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Lesson Content

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will:
 round and/or use compatible numbers to estimate products of decimals that are more than 1 whole.
 explore the idea that estimating should be done when an exact answer is not needed, as well estimation is a tool to check answers for reasonableness.
 demonstrate that estimates will vary depending on strategies that are used.
 correctly answer all 4 questions of the work completed independently.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
 know how to round decimals to the nearest whole number, nearest ten, and nearest hundred.
 know the following math vocabulary words: factor and product.
 have experience using estimation to do mental math and/or check for reasonableness.
 know how to multiply whole numbers to the hundreds place and decimals to the hundredths place.
 know how to multiply whole numbers by powers of 10.

Guiding Questions: What are the guiding questions for this lesson?
 How do you find a product? (multiply factors)
 What is mental math? (math that can be done in your head, math that is quick and easy, computation completed with basic facts)
 Is there only one correct way to do mental math? (Absolutely not, there are numerous ways that mental math can be completed. What is mental math to one person, may not be mental math to another person)
 What is an estimation? (finding an approximate answer, finding out about how much an answer is, an amount that is close to another amount, is sometimes found by rounding but is not the only way)
 Why is estimation necessary in the real world? (many times only an approximation is necessary, miscalculations can be done using a calculator and an estimation will make these mistakes clear, you can use estimations to check answers to question for reasonableness)
 Is there only one correct way to estimate? (No, as long as the numbers you choose to use in your estimation are "close" to the actual numbers. How close they need to be depends on how close you need the estimate to be. Sometimes you can round to the nearest whole number, nearest ten, nearest hundred, etc. so you can do mental math.)
 What does it mean for numbers to be compatible? (Numbers that are close in value to the actual numbers to make it easy to compute or to do mental math.)
 Why did you choose these numbers to use when estimating?
 Why are these numbers compatible? (They have a basic fact and zeros to work with or I have that answer memorized.)
 Can you explain how you estimated this product?
 What does it mean to be an overestimate? (The estimation is little over the actual answer)
 What does it mean to be an underestimate? (The estimation is a little under the actual answer)
 Is your estimation an overestimate or an underestimate and how do you know?

Teaching Phase: How will the teacher present the concept or skill to students?
 Begin by asking students to solve two Practice_Question.docx independently in their math journals or notebook (only display or print the first page.)
 Display the first question on the second page with incorrect answers and ask students the guiding questions on the paper. (Elicit the response that the decimal point was placed in the wrong place.)
 Ask, "Why is it important to put the decimal point in the correct place?" (movement of a decimal point changes the value)
 Say, "This is a very common error people make when finding products of decimals. Today we are going to learn strategies to avoid this error."
 Pass out Notes_Outline.docx to students.
 These notes are in Cornell form and information about taking Cornell notes in math can be found here (click to open).
 Use the teacher_notes_outline.docx of the Notes Outline and questions in the Guiding Questions section to teach the content using a blank copy of the notes under a document camera adding notes and example problems while students add to their notes as well.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
 Pass out copies of the first 3 pages of this Practice_Worksheet.docx(key is included). You may choose to display all or part of the questions on a document camera rather than printing and have students copy answers on notebook paper instead of making individual copies of each page.
 Ask guiding questions to lead students through answering questions in the session "Complete with the teacher."
 Assign students a partner to work with to complete the section "Complete with a partner." Teacher circulates the room observing student discussions, asking guiding questions, and clarifying misconceptions as needed.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
 Assign the last section of the worksheet "Complete independently".
 Direct students to raise their hand when they complete the questions.
 The teacher circulates the room observing student answers, asking guiding questions, and clarifying misconceptions as needed.
 The teacher corrects the four questions as they are completed clarifying misconceptions as needed through guided questions.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
 Students will complete a written reflection response in their math journals while the teacher circulates the room observing student writing and providing appropriate feedback.
 Tell the students to write in their own words what they learned today and how it will help them in the real world. Also, have them choose two decimals to use as factors and estimate the product. They must describe in words how they estimated.
 Students share their writing with classmates while the teacher circulates providing feedback and clarifying any misconceptions.

Summative Assessment
 Students will independently complete the 4 questions in the final section of the attached worksheet under, "Complete Independently".
 The written responses will provide the teacher with insight as to the amount of learning that has taken place and who needs remediation.
Practice_Worksheet.docx

Formative Assessment
 Students will complete questions to determine students' prior knowledge with rounding and multiplying with powers of 10.
 The teacher will use this information to make adjustments to the lesson for improved learning.
 Examples may include grouping of students during lessons, specific students to target with guided questions, and students who would benefit from working closely with another student during lesson.
Prior Knowledge Worksheet
Prior Knowledge Worksheet  Answer Key

Feedback to Students
 Feedback will be given to students as the teacher asks guiding questions during the teaching phase of the lesson.
 Additionally, as the teacher circulates the room observing students working with partners and working independently.
Assessment
 Feedback to Students:
 Feedback will be given to students as the teacher asks guiding questions during the teaching phase of the lesson.
 Additionally, as the teacher circulates the room observing students working with partners and working independently.
 Summative Assessment:
 Students will independently complete the 4 questions in the final section of the attached worksheet under, "Complete Independently".
 The written responses will provide the teacher with insight as to the amount of learning that has taken place and who needs remediation.
Practice Worksheet
Accommodations & Recommendations
Additional Information/Instructions
By Author/Submitter
This lesson addresses the Mathematical Practice Standard MAFS.K12.MP.5.1  Use appropriate tools strategically.
Source and Access Information
Contributed by:
Heather Jaggers
Name of Author/Source: Heather Jaggers
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.