Teachers: Yunan Niu

Subject: Math/5th Grade

Standards:
(AzCCR-Mathematics)
NumberandOperationsinBaseTen(NBT):

5.NBT.A.3.Read,write,andcomparedecimalstothousandths.
(NETS-T)

Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity
and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness.

Model Digital-Age Work and Learning:Teachersexhibitknowledge,skills,andworkprocesses

representativeofaninnovativeprofessionalinaglobalanddigitalsociety.
b. Collaborate with students, peers, parents, and community members using digital tools and resources
to support student success and innovation.
(NETS-S)

Creativityandinnovation:Studentsdemonstratecreativethinking,constructknowledge,anddevelop
innovativeproductsandprocessesusingtechnology.
a.Applyexistingknowledgetogeneratenewideas,productsorprocesses.
Objective (Explicit):

The students will be able to draw and create decimals up to thousandths place.
Evidence of Mastery (Measurable):

The students will be asked to complete the Sage and Scribe worksheet with a partner.

The students will be asked to take exit tickets at the end of the class with 80% accuracy.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Be able to know the place value.

Be able to understand the concept of fractions.

Be able to know base ten numerals and regular base-10 blocks.

The students will be able to know understand the concept of decimals.

The students will be able to know the unique of decimal fractions.

The students will be able to understand the relationship between fractions and decimals.
Key vocabulary:
Fractions
Denominator
Numerator
Decimals
Base ten numerals
Place value
Tenths
Hundredths
Thousandths

Materials:

Whiteboard

Markers

Fraction paper

Scissors

Math notebooks

Sage and Scribe worksheets

Exit tickets

Poster

Sentence stripes

Differentiation

After

During

Before

Engage (Make content and learning relevant to real life and connect to student interest)
Ask some questions to review fractions:

What do you remember about fractions? (Denominator; numerator, division)

What are fractions? Fraction is part of a whole.

Teacher Will:
Students Will:

Ask the students to take out their math notebook

Take out the math notebook and

and copy down todays topic.
write down todays topic.
Teacher
Give
the
students
two
questions
as
review:

Think
about the questions and
Will:
Students
Will:

Peer-assisted
Co-teaching: one teach, one assist
Students regrouped corresponding to their abilities
M, G and B (who have IEP):
a) Provide face-to-face tutoring
b) Can use their notes when they take the exit tickets.

These fractions are special fractions. Take a look at

them and tell me what you think. (Example: they
all have denominators with the power of ten).

TellWill:
students that we call the specials fractions
Teacher

Ask the students to show their colors (how they

feel about this topic: Blue----master; Green---good; Yellow----need help).

Ask the students who need extra help to go to the

back area and reteach them.

Pass out the Sage and Scribe worksheets.

Look around and answer the questions.

Collect the Sage and Scribe paper.

Pass out the exit tickets.

Collect the exit tickets.

Ask students to write the reflections on their

notebooks.

Look at these three fractions we

created. Think about why they are
special.

Listen
and take notes.
Students
Will:

Use color to show how they feel

about this topic.

Make a small group if they feel

not confident.

Work on Sage and Scribe as peers

Ask questions if needed.

Submit the Sage and Scribe paper

Take the exit tickets.

Submit the exit tickets.

Reflect/write in their journals.

Encourage kids to draw pictures o
diagrams of their thinking. How
are decimals and fractions the
same and different?