Learning Plan: Multiplying Numbers with Two Decimal Places

Title of lesson Multiplying Decimals Grade Cycle 3; Grade 5

Subject Mathematics Topic Multiplication
Relevance The lesson targets the next step in multiplying decimals – multiplying numbers with two
decimals in the equation. This builds off of previous knowledge, wherein students learned how
to multiply number combinations with one decimal in the equation.
Resources Required Smartboard; Math textbook (digital and hard copy)
QEP Subject Area C2: To reason using mathematical concepts and processes
Competencies - To mobilize mathematical concepts and processes appropriate to the given situation.
- To apply mathematical processes appropriate to the given situation.
- To justify actions or statements by referring to mathematical concepts and processes.

C3: To communicate using mathematical language

- To become familiar with mathematical vocabulary.
- To interpret or produce mathematical messages.
Learning Objectives In this lesson, students will perform multiplication between two numbers, each with one
decimal place present in the equation. Additionally, students will approximate the results of
the numbers with the decimal and multiply the resulting integers.
Essential Question(s) How do we multiply two numbers with decimals? How is it different from multiplying numbers
where only one has a decimal? What is approximation? How can approximation be used to
get an estimate of what your answer might be?
Lesson Introduction (hook): Student will know:
Timing The teacher will get the class engaged by working on a Students will know that we can multiply two
problem as a whole class. Students have already learned how fractional numbers.
to multiply numbers with one decimal. The teacher will call
on students to talk them through the process, step-by-step, on
the board.

Development (Step by step sequential procedure): Students will understand:

The teacher will tell the class, “Today, we are going to learn Students will understand that by removing
how to multiply numbers with TWO decimals. Once we all and then replacing the decimals, they can
work on it together, I think you will see a pattern start to use their prior knowledge to multiply
form.” fractional numbers with two decimals in the
equation.
The teacher will ask students to take out their math
copybooks, skip a line, and put the date. Then, the teacher Students will do:
will put a sample equation on the board. Calling on students Students will apply the knowledge learned
to walk them through the process, the teacher will in this class, building on prior knowledge
demonstrate how to solve the equation. Once the class from previous lessons, in their “Decimal”
reaches the new information (taking the final product and books.
moving the decimal over two places), the teacher will ask,
“What do you think I need to do here?” Cross Curricular Competencies:
- If required, the teacher will elicit student thinking: “If To use information
we had to move the decimal to the left one place for - Students will use their prior
one decimal place, how many times do you think we knowledge in order to put to use
need to move it over with two decimals?” new information they are receiving
- The teacher will press on student thinking: “How did in this lesson. Students will
you come to that answer?” “What makes you think formulate questions, consider new
that?” uses, and use this information in a
- The teacher will redirect students to one another’s new context.

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 thinking: “Who can repeat what ___ said in their own To Solve Problems
words?” - Students will analyze the
components of the situational
Once that problem is complete, the teacher will put another problems in their Decimals
problem on the board and ask students to do it silently in their workbook to identify the context
copybooks. The teacher will prompt students to hold a and the main elements and to make
thumbs up when they are finished. As a whole group, the connections among them.
class will solve the problem on the board. The teacher will - Students will formulate and test
tell students, “If you have made a mistake, make sure you their solutions in working with these
correct it as we go!” math problems.

The teacher will ask the class, “What if I wanted to use an

approximation of these numbers and multiply those? Who Broad Areas of Learning:
can tell me what an ‘approximation’ is?” The teacher will None for this lesson.
lead the class as a group in solving the multiplication
problem with approximations of the provided numbers. Universal Design for Learning/
Differentiation:
The teacher will put a final problem on the board and ask UDL Principle 1: Representation – this
students to do it silently in their copybooks. The teacher will lesson provides options for acquiring and
prompt students to hold a thumbs up when they are finished. comprehending information by working
with both the large group and
Once most of the class is finished, the teacher will ask independently (with scaffolding).
students who would like to share their answer and call on one
student. Once that student answers, the teacher will write it UDL Principle 2: Engagement – provides
on the board and ask, “Did anyone else get that number?” If options that tap into learners’ interests and
there are differing answers, the teacher will write them all on provides appropriate challenge to increase
the board. engagement.
If incorrect answers are given, the teacher will ask, “How did
UDL Principle 3: Expression – provides
you get to that answer?” After one incorrect example, the
options to demonstrate learning.
teacher will call on a student who gave the correct answer
and ask, “How did you get that answer?”

The teacher will tell the class, “We are going to review what
we have on the homework board, and you will have some
time to get started!” The teacher will read over the homework
pages with the class, putting special emphasis on the word
problems.

Students will have time for independent work, during which

they may clarify any questions or concerns with the teacher.

Closure (transition): FORMATIVE - Assessment FOR learning:

After the students have had a chance to start on their Observation of large-group discussion –
homework, the teacher will ask the class if there are any final what do students already know about
questions about this new concept. They will then ask the multiplication with fractional numbers?
class, “Who can tell us what we learned today?”
- If there are two digits to the right of the decimal in FORMATIVE - Assessment AS learning:
your equation, you will need to move the decimal Observation – one-on-one questions asked
two places to the left in your final answer. throughout the lesson and during
independent work.

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 Concrete evidence – “Decimals” workbook
pages.

SUMMATIVE - Assessment OF learning:

Further considerations (follow up activities)