Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
The student will multiply decimals (through hundredths) by whole numbers utilizing various strategies including operations, place value, and addition relationships.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will be drawing upon their knowledge of decimals, place value of decimals, and multiplication strategies.
Guiding Questions: What are the guiding questions for this lesson?
How would you describe what you are trying to find?
What is another strategy you might use to solve this problem?
What does the decimal mean to you?
Could you use another operation or different strategy to find the answer?
How did you know your answer was reasonable?
How could you test your answer to verify that it is correct?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
The teacher should provide a bag with several low-cost, non-perishable items such as a can of soup, box of granola bars, box of mac n cheese, Ramen noodles pack, etc. Place a label on each item with its value ($0.98, $2.47, etc). Display one of the items and pose the following question: "I need to purchase 2 of this item. What strategy would you use to find out the total cost of the 2 items?" Allow think time and then open up for discussion. Students may need to jot down their thinking on a communicator/white board/ response board.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
In groups of 3-4, students should be provided with an item from the teacher's bag and a 6 sided die. The group of students will roll the die to determine how many of that item they will need to purchase. As a group, students will show how to determine how much multiple items would cost. Groups can repeat by rolling the die again During this time, the teacher should be circulating to clear up any misconceptions they see. The teacher may need to pull a small group if there are a select group that need extra reinforcement. Groups should show their work on a piece of chart paper for display.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?
Post the results of the previous exercise for this portion of the lesson. Individually, students need to choose another group's chart paper that they did not work on and choose one of the examples. Have them write down the work posted in their journal. Ask each student to verify the work that they saw, use an alternate strategy to solve the problem, and then explain in their own words why they agree/disagree with the work shown on the chart paper.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?
Brainstorm with the class items that are needed for daily life in the classroom such as scissors, construction paper, pencils, etc. At this point, students will be given the task of creating a "purchase order" to supply your classroom with materials needed based on a budget provided by the teacher. Provide pairs of students with a school supply catalog such as ETA, Lakeshore, etc. As the leader of the classroom, provide some guidelines such as you don't need any scissors, or you like colored pencils rather than crayons, etc. Charge each pair with budgeting out a school supply order for your classroom. Students will need to buy multiple packages of certain items to ensure there is enough of that item for everyone.
The summative assessment of this lesson is the product at the end of the lesson. Students will have created a "purchase order" to stock up the classroom. Students will be expected to stay within the budget that, as close as they can, and adequately supply the classroom with items from their designated catalog. See attached "Purchase Order" form.
The teacher should provide the following problems and ask students to complete them using their base 10 models as a review of multiplying decimals. As students are completing their model drawings, teacher should be looking to see who understands that for numbers 3 & 4 will require students to regroup into ones with tenths/hundredths.
1. 3 x 0.2
2. 2 x 0.48
3. 4 x 0.32
4. 3 x 0.67
Feedback to Students
During the formative assessment, the teacher should be looking for student accuracy with the model drawing of multiplying decimals. Those students that are struggling should be provided the opportunity to work with hands-on materials such as clear communicator with base 10 template inserted for the child to color/circle to show groupings. This tool can be used by the students that are still struggling with the regrouping.