*This lesson utilizes enVision Math, but ideas can be adapted for other texts. Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)*

**Subject:**Math

**Grade:**5th

**Source:**enVision Math 2.6 & 2.7 (2 day lesson)

**Integration of Learning Outcomes:**

· Students will be able to compute differences of decimals involving tenths, hundredths, and thousandths by reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, attending to precision, and looking for and making use of structure. (enVision)

**Standards**

·

*5.NBT.7:*Add and subtract decimals to hundredths, using strategies based on properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

·

*5.NBT:*Add and subtract decimals to hundredths using concrete models or drawings.

·

*M05.A-T.2.1:*Use whole numbers and decimals to compute accurately (straight computation or word problem).

**Anticipatory Set**

*Day 1 PBIL (Addition):*Shoprite received two large boxes of Halloween candy to sell. The first box weighs 11.39 pounds. The second box weighs 14.27 pounds. How many boxes of candy does Shoprite have in all? Use any method to decide.

· Students will solve individually on their whiteboards, and then compare their answers to their small groups.

· Go over answers as a class.

*Day 2 PBIL (Subtraction):*Ms. Garcia has a length of wire that is 32.7 m long. She has another length of wire that is 15.33 m long. How much longer is the one wire than the other? Use any method to decide.

· Students will solve individually on their whiteboards, and then compare their answers to their small groups.

· Go over answers as a class.

**Procedures**

*Day 1: Addition*

Play Study Jams: Addition of Decimals. Go through all the steps. Have students follow the steps by solving the
problem on their whiteboard.

·

*Step 1:*Annotate the problem and break it down, pulling out the important information.
·

*Step 2:*Solve the problem on whiteboards before revealing the process and answer.
·

*Answer:*How much change does Zoe have left?Use "checkbooks" to practice adding and subtracting decimals |

Explain that adding decimals is very common in the real
world. Explain that adults add decimals
in money form to help balance their checkbooks.
Explain that students will simulate using checkbooks. Pass out the pre-made “checkbooks.” Explain that people use checkbooks to keep
track of how much money is in their banking account. Explain the different parts of the checkbook.

Start by giving each student a balance of $100.00. Model how to fill out the checkbook on the
document camera. Next, state that
students made $46.13 by helping their parents or guardians and they will be
putting that money into their bank account.
Line up the numbers, and modeling adding $100.00 + $46.13 = $146.13 in
their checkbooks. Students should follow
along and copy into their checkbooks.

Set up the next problem: It was the student’s birthday. From all the cards and presents, they
received a total of $75.58 and want to put that money into their bank
account. Model how to setup the problem
in the checkbook. Have students solve
the problem individually in their checkbook. Students may use their whiteboards to solve
the problem first if they need more room.
Go over the answer as a class ($221.71).

Now, each group will receive a stack of cards with a price
value and reason for adding money. They
will put the cards face down. They will
pick up one card at a time and work as a group to fill out their
checkbook. Do a model as a class, and
have everybody follow along and copy the example into their checkbook. Students will work as a group through their
small stack of cards.

· Example: Card reads “Paycheck from work, +$210.15. Add $221.71 + $210.15 = $431.86
Students will complete pg. 46-47, #14, 15, 16, and 19 from
the independent practice of their textbooks.
Do #14 as a class on the whiteboard.
Show that the decimals need to be lined up and that zero may need to be
added as a placeholder if there appears to be a place that is missing.

Once students have completed the independent practice and have
it checked by a teacher, students will have a choice of two stations:

·

*Grocery Shopping:*Students will complete the “Grocery Shopping List” worksheet. Each pair will receive a grocery ad. Students will complete the exact cost column first before practicing estimating.
·

*Dinner Menu:*Students will receive a menu with a worksheet attached. Students will choose their meals and record the information on the worksheet.
If students finish both of the stations, they may finish the
independent practice from their textbook.

*Day 2: Subtraction*

Complete the Study Jams: Subtraction of Decimals. Go through all the steps. Have students follow the steps by solving the
problem on their whiteboard.

·

*Watch Out:*Annotate the problem and break it down, pulling out the important information.
·

*Step 1:*Have students line up the problem on their whiteboard and solve the problem.
·
Go through the steps until the problem is
solved.

Complete the second problem of the Study Jams “Try It!” Students will solve the problem on their
whiteboard. They will compare their
answers to a partner’s. Have a student
write the problem and answer on the whiteboard.
Then, go over the answer.

Explain that subtracting decimals is very common in the real
world. Explain that adults subtract
decimals in money form to help balance their checkbooks. Ask students, “What are some reasons that we
may need to subtract money from our checkbooks?” Students will talk in a group before having
2-3 students share their answers. Explain
that students will simulate using checkbooks with subtraction.

Ask students what their remaining balance was from the
addition problems in the previous day’s lesson.
Model how to fill out the checkbook on the document camera with
subtraction. Mention that students have
to pay a bill of $66.89. Model how to
subtract in the checkbook, and have students follow along and copy into their
checkbook.

Set up the next problem: It was a friend’s birthday and they
decide to buy them a gift that costs a total of $93.12. Have students solve the problem individually
in their checkbook. Students may use their whiteboards to solve the problem
first if they need more room. Go over
the answer as a class.

Now, each group will receive a stack of cards with a negative
price value and reason for spending money.
They will put the cards face down.
They will pick up one card at a time and work as a group to fill out
their checkbook. Students will work as a
group through their small stack of cards.

Do #2 and #16 from pg. 48-49 in the textbook as a
class. Mention lining up decimals and
adding zeros as a placeholder. Have
students solve the problems on their whiteboards.

*Seasonal:*Students will complete the Halloween Math riddle worksheetthat requires using addition and subtraction of decimals. After finishing the Halloween Math riddle, they will do the decimal addition and subtraction task card activity with a worksheet.

Students will finish the independent practice if time
remains and they have completed all the activities.

**Differentiation**

· Centers and hands-on activities provide different ways for students to learn. Various centers and activities will benefit visual and kinesthetic learners.

· Students are allowed to solve the PBIL in any method that they prefer. If students are more comfortable with estimating, they may do so. If they are comfortable with drawing pictures, they may do so.

· Activities were made to be engaging to keep student interest. They also relate to real-world activities to keep them motivated and realize that they will need various tasks in the real world.

**Closure**

· Write an addition problem on the board and a subtraction problem on the board and have students solve the problems. Collect as an exit slip.

**Formative/Summative Assessment**

· Collect exit slip to see how well students are doing with adding and subtracting decimals.

· Collect worksheets from centers to assess how well students understand the processes of adding and subtracting decimals.

· Students will be tested on the material learned in this lesson at the end of a unit through a summative unit test.

**Materials**

·
Pre-made checkbooks made with construction
paper, paper checks worksheet, and check register worksheet

·
Addition and subtraction statement and price
cards

·
Addition and subtraction task cards and worksheet

·
Grocery ads

· Menu

·
Document camera

·
Whiteboard and markers

·
Promethean Board with Internet access & slides

**Technology**

·
Promethean Board with Internet access & slides

·
Document camera

**Reflection on Planning**

I remembered learning how to balance a checkbook when I was
in elementary school. I thought that
this would be a perfect opportunity to learn the basics of keeping a checkbook
since the lessons required students to add and subtract decimals. Using a checkbook is all addition and
subtraction of decimals. It gives the
students a real-world example and shows that they will need to know addition
and subtraction of decimals in everyday life.
It gives the lesson a purpose, and makes it more meaningful.

I also wanted to add different centers that would be
interactive. I found a few different activities
that also connected to the real world, being the grocery shopping list and
ordering off a menu. Again, it showed
the everyday usage of adding and subtracting decimals, thus giving the
assignment a purpose. I also found a
Halloween worksheet that related to the timely season and involved the addition
of decimals.

**Reflection of Instruction**

I originally had this lesson separated into two different
days. However, an unexpected meeting
made us miss a whole period of math.
During this meeting, students completed centers that they had started
before but hadn’t finished so they would be able to review and practice
math. Therefore, I had to squeeze both
addition and subtraction into one class period.
First, we did the addition with the PBIL and Study Jams. Students seemed to grasp the concept quickly. We skipped over the addition centers. Then, we did the subtraction PBIL and Study
Jams. Again, students grasped the
content quickly. I tried to express the
importance of lining up the decimal when adding and subtracting.

Last, I showed students how to do checkbooks. They were really excited about using the
checkbooks. I thought that they would
like it, but they were much more into it than I even thought originally. I showed them what the information meant and
where to write the information. There
was a little confusion about what deposit and withdrawal meant. Then, I had them write a plus sign or minus
sign above either payment or withdrawal so that students would know which
column was which. We did a few examples
together as a class. We ran out of time
so we couldn’t do the checkbook group activity or any of the centers. We may do centers during the review day.

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