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students orally explain to me the steps I should follow when completing an addition or subtraction problem on the
whiteboard. When it is time for the students to solve the problems independently, they will be able to follow the
steps to adding/subtracting decimals while working on their whiteboards. They will explain to the class the steps
they followed while solving these problems.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and lesson
content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Refer to Read Aloud
Training (Elementary) or Academic Language Training (Secondary) and to WIDA and Three Tiers of Vocabulary
Beck, Kucan, and McKeown (2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will already know the following words:

Addition finding the total, or sum, by combining two or more numbers
Sum the total amount you arrive at when you add two or more numbers
Subtraction finding the difference between two numbers
Difference the total amount you arrive at when you subtract two numbers
Decimal a number with one or more numbers to the right of the decimal point

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will use these terms when explaining the process of adding and subtracting decimals to the class.
Content: What are the specific details of the lessons content knowledge?

Steps to add/subtract decimals:

1. Line up decimals vertically
2. Add a zero (placeholder) to the right of any numbers as needed
3. Beginning in the lowest place value, add/subtract from right to left
4. Carry down the decimal
5. Check to assess whether or not your answer is reasonable

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios,
strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and
meet the lesson objectives.

Opening (2 minutes): How will you introduce the instructional objective to the students, pre-teach/ preview
vocabulary, and prepare them to engage with the lesson content?

First, I will tell the students that we are going to be working on adding and subtracting decimals. I will ask them
what key words they know that tell us whether to add or subtract two numbers. I will write these on the board:
Addition: add, sum, total, plus, all together, combine
Subtraction: different, minus, take away
Then, I will go over the steps to adding/subtracting decimals:
1. Line up decimals vertically
2. Add a zero (placeholder) to the right of any numbers as needed
3. Beginning in the lowest place value, add/subtract from right to left
4. Carry down the decimal
5. Check to assess whether or not your answer is reasonable

During Lesson (12 minutes): How will you direct, guide, and/or facilitate the learning process to support the
students in working toward meeting the instructional objectives?

Following the steps listed above, I will do 4 examples on the board:

1. 1.43 + 7.8
2. 8.07 4.96
3. 13.045 + 6.39
4. 17.88 11.416
First, I will ask students why we have to add zeros as placeholders and line up the decimals. During the first two
examples, I will ask the students to raise their hands and tell me what my first step should be, my second step, etc. I
will write these problems on the white board for the students to see. If a student is incorrect, I will ask them why
they think I should follow that step. If they still do not recognize that they are incorrect, I will ask the students if
anyone else has a different idea. Once I complete the next step, I will ask everyone if they understand why I did it.
During the second two examples, I will call up students to complete these problems on the whiteboard and to talk
through their steps to the whole class. If they are having trouble, I will call on a student at their desk to help the
student at the board out and talk the student through the correct steps.
Closing (21 minutes): How will you bring closure to the lesson and, by doing so, review and determine what
students have learned?

After we have completed the problems together as a class on the whiteboard, I will ask the students to take out their
own whiteboards, a whiteboard marker, and a whiteboard eraser. I will explain the directions to the class: In this
bag, there are pieces of paper with decimals on them. I am going to call one student up to pick a number from the
bag. Then I will pick a second student up to pick another number from the bag. I will write the two numbers on the
board and tell you whether we will be adding them or subtracting them. Next, you will all work independently on
the problem using your whiteboards. Once you get an answer, check your work over and sit quietly. Then, we will
go over the problem together as a class. I will ask if anyone has any questions before beginning. I will call one
student up to pick a number. I will write this number on the whiteboard. I will call a second student up to pick
another number. I will write this number on the whiteboard. I will tell the students whether this is an addition or
subtraction problem and I will write an addition sign or subtraction sign in between the two numbers. I will give the
students time to work on this problem independently. Then I will ask for one student to explain what they did first,
second, etc. to get their answer. If the student is struggling, I will guide their thinking process by asking what step
comes next. If they are still having trouble, I will call on another student to help them out. Once we arrive at the
correct answer, I will ask the students if anyone has any questions before picking two new numbers. I will repeat the
process 4 times. If after 4 problems, the students are having success (getting the correct answers and successfully
explaining how they got there) then we will move on to picking three cards instead of two. Each time, I will ask the
students if they have any questions before picking new numbers.

FINAL DETAILS OF THE LESSON

Classroom Management: If teaching a small group or whole class, how will you use classroom routines, reinforce
appropriate behavior, and/or handle behavioral issues? Give one example.

I will be teaching the whole class. I will keep students engaged by asking students to talk me through the process of
adding and subtracting. I will remind students to raise their hands and I will only call on students who are quietly
raising their hands. If a student is not raising their hand, talking over me or other students, or not paying attention, I
will ask that student to follow along. Shortly after, I will ask the student what my next step in the problem is. During
the activity, I will remind the class that everyone must stay in their seats unless I call on them. While students are
working on the problems on their whiteboards, I will walk around the room to make sure students are on-task.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching the lesson?

I will need to use the whiteboard at the front of the room. I will need to make sure each student has his/her individual
whiteboard and marker ready. I will be using a bag of decimals, which I will bring to the front of the room with me.
Before the lesson, I will review the steps to adding/subtracting decimals so that I can guide the students during the
lesson. I will also need to be comfortable with the directions so that I can be as clear as possible.

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that the
students continue to work toward the lessons overarching goal (i.e., the MA Curriculum Framework incorporating
the Common Core State Standards)?

Later on, students will begin working with word problems. They will need to use what they learned from this lesson
in order to add and subtract decimals in word problems.
3.47 8.91 5.37

9.99 6.23 8.71

1.6 4.0 3.8

12.5 28.34 13.31

8.09 11.11 14.93

8.03 1.71 6.09

4.03 6.39 2.28

7.5 6.6 8.2

31.9 22.06 19.1

20.03 30.45 19.91