lesson plans

Subject: Math Topic: Subtracting Decimals

Teacher: 5th Grade Team Date: 10-6-14

NC Standard Course of Study Objective: 5.NBT.4, 5.NBT.7

Learning Target: The students will be able to use their knowledge

Essential Question(s): What are the steps to subtracting numbers?

of subtracting whole numbers to subtract

decimals.

What is the most important thing to remember

when subtracting decimals? (Line up the

decimals)

    

    

    

Activity Description of Activities

I. Link and Hook Write the following word

and Setting (Include Planned

Questions)

problem on the board:

There are 2 butterflies,

one has the wingspan of

4.37 cm, and the other has

the wingspan of 5.92 cm.

What is the difference in

the wingspans of the two

butterflies?

Have the students take out

their math journals, copy the

question, and then give them

a chance to solve.

II. Engage and Educate

to include Active Learning

Include differentiation at

High, Middle, and Low

Chunk 1:

Before checking for correct

answers, have the students

lead you through the steps

they took to find their answer.

Step 1: Write the numbers,

lining up the decimal points.

Step 2: Subtract beginning

with the smallest place value.

Step 3: Continue to subtract

through all of your place

values, borrowing and

regrouping when necessary.

Don't forget to drop your

decimal down into your

answer.

These notes should go in their

journal.

Include differentiation at

High, Middle, and Low

Include differentiation at

High, Middle, and Low

Chunk 2:

Have the students open their

math books to page and

continue looking at the "Other

examples" given. Using 0 as

a place holder in numbers.

Zero's added on to the end

of a decimal doesn't change

its value. Also subtracting

money.

Chunk 3:

Have the students complete

Guided practice. Walk around

and check for students who

need one on one help. Also

check for correct answers.

Allow students to put correct

answers on the board.

Include differentiation at

High, Middle, and Low

III. Closure (Plan for

maintenance)

Reflect, Now

(Student Reflection)

Chunk 4:

Have students turn to page

and have them complete

Independent Practice 12-24.

Students can begin working

on this. Those who finish

can turn it in and they can

have practice page 2-7 for

homework. You can walk

around and assist those who

need extra help. What they

don't finish in class can be

done for homework.

Re-visit the essential question

and the learning target with

the students.

Homework:

Exit Ticket:

Low- 12.3 - 6.32 =

Medium- 32.24 - 22.631 =

High- 384.91 - 192.457 =

TEACHER REFLECTION:

Was the lesson effective? Yes No

What evidence(s) do you have of this?     

Strategies ( + and - )     

Challenges     

Connection to future learning     

What will you do differently next time     

ADDITIONAL THOUGHTS ABOUT THE LESSON:

Subject: Reading

 

Date: October 6,2014

Teacher: 5th Grade teachers

 

NC Standard Course of Study

RI.2 Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

Learning Target

To increase higher order thinking skills

To increase comprehension skills

Essential Questions

Compare and contrast the characters Amy and Kaitlyn. How are they alike and how are they different? Looking at things today, are there places like the one that Sherlock ran away from? Do you think that places have the right to experiment on animals? Should Amy have helped Sherlock or should she have returned him? Why?

 

 

High Group (Smart Dog)

Middle Group(See Behind Trees)

Monday

(Middle group questions)

What is the setting of the story? How do you know?

What problem does Walnut face? What is the cause of the problem?

Why is it so important for Walnut to learn to shoot a bow?

How is Walnut’s mother helping him solve his problem?

Students will create a mental image by looking for details in the story that answer the question: How can you tell that Walnut has difficulty seeing?

What so you learn about Walnut from his thoughts? What does Walnut do to try  to solve his problem? What does this show about him? Why does Walnut pretend he was joking with Brings the Deer?

How does Brings the Deer to Know how poor his eyesight is. How does Brings the Deer feel about Walnut? How do you know?

Create Mental image by holding up your hand and have students to answer these questions: What is Brings the Deer doing when he holds up his fingers and saks Walnut questions? Why is he doing it.

Students think about chapters 1-5. Students give a summary about what they read last week. Students take turns reading chapter 6. Students write a summary about chapter 6. Students copy down vocabulary words and look up definitions. (Station) Students read chapter 7 for hw and write a summary about it. They will finish definitions if not finished at school.

Introduce Vocabulary Words (Students will look them up in back of book at Stations).  Build back ground. Discuss Historical Fiction. Students will read genre page and first 3 paragraphs. Students will then  begin a Problem-solving Guide. They will begin recording their predictions about the story.

Students continue reading and answerining questions about the story. (pages 50-53)

 

Tuesday

Why does Walnut’s mother ties a sash over his eyes?

Why has the author emphasized the word What’s?  Why does Walnut’s mother break off her question? How do you explain “the amazing fact” that Walnut “forgot to get hungry”? How does Walnut interpret his recent sessions with his mother? Do you agree with this interpretation? Explain

Create mental image:

Students are to think about what Walnut’s mother means when she tells him to look with his ears. What does he see?

(pages 56-57)

As the feast begins, what is Walnut feeling? How do you know? How do you think Walnut will feel about having to do an extra harder trial? Why do you think Frog is “nervous and excited”? Why are his feelings and Walnut’s so different?

Students share their summaries from chapter 7 and discuss what they learned. Students will then take turns reading chapter 8 and discuss it. Students will then write a summary about it. Students will write a sentence with their vocabulary words (Station) Students will read chapter 9 for hw and write a summary about it.

(pages 54-57)

Read page 54

Taking turns and discuss.

 

Wednesday

Why is Walnut worried about his mother? How does the author help you imagine the sound of the weroance’s voice? What do you predict the new contest might be? What information led you to this prediction?

Students share their summaries from chapters 8 and 9.  Students write a summary for chapter 10. Students write a story with their vocabulary words. (Stations) Students read chapter 10 for hw and write a summary.

(pages 58-62) read pages 58-62. Discuss story.

Thursday

Students share summary from chapter 10. Students will pair study with their vocabulary words. HW: Students will re read their summaries and study their vocabulary for a test on each tomorrow.

Students will answer Think and Respond Questions for grade.

Friday

Comprehension test on chapters 6-10.

Vocabulary test

Comprehension Test on story. Vocabulary test

 

Vocabulary Words:  surge, pride, appropriate, rummage, emphasis,  discreetly, obvious, simultaneous

Vocabulary Words:  quiver, tread, moss, sternly, exaggerate, compose

Subject: Reading

Date: October 6,2014

Teacher: 5th Grade teachers

 

NC Standard Course of Study

RI.2 Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

Learning Target

To increase higher order thinking skills

To increase comprehension skills

Essential Questions

Compare and contrast the characters Amy and Kaitlyn. How are they alike and how are they different? Looking at things today, are there places like the one that Sherlock ran away from? Do you think that places have the right to experiment on animals? Should Amy have helped Sherlock or should she have returned him? Why?

 

 

High Group (Smart Dog)

Middle Group(See Behind Trees)

Monday

(Middle group questions)

What is the setting of the story? How do you know?

What problem does Walnut face? What is the cause of the problem?

Why is it so important for Walnut to learn to shoot a bow?

How is Walnut’s mother helping him solve his problem?

Students will create a mental image by looking for details in the story that answer the question: How can you tell that Walnut has difficulty seeing?

What so you learn about Walnut from his thoughts? What does Walnut do to try  to solve his problem? What does this show about him? Why does Walnut pretend he was joking with Brings the Deer?

How does Brings the Deer to Know how poor his eyesight is. How does Brings the Deer feel about Walnut? How do you know?

Create Mental image by holding up your hand and have students to answer these questions: What is Brings the Deer doing when he holds up his fingers and saks Walnut questions? Why is he doing it.

Students think about chapters 1-5. Students give a summary about what they read last week. Students take turns reading chapter 6. Students write a summary about chapter 6. Students copy down vocabulary words and look up definitions. (Station) Students read chapter 7 for hw and write a summary about it. They will finish definitions if not finished at school.

Introduce Vocabulary Words (Students will look them up in back of book at Stations).  Build back ground. Discuss Historical Fiction. Students will read genre page and first 3 paragraphs. Students will then  begin a Problem-solving Guide. They will begin recording their predictions about the story.

Students continue reading and answerining questions about the story. (pages 50-53)

 

Tuesday

Why does Walnut’s mother ties a sash over his eyes?

Why has the author emphasized the word What’s?  Why does Walnut’s mother break off her question? How do you explain “the amazing fact” that Walnut “forgot to get hungry”? How does Walnut interpret his recent sessions with his mother? Do you agree with this interpretation? Explain

Create mental image:

Students are to think about what Walnut’s mother means when she tells him to look with his ears. What does he see?

(pages 56-57)

As the feast begins, what is Walnut feeling? How do you know? How do you think Walnut will feel about having to do an extra harder trial? Why do you think Frog is “nervous and excited”? Why are his feelings and Walnut’s so different?

Students share their summaries from chapter 7 and discuss what they learned. Students will then take turns reading chapter 8 and discuss it. Students will then write a summary about it. Students will write a sentence with their vocabulary words (Station) Students will read chapter 9 for hw and write a summary about it.

(pages 54-57)

Read page 54

Taking turns and discuss.

 

Wednesday

Why is Walnut worried about his mother? How does the author help you imagine the sound of the weroance’s voice? What do you predict the new contest might be? What information led you to this prediction?

Students share their summaries from chapters 8 and 9.  Students write a summary for chapter 10. Students write a story with their vocabulary words. (Stations) Students read chapter 10 for hw and write a summary.

(pages 58-62) read pages 58-62. Discuss story.

Thursday

Students share summary from chapter 10. Students will pair study with their vocabulary words. HW: Students will re read their summaries and study their vocabulary for a test on each tomorrow.

Students will answer Think and Respond Questions for grade.

Friday

Comprehension test on chapters 6-10.

Vocabulary test

Comprehension Test on story. Vocabulary test

 

Vocabulary Words:  surge, pride, appropriate, rummage, emphasis,  discreetly, obvious, simultaneous

Vocabulary Words:  quiver, tread, moss, sternly, exaggerate, compose

Subject: Reading

Date: October 6,2014

Teacher: 5th Grade teachers

 

NC Standard Course of Study

RI.2 Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

Learning Target

To increase higher order thinking skills

To increase comprehension skills

Essential Questions

Compare and contrast the characters Amy and Kaitlyn. How are they alike and how are they different? Looking at things today, are there places like the one that Sherlock ran away from? Do you think that places have the right to experiment on animals? Should Amy have helped Sherlock or should she have returned him? Why?

 

 

High Group (Smart Dog)

Middle Group(See Behind Trees)

Monday

(Middle group questions)

What is the setting of the story? How do you know?

What problem does Walnut face? What is the cause of the problem?

Why is it so important for Walnut to learn to shoot a bow?

How is Walnut’s mother helping him solve his problem?

Students will create a mental image by looking for details in the story that answer the question: How can you tell that Walnut has difficulty seeing?

What so you learn about Walnut from his thoughts? What does Walnut do to try  to solve his problem? What does this show about him? Why does Walnut pretend he was joking with Brings the Deer?

How does Brings the Deer to Know how poor his eyesight is. How does Brings the Deer feel about Walnut? How do you know?

Create Mental image by holding up your hand and have students to answer these questions: What is Brings the Deer doing when he holds up his fingers and saks Walnut questions? Why is he doing it.

Students think about chapters 1-5. Students give a summary about what they read last week. Students take turns reading chapter 6. Students write a summary about chapter 6. Students copy down vocabulary words and look up definitions. (Station) Students read chapter 7 for hw and write a summary about it. They will finish definitions if not finished at school.

Introduce Vocabulary Words (Students will look them up in back of book at Stations).  Build back ground. Discuss Historical Fiction. Students will read genre page and first 3 paragraphs. Students will then  begin a Problem-solving Guide. They will begin recording their predictions about the story.

Students continue reading and answerining questions about the story. (pages 50-53)

 

Tuesday

Why does Walnut’s mother ties a sash over his eyes?

Why has the author emphasized the word What’s?  Why does Walnut’s mother break off her question? How do you explain “the amazing fact” that Walnut “forgot to get hungry”? How does Walnut interpret his recent sessions with his mother? Do you agree with this interpretation? Explain

Create mental image:

Students are to think about what Walnut’s mother means when she tells him to look with his ears. What does he see?

(pages 56-57)

As the feast begins, what is Walnut feeling? How do you know? How do you think Walnut will feel about having to do an extra harder trial? Why do you think Frog is “nervous and excited”? Why are his feelings and Walnut’s so different?

Students share their summaries from chapter 7 and discuss what they learned. Students will then take turns reading chapter 8 and discuss it. Students will then write a summary about it. Students will write a sentence with their vocabulary words (Station) Students will read chapter 9 for hw and write a summary about it.

(pages 54-57)

Read page 54

Taking turns and discuss.

 

Wednesday

Why is Walnut worried about his mother? How does the author help you imagine the sound of the weroance’s voice? What do you predict the new contest might be? What information led you to this prediction?

Students share their summaries from chapters 8 and 9.  Students write a summary for chapter 10. Students write a story with their vocabulary words. (Stations) Students read chapter 10 for hw and write a summary.

(pages 58-62) read pages 58-62. Discuss story.

Thursday

Students share summary from chapter 10. Students will pair study with their vocabulary words. HW: Students will re read their summaries and study their vocabulary for a test on each tomorrow.

Students will answer Think and Respond Questions for grade.

Friday

Comprehension test on chapters 6-10.

Vocabulary test

Comprehension Test on story. Vocabulary test

 

Vocabulary Words:  surge, pride, appropriate, rummage, emphasis,  discreetly, obvious, simultaneous

Vocabulary Words:  quiver, tread, moss, sternly, exaggerate, compose


 
Last Modified on October 6, 2014

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