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Lesson Plan One

Math Unit: Addition and Subtraction with Decimals

Rounding Whole Numbers & Decimals

Name: Kerianne Hale Date: November 19, 2013 Grade Level: Fifth Grade

Subject: Mathematics Topic: Rounding Whole Numbers and Decimals

Purpose:

The purpose of this lesson is to gain number sense of decimals by rounding decimals with tenths and hundredths place values using number lines.

Curriculum Standards:

CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.

CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place.

Objective(s):

Following introductory lessons on decimals, students will participate in a whole-class lesson on rounding whole numbers and decimals by completing a packet following along with the lesson.

After a whole-class lesson on rounding whole numbers and decimals, students will work in pairs to complete a rounding decimals scavenger hunt.

After participating in a whole-class lesson on rounding whole numbers and decimals, students will complete ten rounding whole numbers and decimals practice in their textbook individually for homework.

Materials Needed for Learning Experience:

Teacher:

• Smartboard

• Rounding Whole Numbers & Decimals digital document

• Five number lines (labeled orange, red, blue, green, and yellow)

• enVision math textbook – student and teacher edition

Students:

• Rounding Whole Numbers & Decimals packet

• Pencil

• enVision math textbook – student edition

• Math notebooks

Anticipated Length of Learning Experience:

45-50 minutes

15-25 minutes homework

Student Grouping:

• Rounding Whole Numbers and Decimals packet lesson – whole class lesson

• Rounding Scavenger Hunt – students working individually or in partners

o Let students who want to work individually do so, make student partnerships when learn who would like to work in partners

Prerequisite Knowledge:

Teacher:

See “Topic Research” tab

Student:

• Students will have introduction to decimals and what they represent. Students have already had several lessons on fractions and how fractions represent parts of a whole. Decimals have been introduced, but computation of decimals has not.

• Students know how to set up whole number addition and subtraction problems correctly. Addition and subtraction of decimals follows the same style: line up like place value digits.

• Misconception: How to read decimals.

o Students may look at a decimal and think the digit to the right of the decimal point is also the ones place since to the left of the decimal point place value reads ones – tens – hundreds – thousands. How to read decimals will need to be reinforced as:

Hundreds – Tens – Ones . Tenths – Hundredths

Procedure:

Before

• As students return to the classroom, ask them to sit at their desks and take out their math notebooks and a pencil.

• Before handing out packet, ask students if someone can define rounding.

• Questions to ask:

1. Why do you think rounding is important?

2. How can rounding help us in math? Estimation

3. Why is place value important when rounding?

During

• Pass out Rounding packet and open document on the Smartboard.

• Discuss the definition for rounding. Rounding replaces one number with another number that tells about or approximately how many or how much.

• Complete the two rounding examples in the rounding packet.

Round each number to the place of the underlined digit.

1. 634 (Thoroughly step-by-step) - GROUP

2. 2.36 (Use number line) - GROUP

3. 5.736 (Use number line) – INDIVIDUAL/REVIEW AS GROUP

• Handout Rounding Scavenger Hunt and assign partners (option for students to work individually).

o Framed Choice/Logical Consequences

o Set volume and movement expectations

o Thoroughly explain the activity:

▪ Using the number lines posted around the classroom, solve the two rounding problems at every number line to identify a letter that will help you solve a mystery question. DO NOT move onto the next number line until you hear the chime. Once you have solved all ten rounding problems, read the mystery question and use the letters you gathered from the number lines to solve the mystery.

▪ Identify the group color on your worksheet. Dismiss students by group color to their number line.

o Ring the bell after 2-3 minutes at each number line. **Gauge how long at the first number line to set the pace**

• Assign homework: textbook page 29, problems: 9-24 ODD, 25, & 27

After

• Work on homework if have time after rounding scavenger hunt

• Extension:

o Get MLB season statistics. Pick a team and round their statistics. Rank them 1st place, 2nd place, etc. based on the rounded figures.

Assessment:

Formative:

• Verbal responses to questions (both computation and reasoning) posed during a whole-class lesson

• Observe body language and willingness to volunteer answers as lesson progresses.

• Observe teamwork and engagement during rounding scavenger hunt.

Summative:

• Rounding Scavenger Hunt

• Ten textbook homework problems

Child Guidance:

Attention getting strategies

• Activate prior knowledge about rounding – ask who know what rounding means

• Ask: “Why might we need to know how to round?” – Give students time to think of appropriate responses

Transitions

• Hold students in the hallway and give instructions for what to do when enter the classroom

• Dismiss students in groups of 4-6 to their color number lines. Ask for a hushed, calm transition.

• End of lesson: ask for students to turn in their scavenger hunt into a basket and get their snacks for circle.

Early finishers and those who take longer

• Early Finishers

o Get MLB season statistics. Pick a team and round their statistics. Rank them 1st place, 2nd place, etc. based on the rounded figures.

o Work on homework assignment

• Those who take longer

o May work on the scavenger hunt during target block or advisory the next day. Number lines will stay posted around the room for several days. Number line printed handouts will be available for students to finish the scavenger hunt for homework as well.

Framed Choice and logical consequences

• Proactive:

“You have a choice to participate in the rounding scavenger hunt and stay focused on math or you can choose to be silly and not work on math and complete the scavenger hunt at your desk individually.”

• Reactive:

“You made the choice to be silly and not work on your math work. Please take your papers and finish it at your desk.”

Differentiation:

Students with specific learning needs and who excel in mathematics are not included in this math group. The lesson was designed to address students with kinesthetic, logical/mathematical, linguistic, intrapersonal, and interpersonal learning styles.

*Check in with students with focusing difficulties throughout the lesson.

Resources Used:

Foresman, Scott & Wesley, Addison. (2011). Number Sense: Rounding Whole Numbers and Decimals. In enVision Math: Grade 5. Boston, MA: Pearson.

Van de Walle, John A., Karp, Karen S., & Bay-Williams, Jennifer M. (2013). Developing

Concepts of Decimals and Percents. In Elementary and Middle School Mathematics:Teaching Developmentally) (pp. 338-356). Boston, MA: Pearson.

Lesson Reflection:

After teaching this lesson I feel that it went fairly well, although there are some aspects of it I would change if I was to teach it again. Since there was no school yesterday (Veteran’s Day) my teacher taught one of her introduction to decimals lessons in the morning, then I taught my math lesson after a short snack break. I think this was tough for the students because they were put out of their schedule and had math class for double the amount of time as usual. My teacher taught decimal lessons on how to read the place value of decimals and how decimals can be represented using grids. These two lessons should have been a review for the students as decimal representation is in the fourth grade curriculum. I started my lesson off asking how many students have practiced rounding numbers before. Almost everyone in the class raised their hand, as I expected. I had predicted this lesson would be a review for many students and extra practice or a reminder of rounding for the rest. The only new part of the lesson was rounding with decimals which I stressed is exactly the same as rounding whole numbers.

I chose to teach this subject by taking a flow chart in the students’ textbooks and made it a handout for the students to write on. I wanted to keep the lessons as consistent and close to the curriculum as possible to not surprise the class with anything to different from what they are used to. This was important to me because I really want them to learn how to round decimals and not get distracted by a new method. I feel this class needs this structure to succeed as they are so distractible. The first two examples went well; I had the handout projected on the smartboard and the students also had it in front of them. The students had some really great ideas for how number lines can help us round and I appreciated their thoughtfulness. The third example was a little more challenging for them as I had a decimal to the thousandths place. I had the students complete the third example on their own and I did not anticipate so much confusion. I think the step-by-step procedure might have been a little confusing for them because it asked so many questions, but when I asked them to ignore the procedure, they sometimes could still not answer the question. Although it was not in my lesson plan, I added two more examples on the whiteboard for them to just watch because I could tell by their body language and their side conversations that I was losing their attention. After completing these two examples I had a feeling they understood the concept more, but was not convinced that they understood it fully. My classroom management throughout the whole beginning part of the lesson was focused on redirecting their attention as they frequently started chatting with their neighbor while they had some wait time. I decided to continue onto the rounding scavenger hunt because I wanted to see exactly who in the class was having difficulty and who was breezing through the lesson.

Before allowing the class to go to their number lines, I completely went over the directions to make sure they were clear. There was no way I could have facilitated this lesson without doing this first because there were five groups of students in every corner of the classroom and working at different paces. I decided to dismiss them by reading their names and assigning them to a number line to prevent students who do not work well together from going to the same number line and to prevent excessive noise. Although this lesson did not go exactly as I had pictured it (as it always happens) I am glad we did it because I listened and paid attention to the students questions and could see that their confusion was in how to read the decimals and determine which number was in which place value; the issue was not in the rounding. This was very interesting to me because they had practiced reading decimals in the fourth grade, and my teacher taught them as well. I took this assessment and talked with my teacher and decided to not give the homework I had planned on until they are taught another lesson on rounding decimals tomorrow. I did like this part of the lesson because the students were very engaged, but I would stress next time to not focus so much on the mystery question as most of their focus was on getting the right letter, not the right rounded number. I would also review the place values of decimals to the thousandths before teaching the rounding lesson to assure they can round to the indicated digit. I would love to try to teach this lesson again with these changes and see if the results of the scavenger hunt would be different.

Lesson Plan Two

Math Unit: Addition and Subtraction with Decimals

Adding and Subtracting Decimals – Introduction

Name: Kerianne Hale Date: November 19, 2013 Grade Level: Fifth Grade

Subject: Mathematics Topic: Adding and Subtracting Decimals

Purpose:

The purpose of this lesson is to gain number sense of decimals by adding and subtracting decimals using hundredths charts.

Curriculum Standards:

CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.

CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place.

CCSS.Math.Content.5.NBT.B.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.

Objective(s):

Following an introductory lesson on rounding decimals, students will use hundredths grids and colored pencils to demonstrate adding and subtracting decimals through coloring/crossing out decimals represented in the grids in a whole-class lesson.

After a whole-class lesson on adding and subtracting decimals using hundredths grids, students will individually complete “Quick-Check 2-6A” to practice adding and subtracting decimals and explain their reasoning through writing.

After completing “Quick-Check 2-6A,” students will be assigned homework and complete it individually.

Materials Needed for Learning Experience:

Teacher:

• Smartboard

• Adding & Subtracting Decimals digital hundredths charts and problems

• Quick-Check 2-6A handouts

• Modeling Addition and Subtraction of Decimals handouts

Students:

• Math notebooks

• Hundredths grids (8 grids)

• 2 colored pencils (different colors)

• Pencil

Anticipated Length of Learning Experience:

45-50 minutes

20-30 minutes homework

Student Grouping:

• Adding and Subtracting Decimals Introductory Lesson – whole class lesson

o Two – Five group examples, one individual problem/group review

• Quick-Check 2-6A – completed individually

Prerequisite Knowledge:

Teacher:

See “Topic Research” tab

Student:

• Students will have introduction to decimals and what they represent. Students have already had several lessons on fractions and how fractions represent parts of a whole. Decimals have been introduced, but computation of decimals has not.

• Students know how to set up whole number addition and subtraction problems correctly. Addition and subtraction of decimals follows the same style: line up like place value digits.

• Misconception: How to read decimals.

o Students may look at a decimal and think the digit to the right of the decimal point is also the ones place since to the left of the decimal point place value reads ones – tens – hundreds – thousands. How to read decimals will need to be reinforced as:

Hundreds – Tens – Ones - Tenths – Hundredths

Procedure:

Before

• Briefly review rounding decimals.

o Questions to ask:

1. How can rounding decimals help us add or subtract decimals?

2. Where might we use decimals in our daily lives?

During

• Pass out Adding & Subtracting handouts and open manipulative website on Smartboard. ().

• Explain that decimals are broken apart using place value. Practice breaking apart and reading decimals.

• Complete several example problems:

1. Anna rode her bicycle 0.75 mile in the morning and 1.10 miles in the afternoon. How many miles did Anna ride in all? (Use hundredths grid) - GROUP

2. John wants to buy a dishwasher and a DVD player for his apartment but he worried about how much it will add to his electricity bill every month. The dishwasher costs $0.85 per month and the DVD player costs $0.40 per month. How much money will the dishwasher and DVD player cost John every month? (Use hundredths grid) – TRY IT OUT/GROUP REVIEW

3. Madelynn and Olivia were trying to find out if they could afford a new shovel that costs $9.69. Madelynn has $4.07 and Olivia has $5.51. Do Madelynn and Olivia have enough money for the shovel? If not, how much more money do they need?

(NO hundredths grid-set up vertical addition problem) – GROUP

4. 78.968+2.04 – GROUP

5. Practice more addition and subtraction – no word problems. – CAN WORK WITH NEIGHBOR & Check your answers

a. 56.784+34.201

b. 42.672+19.04

c. 50.78-22.16

d. 473.773-105.56

• Assign Quick-Check 2-6A as class work.

• Assign Homework: Worksheet 2-6A; “Modeling Addition and Subtraction of Decimals”

After

• Work on homework if have time after Quick-Check 2-6A.

• Extension:

o Students find a partner who is also finished with Quick-Check 2-6A and their homework. Each student makes four adding or subtracting problems for their partner to complete. Students grade each other’s paper and corrects what the other person did wrong.

o Practice rounding decimals by rounding all your answers on the homework.

o Visit: to play an adding/subtracting decimals and logic math game

Assessment:

Formative:

• Verbal responses to questions (both computation and reasoning) posed during a whole-class lesson

• Observe body language and willingness to volunteer answers as lesson progresses

Summative:

• Quick-Check 2-6A

• Worksheet 2-6A; “Modeling Addition and Subtraction of Decimals”

Child Guidance:

Attention getting strategies

• Ask: “When do we use decimals?” Have students think about when they might use decimals in everyday life

• Remind students of decimals by reviewing one or two examples of rounding decimals

Transitions

• Hold students in the hallway and give instructions for what to do when enter the classroom (take out math notebooks and pencil)

• Give students opportunity to work with a neighbor on the practice problems – will help alleviate distractibility

• End of lesson: ask for students to turn in their Quick-Check into a basket and get their snacks for circle.

Early finishers and those who take longer

• Early Finishers

o Students find a partner who is also finished with Quick-Check 2-6A and their homework. Each student makes four adding or subtracting problems for their partner to complete. Students grade each other’s paper and corrects what the other person did wrong.

o Students round their answers to the addition and subtraction problems on their homework sheet

o Visit: to play an adding/subtracting decimals and logic math game

• Those who take longer

o May work on Quick-Check 2-6A as homework or during target block the next day. Give students assistance and support if you see them struggling and making little progress.

Framed Choice and logical consequences

• Proactive:

“You have a choice to use your colored pencils to color in the appropriate places, or you can choose to use them to draw or color something else and you will lose the colored pencils and have to use a plain pencil.”

• Reactive:

“You made the choice to use the colored pencils to color something outside the directions. Please use your plain pencil for the rest of the lesson.”

Differentiation:

Students with specific learning needs and who excel in mathematics are not included in this math group. The lesson was designed to address students with logical/mathematical, linguistic, intrapersonal, and interpersonal learning styles.

*Check in with students with focusing difficulties throughout the lesson.

Resources Used:

Foresman, Scott & Wesley, Addison. (2011). Number Sense: Adding and Subtracting

Whole Numbers and Decimals. In enVision Math: Grade 5. Boston, MA: Pearson.

Fraction/Decimal Grids. Retrieved from:

Decimal_Fractions/Decimal_Fractions.swf

Math-Drills. (2013). Hundredths Grids. Math-Drills. Retrieved from:

decimal/blmhundredthsgrid.pdf

Utah State University. (2010). Circle 3. National Library of Virtual Manipulatives.

Retrieved from: ?

open=instructions&from=grade_g_2.html

Van de Walle, John A., Karp, Karen S., & Bay-Williams, Jennifer M. (2013). Developing

Concepts of Decimals and Percents. In Elementary and Middle School Mathematics:Teaching Developmentally) (pp. 338-356). Boston, MA: Pearson.

Lesson Reflection:

This lesson was definitely the most successful lesson in my unit. I was nervous for this lesson at first because it was a totally new concept for the students and there are several students in the class that get frustrated with math very quickly. I anticipated that some students would be confused and need extra support understanding the material and keeping a positive attitude. I felt more prepared for this lesson because I really thought about how students would respond to the lesson and how I would respond with different strategies ready to go. I think this extra preparation paid off and the students really gained some mathematical knowledge from this lesson.

I am glad the students got some experience using hundredths grids on Tuesday in math as it gave them a good background for this lesson. On Tuesday, we went to the computer lab to practice representing decimals using tenths, hundredths, and thousandths grids. Although I did not plan this, it was very helpful and if I ever use this lesson again, I will definitely add a lesson on this topic. Having the students begin an activity as soon as they returned from specials was very helpful in making a smooth transition as it is sometimes difficult to get the class to settle down and focus. It was also a time saver since I did not need to use a lot to time during the middle of the lesson to color. I was very pleased with how the students responded to the hundredths grids exercises and the large majority of the class fully understood. Originally, I was going to start the class off with the first word problem but I decided to add two traditional problems before going into the word problems so we could focus on the math instead of on decoding the word problem. I think this was a good decision because it kept them focused on the operations of adding and subtracting decimals rather than the words. This prepared them for the word problems because they understood the process of using the hundredths grids for adding and subtracting.

I was also very impressed by the students’ diligence in working on the practice problems on their whiteboards. They are very used to working with their whiteboards in math, and I chose to use them instead of paper because the class really needs consistency. I gave them the choice to work with a partner but they all chose to work individually and were very quiet and hard working until they were finished. This was wonderful to see and I can’t imagine it going any smoother than this. The only example I wish I did with the class was an example where you have to add a zero as a place holder. I did this with my class during the third lesson and feel that they may need some more practice with this concept.

Although this lesson went well, I do understand that the students will need more practice adding and subtracting decimals. I asked them how they felt about their homework from this lesson, and several students said they did not understand it. I decided not to give the summative assessment yet as I do not feel they are prepared enough for it. After my third lesson and a little practice simply doing the calculations, I believe they will be ready and can achieve this goal.

Lesson Plan Three

Math Unit: Addition and Subtraction with Decimals

Adding and Subtracting Decimals Simulation

Name: Kerianne Hale Date: November 19, 2013 Grade Level: Fifth Grade

Subject: Mathematics Topic: Adding and Subtracting Decimals

Purpose:

The purpose of this lesson is to practice adding and subtracting decimals through a partner-work simulation using money as decimals.

Curriculum Standards:

CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.

CCSS.Math.Content.5.NBT.B.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.

Objective(s):

Following a whole-class lesson, quick-check, and homework practice on adding and subtracting decimals, students will participate in a real life budgeting simulation to budget ingredients for muffins using a price list and play money to add and subtract decimals in partners.

Materials Needed for Learning Experience:

Teacher:

• “Muffin Factory” handouts and answer key

• Four types of muffins – optional

Students:

• Math notebooks

• “Muffin Factory” handout – one per student

• Wallet with play money – one per group

• Pencil

Anticipated Length of Learning Experience:

45-50 minutes

Student Grouping:

Students will be working in pairs or groups of three that are predetermined by the teacher. These groups were made by mixing abilities so the two students in each group can reach a goal of buying their muffins as a team. Students who do not work well together behaviorally will not be placed in the same group.

Prerequisite Knowledge:

Teacher:

See “Topic Research” tab

Student:

• Students will have background knowledge of money and what each bill and coin represents. Students can read a dollar amount and know which bills can make that amount.

• Students have had one lesson, class work, and homework to practice adding and subtracting decimals. This lesson acts as another practice in a real-life simulation.

• Misconceptions:

o Students might need more instruction on how to set up an addition or subtraction problem using decimals. If students express this while explaining the simulation, decide if there needs to be a mini lesson or if students can be addressed individually.

Procedure:

Before

• Review one adding or subtracting decimals problem to review how to set up a problem appropriately.

• Explain expectations and procedure for simulation before passing out handouts and wallets.

o Framed choice & logical consequences

During

• Read partners and ask them to collect their handouts and wallets from you. Find a spot in the room where you will be successful.

• Cycle and check-in with groups for formative assessment.

• Students come up to the “muffin man” (teacher) to buy their muffin. Have answer key ready to see if students’ work is accurate.

o If correct, give them the muffin they can afford. If incorrect, send back to correct their work.

After

• How did this exercise help you understand the importance of adding and subtracting decimals?

• Extension:

o Write a recipe for your favorite food using decimals instead of fractions.

o Visit: to play an adding/subtracting decimals and logic math game

Assessment:

Formative:

• Observe participation and conversations during the budgeting simulation.

Summative:

• Budgeting simulation handout and simulation results

Child Guidance:

Attention getting strategies

• Remind students of the uses of decimals they came up with yesterday.

o “Today, we’re going to do a simulation of when you will use decimals in real-life.”

Transitions

• Hold students in the hallway and give instructions for what to do when enter the classroom (take out math notebooks and pencil)

• Completely go over muffin factory handout before announcing partners and handing out wallets. Make sure directions are clear before moving on.

• Dismiss students by their partners. Have them come up to you to get their wallet and pick a spot in the room where they will be successful.

• Ask students to sit in circle once they have passed their muffin factory simulation packet in and received their muffin for their correct answer. Ask students to sit in circle with their muffin.

Early finishers and those who take longer

• Early Finishers

o Students can pick their favorite food and write a recipe and ingredients list using decimals.

o Visit: to play an adding/subtracting decimals and logic math game

• Those who take longer

o May work on the simulation when they have spare time during the day. Encourage students to watch the time closely because it is expected that they finish in a timely fashion – use your time wisely!

o If students are struggling with the lesson, give them some support in finding the addition and subtraction problems or give them more practice addition and subtraction problems not in the simulation.

Framed Choice and logical consequences

• Proactive:

“You have a choice to participate in the simulation and use the play money to add and subtract decimals or you can use the play money inappropriately and complete the simulation without any money and miss the last step of the simulation.”

• Reactive:

“You made the choice to use the play money inappropriately. Please hand me the play money and sit at your desk to complete the simulation.”

Differentiation:

Students with specific learning needs and who excel in mathematics are not included in this math group. The lesson was designed to address students with logical/mathematical, linguistic, intrapersonal, and interpersonal learning styles.

*Check in with students with focusing difficulties throughout the lesson.

One student has diabetes and is gluten free. Plan ahead and call their mother to make sure she can eat a muffin and what muffin would be best. Test blood sugar levels before allowing her to eat the muffin.

Resources Used:

Foresman, Scott & Wesley, Addison. (2011). Number Sense: Adding and Subtracting

Whole Numbers and Decimals. In enVision Math: Grade 5. Boston, MA: Pearson.

Utah State University. (2010). Circle 3. National Library of Virtual Manipulatives.

Retrieved from: ?

open=instructions&from=grade_g_2.html

Van de Walle, John A., Karp, Karen S., & Bay-Williams, Jennifer M. (2013). Developing

Concepts of Decimals and Percents. In Elementary and Middle School Mathematics:Teaching Developmentally) (pp. 338-356). Boston, MA: Pearson.

Lesson Reflection:

Overall, this lesson went fairly well. Most of the students worked very hard and focused on their work. They were a little energetic and distracted during the directions for the lesson which I think contributed to some of the confusion during the simulation. I asked the students at the beginning of the lesson how the homework went. Several students said they were confused which made me a little hesitant to carry on with the simulation. I decided to add two addition with decimals problems during the whole class instruction to refresh and solidify the procedure for adding and subtracting decimals. After completing this, I thought it was a good time to proceed. If time wasn’t an issue, I would have added another adding and subtracting decimals lesson in between my second and third lesson, but I did not think it was a huge risk moving on as the simulation is not their final assessment.

During the whole class instruction, I spent a lot of time working on redirecting the students’ attention and focus. They were very chatty and distracted and I knew that if I did not regain their attention the simulation would not work. I passed out the handouts so the students could follow along while I was reading them. I went over part one completely and briefly went over parts two and three to not overwhelm them with directions. During the simulation it became clear to me that I should have went over the entire handout in detail as most groups had the same questions regarding the directions. If I teach this again, this is an important adjustment I would make. I would also set my expectations for what “show your work” means. I would model what to do in part one because many students were not setting their problems up correctly or not adding the right numbers together making their answers incorrect. It was very difficult to keep up with each group because they had many questions and comments. Mrs. Shea helped me during the lesson and made it go much smoother. To teach this again I would have to read my class and gauge how detailed to get with the directions. This class needed a little more support at the beginning of the lesson.

However, when I was helping students they got the correct answers. This makes me think that they do understand adding and subtracting decimals, it was just the directions that were unclear. I was happy to see this because the math behind the assignment is what’s important. I still think they need more practice adding and subtracting decimals, but this was a good introduction to the subject. Although the lesson needs some refining, I really enjoyed teaching this lesson and think the students got an enriching experience adding and subtracting decimals. I was glad to actually make the muffins for them as a “thank you” for working so hard and being great students in math.

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