Include:

Class Info
Grade Level
Other Information
Custom Fields
Public Notes
Reflection
Date(s)
Multiple Days
Structure
Purpose
Minutes
Common Core Standards
Knowledge of students' evidence is attached in the TDES Portal.
Component 1b - Student Survey, Parent Survey, Team Communication with Teacher,
Basic Skills Teacher Individual Student Assessment, Edline Data Classwork/Test Results

Multiplication of Decimals and Whole Numbers - Pictorial Grid Models

Grade Level:
5
Subject:
Math
Topic:
Multiplication of Decimals and Whole Numbers
by accurately using one of three models
*GRID MODEL* (Announced Observation)
Expanded Form Model - future lesson
Traditional Algorithm Model - future lesson
Objective:
(Component 1c)
Ohio Common Core Standard: Number and Operations in Base Ten
5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, and properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

I Can Statement based on 5th Grade Common Core Standards:
I can add, subtract, multiply, and divide decimals to hundredths. I can use concrete models or drawings to explain the method.

Students will learn to use decimal grids to solve multiplication math equations to find the product of whole numbers and decimal numbers.
Other Information:
Component 1a
Prerequisite Knowledge:
Multiplication is repeated addition
Name of whole number and decimal number place value to the hundreds and the hundredths
Ability to read a number that is a whole number with decimals
Knowledge that decimals have a value less than one whole
Knowledge that tenths place value has a greater value than the hundredths place value
Knowledge of expanded form for both whole numbers and decimal numbers

Possible Misconceptions of Students:
Students may not realize that multiplication is repeated addition
Students often confuse the decimal grid value of tenths and hundredths because pictorially the tenths grid looks smaller than the hundredths grid.
Students conclude that 10 X 10 = 100 so the tenths value and the hundredths value are equal. They are not thinking 1/10 and 1/100.
Public Notes:
Component 1e and 1f
Differentiation for individual students
Basic Skills is a reinforcement program designed to address the non-mastered, previously taught math skills of students while also reinforcing the daily skills that the students are presently learning in the regular classroom setting.

My lesson differentiation will occur in two areas: assessment math problems that relate directly to the announced observed lesson and the use of I-Pads to practice and reinforce previously taught skills that relate to several decimal skills on the IXL math website.
Please see student packet for evidence attached in the TDES Portal.
Please also to refer to data from Component 1b to view individual student progress for assessment data for previously taught decimal math skills.
Prep:
None entered.
Materials:
dime and penny grids
5th grade math textbooks
tenths and hundredth decimal grids downloaded from internet
Student packets with lesson questions, answers written individually and discussed with partner, tips to avoid misconceptions, Two - I do math equation, Two -we do math equations, One you do math equation.
Assessment of three math equations
Teacher/Self Assessment completed by teacher and student
colored pencils
I-Pads
Standards Met:
IDs Only
Detail