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In this lesson in particular, and in the two other lessons, I will have the students check their work by estimating. I will tell my students that all the estimations they get must be close to the answer the have gotten. If this is not the case, then they either have their estimation wrong, or answer wrong. This promotes critical thinking skills by the students checking their work, and identifying where they messed up if there answers aren't close. All students in the class will be partaking in this, so all will be working on their critical thinking skills. This will be used in all of their problems they have to solve throughout the lesson and in other lessons.

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In this lesson, I will have the students tell me how to work out a problem step by step on the smart board. If they get a step wrong, I will still carry out their wishes and at the end of the problem, I will mention that they made a mistake and we most go back and figure out where we made it at. This is critical thinking because the students have to tell me the step I would have to make, and explain why I should do that step next. This will include all students because different students will give me different steps. This will be used primarily in this lesson, and will be used when going over example problems with students.

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In this lesson, I will have the students come up to the board show me step by step of how they did the example problem, and why they did it the way they did it.  This will include all students with each different student telling me a different step and having them show it to me on the board. This is an example of critical thinking because they have to explain what they did and their thought process behind it. This will help them establish the process to use for all the word problems. This will be used when I am going over examples with the students.

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For the first math lesson, I will use direct instruction. This will be used during note time, and will be used throughout teaching the addition of decimals. I will use this method to work out example problems with the students, starting with the tenths place, then working up to the thousandths place. This will be my preferred method because it is used to introduce the topic, and during the next two lessons they will be more familiar with decimals.

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During my second lesson, I will model step by step on how to solve the problem during the example problems. This will show the students step by step of what they need to do during the lesson, and the steps will be reiterated throughout the example problems. The purpose of this is for the students to apply the step by step process when they are solving their own problems.

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For the last lesson, I will think out loud during my example problems. This will show the students how I think when I am solving a problem and model how they can think when they solve a problem. This will help the students remember steps when completing the problems.

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The fifth-grade student will complete addition and subtraction word problems including decimals while justifying their solution by completing five problems with 80% accuracy. (DOK 1)

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The fifth-grade student will subtract numbers with decimals to the thousandths place while justifying the solution by completing five problems with 80% accuracy. (DOK 1)

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The fifth-grade student will add together numbers with decimals to the thousandths place while justifying the solution by completing five problems with 80% accuracy. (DOK 1)

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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After giving the baseline assessment and gathering data from it, I have determined the needs of my students. Several students missed points because of rounding. Instead of rounding to the nearest whole number, I had students round to the nearest tens place, or some students would round to the tenths place. To meet the needs of the students, I will teach the students what the term whole number means. I will emphasize the term whole number throughout all of the lessons, as well as asking the students what it is to make sure they all understand it. To make sure each individual understands it, I will walk around while they are working in their groups and watch and listen to see if they understand what a whole number is. A lot of the students also missed questions because they had a hard time understanding place value especially into the thousandths. To meet the students needs, I will reintroduce tenths place in a problem, then do the same with the hundredths and thousandths place. To make sure each individual knows the place values of all the decimals we will be using, I will constantly ask different students during the examples what place value each digit is in.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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Students were given a 10 question quiz about subtraction and addition with decimals to the thousandths place. There was one word problem. IN each problem, the student had to give the correct answer as well as the correct estimation to the nearest whole number. Each of the first 9 questions were worth 2 points. 1 point for the correct estimation and 1 point for the correct answer. The word problem was worth 5 points. 2.5 for the correct answer and 2.5 for the correct estimation. The class average was a 23% with the highest score being a 45% and the lowest score being a 0%.

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)

The contextual factors pretty much affect each of these lessons in the same way. First of all, the school is in a low socioeconomic area. Secondly the half the students are below grade level. This makes it harder to teach 5th grade material because most material being taught is built on what is learned in previous years. Lastly, some students do not have a lot of help at home, which could explain why they are behind. Either their parents work a lot, or they have other siblings that need to be cared for. To accommodate these characteristics I will differentiate certain parts of each lesson.
-Lesson 1:
For this lesson I will differentiate the product. For the five question assessment, I will have my higher level learners complete the assessment with questions in the hundreds. For my lower level learners, I will have them complete the assessment with questions 2ith numbers in the 10s place or ones place.
-Lesson 2:
For this lesson, I will go through and put lower level students with medium or higher level students when it is time to work in groups. This is differentiating the process. I will use my knowledge of the students to pre-determine the groups.
-Lesson 3: For this lesson I will differentiate the product. Since this lesson is about word problems, I will have the higher level students do harder word problems with numbers thrown into the problems that have no relevance for them to decipher what information is useful. For the lower level learners, I will use easier numbers as well as more straight forward word problems.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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One potential bias I could have would be some of the students in class who are more of the trouble makers. One way I plane to counter this would be to leave everything they have done in the past, and focus on them from a new clean slate each lesson. This could possibly affect students who may have social issues in school

Another potential bias I could have would be to call on the higher level students. I could counter this by staying conscious of who I call on throughout the lesson, and spread it evenly throughout the whole class. This could possibly affect the students who come from a low socioeconomic household especially in regards to their access to help at home.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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According to my baseline data and my contextual factors chart, there are several obstacles that students might have in their way. Some students had trouble rounding to the nearest whole number on the pre-assessment. Other students had trouble with understanding the concepts of decimals. Lastly, a few students made minor adding and subtracting errors. These skills might be difficult for the students to obtain for a number of reasons. Some students may not be familiar with the term whole number. For this they may have had trouble figuring out what to round to.The students also may have had trouble understanding the concepts of decimals because they may or may not have been introduced to it in 4th grade. Also, the students that did not struggle with it may have been introduced to it and had help with it at home. While the other students that struggle with these concepts may have a lack of help with their homework, or added responsibility throughout their household.

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After learning these essential skills, the students will be introduced to fractions, then later on to add and subtract fractions. I will connect this lesson to future learning by explain that we need to know how to add and subtract decimals before we add and subtract fractions.

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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The students will need to understand and know the concepts of decimals and place value. This is because we will be adding and subtracting in the thousandths place. If the students do not understand decimals or place value they will have no idea how to add or subtract decimals.

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E. Previous Learning Goal (Where were the students?)

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E. Previous Learning Goal (Where were the students?)

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Before teaching my lesson, the students have been introduced to place value, and decimals including the tenths, hundredths, and thousandths place. Before I start the lesson, I will tie how we needed to know and understand decimals before we start adding and subtracting.

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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Half of the students are from single parent households or live with their grandparents. Parents or grandparents may not be able to help them at home with homework due to having other siblings and jobs. School is in a low socio economic area. Therefore, some students may be on lower levels than other students. Based on this, some students will have harder problems such as decimals not being lined up or problems including the thousandths place. While lower level learners will have problems that only exceed to the tens place to make it easier for them to focus on adding and subtracting decimals.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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District
Enrollment: 943

Free and reduced lunch: 53.5%

Graduation rate: 92.41%

Ethnic Breakdown: Black: 2%, Hispanic 2.1%, White 95.7 %

IEP: 15.4%

ELL: 2 Students

School:
Enrollment: 384

Free and reduced lunch: 57.8%

Ethnic Breakdown: 3.1% Black, 1.8% Hispanic, 94.8% White

IEP: 20.1%

ELL: 0

Teacher Student Ratio:1:18

Classroom:

Ethnicity: Mixed Ethnicity 2, Hispanic 1, White 19

Gender: 15:7 Boys to Girls

Speical needs/Gifted: 1 Speech, 2 Gifted Math

Physical needs: Some students have glasses and need to be seated closer

Cultural Characteristics: Rural Community

Language needs: Some students are behind in writing and reading

Approaches to learning: Interactive Technology, Cooperative Learning, In class work

Prior Learning Experiences: 2 Students missed several days last

Academic Proficiencies: Reading: half on grade level half not. Half of the class are below in math.

Behavioral Differences: 1 student will occassionally haves outbursts. Talkative Students

Areas of interest: Sports, Coding, Drama Club, Beta Club, Video Games

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Math: NBT.A.5: Add and subtract multidigit whole numbers and decimals to the thousandths place, and justify the solution.

National Standard: Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals

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Objective: The fifth-grade student will add and subtract numbers that include decimals to the thousandths place while justifying their solution using estimation by completing the five-question assessment with 80% accuracy. (DOK 1)