Winthrop University
Richard W. Riley College of Education
Elementary Math Lesson Plan Template
Topic: Multiplying Decimals Grade level: 5th
Lesson Duration: 1 Hour Date of Lesson: 10/30/2018
National Standard:
understand various meanings of multiplication and division
State Standards Objective(s) Assessment Tool(s) Mastery or
(Establish Goals) Performance Level
Criteria
Math Content Standard
(SCCCR):
5.NSBT.7 Add, subtract, Students will be able After completing the small Mastery is 7 out of 7 on
multiply, and divide to solve multiplication group lesson, students will the worksheet (100%).
decimal numbers to problems including complete a set of problems
hundredths using concrete decimals using where they can solve using Passing is 5 out of 7 on
area models and drawings. manipulatives. an area model or standard the worksheet (71%).
algorithm.
Math Process Standard
(SCCCR)
1. Make sense of problems Students will analyze After completing the small Mastery for preserving
and persevere in solving the problem the that group lesson, students will in problem solving is 7
them. they are given and complete a set of problems out of 7 on the
c. Analyze what is given, solving using a model. where they can solve using worksheet (100%).
what is not given, what is an area model or standard
being asked, and what algorithm. Passing for preserving
strategies are needed, and in problem solving is 5
make an initial attempt to out of 7 on the
solve a problem. worksheet (71%).
ELA Standard (SCCCR) The students will be Students will be assessed by
4.1 Draw logical able to determine the number 7 on their Strategies Students will be
conclusions from steps to followed to for Multiplying Decimals by assessed using a
relationships and patterns solve real world Decimals assessment. If the checklist (Real World
discovered during the application problems students can use their Application).
based on relationships knowledge to set up the area
inquiry process.
patterns discovered model or standard algorithm, Mastery will be 5 out of
using concrete and use their knowledge of 5 (100%).
representational multiplication facts,
models of multiplying showcase their work, and Passing will be 4 out of
decimals. solve correctly, students will 5 (80%)
receive mastery.
Instructional Plan
Name: 2
Materials/Equipment
Per Class Per Group Per Student
One copy of The Markers/Highlighters Place value
Grapes of Math by Whiteboard blocks
Greg Tang Dry-erase markers Multiply
Erasers Decimals
Multiplying Foldable
Decimals Task Cards Multiplying
Deciamls Student
Answer Sheet
Strategies for
Multiplying
Decimals by
Decimals
Academic Language Demands, as applicable:
Language Function: Students will analyze what they are given in a problem to see how they
should approach solving it.
Practice: Students will analyze word problems during group instruction and their assessment to
figure out ways to approach and solve word problems.
Syntax/Discourse: I will talk through modeling problems, and their practice problems when we
go over them. I will use mathematical vocabulary when going through steps such as explaining
what regrouping is and why we need to regroup. I will also use terms such as area model when
explaining how that can help us solve multiplication problems.
Content-Specific Vocabulary:
Area Model: A rectangular diagram used to model multiplication and division of whole
numbers and multiplication of decimals.
Decimal: A fraction whose denominator is a power of ten and whose numerator is
expressed by figured placed to the right of a decimal point.
Whole Number: a number without fractions; an integer
Multiplication: the process or skill of multiplying
Base Ten Blocks: a manipulative that can aid learning in place value, number concepts,
operations, measurement, and more.
(Oxford English Dictionary)
Instructional Procedures
Introduction (5 minutes)
Name: 3
1. To introduce my lesson on multiplying decimals, I will read a short excerpt from The
Grapes of Math by Greg Tang. I will begin by reviewing what a decimal is by prompting
students with the question, “What is a decimal? How are they different from whole
numbers?” I will have the students respond with a partner and then compile a chart of
their answers. (Facilitate Meaningful Discussion and Pose Purposeful Questions)
Main Activity (15-20 minutes)
2. To begin, the students and I will create a Multiplying Decimals foldable together. During
this time, I will model multiplying a decimal by a whole number (0.4 x 2 = 0.8) using
base ten blocks, then drawing an area model to showcase it and finally using the standard
multiplication algorithm.
3. Students and I will then complete the first problem (0.3 x 3 = 0.9) together through
guided practice using base ten blocks and then an area model in their foldable.
(Connecting Mathematical Representation)
4. Next, I will model multiplying a decimal by a decimal (0.3 x 0.5 = 0.15) using base ten
blocks, then drawing an area model to showcase it and finally using the standard
multiplication algorithm.
5. Students and I will then complete the second problem (0.6 x 0.7 = 0.42) together through
guided practice using base ten blocks and then an area model in their foldable.
(Connecting Mathematical Representation)
6. After this guided practice, students will complete the three your turn problems in their
foldable. Students during this time will be using base ten blocks, an area model or
standard multiplication to solve the problems. (Implementing Tasks that Promote
Reasoning and Problem-Solving)
7. During this time, I will be working with students individually to help their understanding
if they seem to be struggling.
8. After the students have completed these problems, we will go over them as a unit. I will
have a student explain each problem and their reasoning behind their method for solving.
9. Then, Students and I will complete standard algorithm problems. I will start by modeling
(7.4 x 8.2). After modeling, students and I together will work through the next problem
(1.26 x 0.8). Then student will complete two problems on their own (2.6 x 9.8 and 5.6 x
4.2). I will pick one student to explain each problem.
10. Next, students and I will work on word problems that relate to real life application. I will
model with the problem: “You buy 0.60 pounds of candy at $7.95 a pound. How much
does your candy cost?” Students and I will work that problem together. Next, on their
own, students will solve the problem, “Bananas cost $0.79 per pound. A bunch of
bananas weigh 3.68 pounds. What is the total cost of the bananas?” The students will
work on this independently, and one student will share their thinking with the group.
11. Students, with a partner, will complete a group of task cards using area models, base ten
blocks, or standard multiplication. (Build Fluency and Elicit Student Thinking)
12. After having gone through the practice problems and task cards, students will work
individually on problems from the Strategies for Multiplying Decimals by Decimals
assessment using Standard Algorithm or Area Models.
Closure and Transition (5 minutes)
Name: 4
Students will reflect first individually by writing about activities where they would use this
concept in real world situations. They will then share with a partner. They pair will then share
aloud to the group. We will review the different strategies we learned such as: area models, base
ten blocks and standard algorithm.
Reengagement Activities
Technology: For additional practice, I will have students work independently on a
Multiplying Decimal Numbers Science Game (https://www.education.com/game/beaker-
transport/). This game will be a fun way for students to review and be engaged. This allows
students to practice their multiplying skills in a fun way.
Literacy: To extend on the lesson and incorporating literacy, I will have students’ complete
worksheets with multiplication problems including decimals to solve a riddle. This will help
students learn the content by giving them more time to develop their understanding.
(https://www.education.com/worksheet/article/multiplying-decimals-math-riddle/)
Game/center: Students will complete a Multiplying Decimals Dice Game. In the game,
students will roll 4 dice. Students will combine the dice to make two factors, for example if
a student rolls a 6, a 3, a 4 and a 2 the student could make the factors: 6.2 and 4.3. After six
rounds, the students will add up all the products and the student with the highest sum will
win.
Differentiation of Instruction
Accommodations/Modifications for students
Students 10 and 12 both have IEPs for ADHD. These students I would pair with a student who
stays on task for the partner activities during the lesson in hopes that it will keep these students
on task as well. I would also give these students a checklist of the activities, so that the student
could monitor their own progress. I would also give these students reminders of time remaining
for that part of the lesson.
For students that are disinterested in the lesson, I would relate the problems back to something
that they are interested in. Student 8 is interested in baking, so I could relate the problem back to
a recipe. I could also relate the lesson to money and taxes on items such as toys. This would
relate the problem to real life application.
For students struggling with multiplying a whole number by a decimal, I would give them the
independent practice that relates to that. Meanwhile for students that are understanding that
concept, I would give them the practice that is decimal by decimal multiplication. This way
students are working on what they need to be working with.
For Gifted and Talented Students, I would adapt the problems by making them more challenging.
I would also have students explain why the area model and base ten model methods work for
solving these problems.
References/Resources
“Multiplying Decimals Worksheets.” Teachers Pay Teachers,
www.teacherspayteachers.com/Product/Multiplying-Decimals-Worksheets-1633857.
Name: 5
Multiplication with Decimals: Foldable, Game and 24 Task Cards. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Multiplication-with-Decimals-Foldable-
Game-and-24-Task-Cards-1940350
Math SC State Standards
Rees, Shelly. “Multiplying Decimals Worksheets.” Teachers Pay Teachers,
www.teacherspayteachers.com/Product/Multiplying-Decimals-Worksheets-1633857.
Name: 6
Real World Application
Points
Student set up the problem correctly using standard ______ out of 1.
algorithm.
Student set up and completed the area model correctly. ______ out of 1.
Student showed knowledge of multiplication facts ______ out of 1.
when solving the problem.
Student showed their thinking by showing their work ______ out of 1.
for the standard algorithm and area model.
Student solved the problem correctly. ______ out of 1.
Total: ______ out of 5.
