UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Bianca Palomera PSMT Name: Neil Greenhalgh

Lesson Plan Showdown Lesson Plan
Multiplying Decimals
Title: Multiplying Decimals Topic:
Date: October 8, 2018 Estimated Time: 70 min
Jan Jones Blackhurst
Grade Level: 5th grade School Site:
ES

1. State Standard(s): 5.NBT.B.7 Multiply divide decimals to hundredths, using

concrete models and different strategies.

2. Teaching Model(s): Whole Group

a. Lemov Strategies:
i. Excavate Error: Dig into errors, studying them efficiently and
effectively, to better understand where students struggle and how
you can best address those points.
ii. Culture of Error: Create an environment where students feel safe
making and discussing mistakes, so you can spend less time
hunting for errors and more time fixing them.
b. Kagan Strategy:
i. Showdown
3. Objective(s): SW be able to multiply decimals, perform the standard algorithm
for multiplying two decimals, and Identify where to place the decimal point in the
product.

4. Materials and Technology Resources:

a. Math Notebook, Math Workbook, whiteboards, whiteboard markers, task
cards.

5. Instructional Procedures:
a. Motivation/Engagement: TW introduce Showdown as an activity to use for
going over guided practice. Students have learned and practiced how to
multiply decimals from prior week.
b. Developmental Activities or Learning Experiences:
Math Practices Journal: As a warm up/number talk, students work on
content they have already learned.

Prompt: Pamela is hiking. As she returns to camp, she passes the 2.7,
2.6, 2.5, 2.4, and 2.3 mile markers. How will the next four mile markers
read? Explain how you know.
● SW answer in their Math Notebooks under their “Math Practices
Journal” section
● SW work independently and write in complete sentences to answer
the question. SW provide reasoning as to why they think that is the
answer.
● TW give students think time and time to answer the question
● SW share answers whole class
● TW prompt questions as to how they know.

Showdown (Kagan)
● TW introduce how to do “SHOWDOWN” to complete tasks in their groups.
● TW use a step by step slideshow of how showdown works. SW be able to
see the steps on the slideshow.
1. Teams each have a set of question cards/tasks stacked facedown
in the center of the table.
2. Teacher selects one student on each team/ group to be the
Showdown Captain for the first round.
3. The Showdown Captain draws the top card, reads the question,
and provides think time.
4. Working alone, all students, including the Showdown Captain, write
their answers and turn their papers/answer boards upside down
when done.
5. When finished, teammates signal they’re ready (thumbs up)
6. Showdown Captain calls, “Showdown”
7. Teammates show and discuss their answers.
8. Showdown Captain leads the checking.
9. If correct, the team celebrates; if not, teammates tutor, then
celebrate.
 10. The person on the left of the Showdown Captain becomes the
Showdown Captain for the next round.
● SW rotate showdown captains until everyone has had a chance to lead
the tasks.
● TW provide clarification if several students are misunderstanding the
process of multiplying decimals using standard algorithm.
● TW look for errors in the process of multiplying.

Independent Practice
● SW work independently on page 215
c. Closure:
i. TW go over commonly missed problems in the independent
practice.
ii. TW ask students if they have any questions or if there are problems
they need more clarification.

d. Extension: Early finishers may work on extra math problems in their math
workbooks. Students may also come up with their own equations for
multiplying decimals.

e. Accommodations, Modifications and Differentiations for Diverse Learners:

Showdown is a great cooperative learning strategy for reviewing content
that students already know. Students are in heterogeneous groups that
can scaffold for one another and explain their thinking.

6. Assessment and Evaluation of Learning:

a. Formative: TW circulate the room to check student work and make note of
students who are struggling.
b. Summative: N/A
7. Homework Assignment: n/a
8. Reflection:
a. Strengths: Students really enjoyed this strategy for reviewing a concept
they already have learned last week. Students were really engaged and
they each were excited to be the Showdown Captain. They each had the
opportunity to lead a task and check everyone’s work.
b. Concerns: After going over how to do “Showdown,” I failed to model how
that would look like. Students had many questions after going over the
 steps of “Showdown.” I was introducing this for the first time so it would
have been a good idea to model. Another concern was time, students only
had about 10 minutes to work on independent practice.
c. Insights: Despite not modeling, I believe doing “showdown” for math was
a great way for students to collaborate and work together to understand
multiplying decimals. Students seemed to enjoy it and most of the groups
did a great job tutoring each other.