Alura Mallonee IMB Clinical: Math

MAED 3224 Clinical Assignment IMB Block

Part 1: Your students

a. Grade level: 5th

b. School/School System: Oakhurst STEAM Academy CMS

Part 2: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual instruction and a procedural and/or
reasoning component. You teach just one lesson.

A. Describe the Central Focus of your lesson (a description of the important

understandings and core concepts that students will develop with this lesson. This should
address conceptual understandings, AND procedural fluency and/or mathematical
reasoning/problem solving skills)
Students should be able to understand place values and use prior knowledge to
add on to their understanding.
B. State your CCSSM Standard: CCSS.MATH.CONTENT.5.NBT.A.3
Read, write, and compare decimals to thousandths.
C. Create a lesson. In this lesson highlight using the following:
Direct Instructional Lesson Plan: Math
Grade Level/Subject: 5th Central Focus: Introducing place value with decimals to the
thousandths place
Essential Standard/Common Core Objective:
Date submitted:
CCSS.MATH.CONTENT.5.NBT.A.3
Date taught: 3/24/2017
Read, write, and compare decimals to thousandths.
Daily Lesson Objective: Students will be able to identify decimal place value to the thousandths
place

Performance The student will be able to read and recognize decimals to thousandths place
Conditions Independently
Criteria Students will be able to accurately answer at least 3 of the 4 assigned questions on
the worksheet.

21st Century Skills: Academic Language Demand (Language Function and

Critical Thinking and Problem Vocabulary):
Solving Language function: Recognize, identify, apply
Vocabulary: decimal, place value, thousandths,
Prior Knowledge:
CCSS.MATH.CONTENT.4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place.
The students will be utilizing their knowledge of place value to guide them through this process
 Alura Mallonee IMB Clinical: Math

Time
To start I will activate the students prior knowledge and ask
them what they know about place value with whole numbers.
I will ask, "who can tell me what they know about place
values?" Students might answer that place values is the
position (or "place") of each number (or digit). As I explain I
will make sure to model this on the whiteboard and show
1. Focus and Review 5 mins
students the ones, tens, hundreds and thousands place with
whole numbers.

If students have a good understanding on place value then I

will move on and state the objective.

Here I will introduce the topic of todays lesson and tell the
students that today they will be continuing learning about
2. Statement of place value using decimals to the thousandths place.
Objective 2 mins
for Student "Today we will be practicing recognizing decimals to the
thousandths place. We will do a few examples together as a
class and then I'm going to let you try."
After stating the objective, I will present the anchor chart and
explain the setup of decimal numbers. I will show students
where whole numbers are, decimal point and fractional parts,
which is where our focus will be.
3. Teacher Input 10 mins
I will model for the students by doing a few examples on the
board. The examples will be a mixture of decimals consisting
of decimals to the tenths, hundredths, and thousandths place
value to review the other place values and also show the
order in which they are placed.
Then I will write a few examples on the board. The examples
would look like: 1) 0.345
2) 2.657
3) 0.124

Once I have these written on the board I will then ask, "All
right, what number in the first problem (0.345) is in the
thousandths place?" The students should be able to answer
accurately that the '5' in the problem 0.345 is in the
4. Guided Practice 10 mins
thousandths place. I will then ask them 'how did you know?" I
will ask the students to 'turn and talk' at their tables to
discuss the answer. Then I will ask, "Who would like to share
their answer?" I call on multiple students to give a variety of
answers. As I get answers I will be underlining the correct
answer to enforce that students recognize where the
thousandths place is. I will also refer back to the anchor chart
with the decimal place values.
I will do a few problems like this.
 Alura Mallonee IMB Clinical: Math

After I feel that students understanding and can identify

where the thousandths place is located, they will work
individually on a place value worksheet. Students are only
required to answer the highlighted questions on the
worksheet.

The worksheet consists of decimal place values and the

students must name the place value of the underlined
number.
5. Independent
For example: 15 mins
Practice
8.419
The answer is thousandths.

On the worksheet there are other decimal place values that

are underlined and students must use their prior knowledge
and use the information that they have learned in this lesson
to get the correct answer.
This gives students a chance to practice and apply the
knowledge that they learned in the lesson.
For an assessment I put together an exit ticket that is similar to the
worksheet that students completed for the independent practice. On the
6. Assessment
exit ticket students must name the place value of the underlined
Methods of all
number. The difference between the exit ticket and worksheet is that
objectives/skills:
the value of the underlined number is the thousandths place because
that was our main focus.
For closure we will discuss any questions or confusing
concerning the new concepts that the students learned about
7. Closure
decimals.

8. Assessment The students completed the assessment with 100% accuracy

Results of
all
objectives/skills:
Targeted Students Student/Small Group
Modifications/Accommodations: Modifications/Accommodations:
For low performing students or ESL Students will work independently on this
students I would have them circle the assignment. Students who need additional help or
correct answer rather than write it out as guidance are allowed to ask a friend or table
directed. group member, or raise their hand for further
assistance.
Materials/Technology:
Whiteboard, worksheets, anchor chart

References:
Websites:
CCSS Math:
- http://www.corestandards.org/Math/Content/5/NBT/
Oakhurst STEAM academy Weebly:
- http://oakhurst5.weebly.com/decimals.html
 Alura Mallonee IMB Clinical: Math

Mathgoodies.com
- http://www.mathgoodies.com/lessons/decimals/read_write.html
Mathworksheets4kids.com
- https://www.mathworksheets4kids.com/decimal-addition.php
Videos:
Youtube:
- How to Read a Decimal: https://www.youtube.com/watch?
v=qQ4YaNkA7_4&t=182s
Other:
Anchor Chart reference:
- http://4.bp.blogspot.com/-
gfFTWqkkMSk/VdSW4PaXW8I/AAAAAAAAFMY/UzpLzgn-W24/s1600/Decimal%2BPlace
%2BValue%2BAnchor%2BChart.jpg
Reflection on lesson:
Overall, this lesson went smoothly for me but I wasnt satisfied with the presentation. With last
minute changes, this lesson wasnt nearly as long or information as my other lesson plans, and
on top of that, students already had a good idea about decimals and place value due to their
prior knowledge. I felt as if this lesson was more of a review for them and not as engaging or
challenging.
If I could go back and change anything about this lesson it would be that I would just have stuck
with the original lesson plan idea of adding decimals. I feel that this lesson was definitely an
easy introduction to decimals and adding decimals could have been the follow-up to this. I would
also like to have added comparing and contrasting to this lesson to fully meet the standard.

Language Function: Highlight IN BLUE in

where in the lesson
Example: Compare
where you did this in
your lesson.
Syntax: Ex. Properly set Highlight IN YELLOW
up equations, math where in the lesson
symbols such as =, <,> where you did this.
Discourse: Ex. Turn and Highlight IN ORANGE
Talk about the process, where in the lesson did
number talks. this in your lesson.
VOCABULARY: This is Highlight IN PURPLE
math vocabulary. where in the lesson you
Example: numerator did this.
NOTE: YOU do not need to do everything in your plan. Above is to help you
clarify what these terms mean as they relate to a math lesson. Upload your
lesson plan here!

D. Create a formative assessment for your lesson.

Alura Mallonee IMB Clinical: Math

E. Complete this rubric based on your assessment above. Keep in mind the
points are only for labeling in the graphic, and not for grading the student as
this is a formative assessment. If you have an advanced group, you can add
a column for accomplished. You must have two of the three rows below and
conceptual should be there unless your IMB teacher insists not to assess it.
Beginning Developing Proficient
1 2 3
Conceptual The student The student The student is
understanding understands can understand able to
mathematical and apply accurately
ideas, and has mathematical understand and
the ability to ideas, and has apply
transfer their the ability to mathematical
knowledge into transfer their ideas, and has
new situations knowledge into the ability to
to new new situations transfer their
contexts. and new knowledge into
contexts. new situations
and apply it to
new contexts.

Procedural
Alura Mallonee IMB Clinical: Math

Understandings
Reasoning Students Students apply Students are
understand the understanding able to
basic process the concept by accurately
of connecting it understand and
understanding with existing apply the
of a situation, knowledge concept by
context, or connecting it
concept by with existing
connecting it knowledge and
with existing completing the
knowledge formative
assessment

Part 3: Results of Whole Class Assessment

A. Give the results of your assessment in a graphic form
per your rubric in part 2E. This can be a pie chart, bar graph, table, etc. It
should give me a quick understanding of how your students did in each
part of the rubric above.

B. BULLET the results of the assessment as below:

1. What understandings do these results show you class as a
whole has per the objective?
The results indicate that students
have complete proficiency in understanding of 2 of 3 areas.
Alura Mallonee IMB Clinical: Math

The type of formative assessment

that the students completed shows that they were able to accurately apply
conceptual understanding and mathematical reasoning.
2. What are the error patterns you have discovered? For
each error pattern, label if it is conceptual, procedural, or reasoning.
No errors were made
3. Upload a copy of student work showing these error
patterns and label it as conceptual, procedural, and reasoning. (at least two samples
should be uploaded)
No errors were made. Students
accurately applied conceptual understanding and reasoning. Here are two
samples (below):

Part 4: Plan for Re-engagement during workshop (you are only planning this)

CREATE A TABLE THAT ADDRESSES THE FOLLOWING:

A. How will you group your students per the results of instruction?
a. If any students were having trouble with
understanding the concept I would make sure that they first turn and talk to a
neighbor, but if that doesnt help then I will pull students who are struggling to a
table for small group re-engagement.
B. What is your objective for each of these groups?
a. For students to really understanding the concept of
place values and to apply their knowledge accurately.
C. What is your planned activity for each of these groups that you believe
are the appropriate NEXT STEPS for their learning?
a. If all the groups are struggling with
understanding place value I would plan an activity using manipulatives.
Alura Mallonee IMB Clinical: Math

This gives students physical tools to help better understand place value.