Totes Full Of Teaching: Math Unit, 5th Grade Student Teaching

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Exponential Notation DATE: Monday 3/26/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve exponential equations.

The student will understand and be able to break down the steps to solve exponential equations.

ASSESSMENT:

The students will complete a worksheet in which they have to solve exponential problems. The students will get 10 points. They will get 4 points for completing the table and then 1 point for the other problems. Students are expected to score 8/10 points, so only missing 2 points on the worksheet rather in the table or in two problems.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, counters, teacher math manual

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

Students that are labeled as ADD should be stimulated throughout the lesson as they are completing tasks. If they become off-task or are having focus issues, then they will be ask to get a stress ball to stay on task. The lower level students will be monitored to make sure they are on task and completing their work in a timely manner.

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today and introduce the topic of exponents. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we review standard notation. I will remind them what standard notation is and the components of it. I will ask for someone to tell us what exponential notation is. We will discuss what exponential notation is and how it relates to standard notation. I will do a couple of problems as an example to show the steps of solving exponential notation problems. Then as a class we will do a couple problems on our whiteboards to make sure everyone is following along. After a few problems the students will get into partners. I will pull sticks for these partners. In partners the students will play exponent ball. The students have to solve exponential equations to move their “football”(counter) to score a touchdown. I will model how to play the game and then the students will play four rounds. Once the four rounds are complete the students will clean up and return to their seats. We will discuss how the game went and what were any challenges with the game. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

When the students return from SFA we will solve a problem on the board as a class to recall what we did in first math. Then the students will complete the individual study link page in their student reference books. When the students complete the worksheet they can turn in it. Students that finish early can do the challenge page with a partner.

RETEACHING:

If students are having trouble grasping the concepts then I will find a time to sit down with them and see where they are having problems. While sitting with them I will explain the concept in a different way to help them understand. We will do some more practice problems and help them solve the problems. I will also give them an extra practice worksheet so they will feel more confident solving the problems.

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Exponential Notation: Powers of Ten DATE: Tuesday 3/27/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve exponential equations in base ten.

The student will understand and be able to break down the steps to solve exponential equations in base ten.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of base ten. The students will get 10 points. They will get 1 point per problem completed. Students are expected to score 8/10 points, so only missing 2 points or two problems. The students are completing a foldable. The foldable is work 12 points, one for each flap of the foldable. Students are expected to score 10/12 points, only missing two blanks.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we review what exponents are and how we use them. We will review how to do exponential problems and those steps. I will introduce how to solve exponential problems in base ten. I will do a couple of problems as an example to show the steps of solving exponential notation in base ten problems. Then as a class we will do a couple problems in their journals as I walk around to make sure everyone is following along. After a few problems the students will get into partners. I will pull sticks for these partners. In partners the students will complete the worksheet activity for powers of 10. The students have to work together to show how the prefixes relate to the bases of ten. On the backside the students have to show how we can express the bases of 10 in different ways. When the students have completed the activity we will share the results as a class. We will discuss the patterns that we saw in the table to show how many different ways we can write base ten. As a class we will make a foldable with the exponent base ten written on the outside and then standard form on the inside. The students will have to fill in the missing blanks as we go along, some exponential notation and some standard notation. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Scientific Notation DATE: Wednesday 3/28/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to identify the importance of scientific notation.

The student will be able to break down the steps of scientific notation.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of scientific notation. The students will get 10 points. They will get 1 point per problem completed. Students are expected to score 8/10 points, so only missing 2 points or two problems.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we review what we learned about exponents. We will discuss how we show exponential equations, standard notation and extended notation. I will put up a number and call on a volunteer to write it in extended notation. I will then write the number in scientific notation. We will discuss the similarities and differences of the two expressions. I will read the students the introduction to scientific notation in their math journals. I will model how to write out scientific notation and go through the steps that we take to write out the number. We will then do a few problems as a class. The students will respond to the problems on their whiteboards so I can check to make sure they understand. The students will then get into groups of three in pre-assigned groups. The students will play scientific notation toss. One student rolls the two dice. The student chooses which number to use for the power of ten. If a student rolls a 4 and a 5 then the student can write it as 4 x 10⁵ or 5 x 10⁴. The students convert the scientific notation expressions into standard notation. The students take turns solving the problems and whoever has the most points after the time allotted wins. The students receive points from the numbers they solve. The numbers that are written in standard notation are the points that the students will add up to see who wins. Once the students have finished their games we will come back as a class and discuss what that challenges were in the game and how scientific notation relates to standard and exponential notation. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Parentheses DATE: Thursday 3/29/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations with parentheses.

The student will understand and be able to break down the steps to solve equations with parentheses.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of parentheses. The students will get 18 points. They will get 1 point per problem completed. Students are expected to score 16/18 points, so only missing 2 points or two problems.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. I will write a sentence on the board incorrectly and have the student identify the mistake. The students will tell me to move my comma to make the sentences make sense. We will discuss how this is similar in math when we use parentheses. There are number sentences that need commas to make them make sense. Instead of commas we use parentheses. I will write four different number sentences on the board and solve each one differently by adding the parentheses in different places. We will discuss what makes the sentences true or false. The students will then complete a few problems on their whiteboards. We will share them as a class and go over the correct answers and why those answer are correct. After a few problems the students will get into small groups of three. These will be pre-assigned groups. In the groups the students will play the game Name That Number. The students have to draw from a deck of cards and with five cards in their hands create equations to reach the target number. For example if the target number from the deck is five then they have to put their cards in an order that then added, subtracted, multiplied, or divided equals five. The students will write their solutions on a piece of paper and once their teammates check their answers they can discard their cards and draw new ones. A new target number is turned over from the deck as well. When the cards run out the player with the most cards set aside wins. When the students are done playing we will come together and share a few examples of the target number and the number sentences that were made. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Order of Operations DATE: Friday 3/30/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using order of operations.

The student will understand and be able to break down the steps to solve equations using the order of operations.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of the steps of order of operations. The students will get 18 points. They will get 1 point per problem completed. Students are expected to score 16/18 points, so only missing 2 points or two problems.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, http://www.youtube.com/watch?v=_V_lM3Geudw&feature=

player_embedded

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. As a class we will look at the story in their math journals and discuss which number sentence was correct. We will go over why the sentence was correct. We will review that because of where the parentheses were made a difference. We will go over the rules for order of operations (PEMDAS). The students will watch a short video of PEMDAS hopscotch. I will pass out bookmarks with helpful hints on how to remember PEMDAS. We will go over the acronym Please Excuse My Dear Aunt Susan. We will discuss that multiplication and division on the same level, so they can be completed in any order, same for addition and subtraction. However, parentheses have to go first then exponents, multiplication/division, and addition/subtraction. We will then do a few examples of how to solve number sentences using order of operations. The students will get into partners based on the sticks that I draw. The students will play order of operations dominoes in which they have to solve equations based on the order of operations in order to link their dominoes. The student with the most links wins. The students have to show their work on a piece of paper to show their opponent so the opponent can make sure it is right. Once the students have matched all their dominoes we will come back as a class and talk about any challenges the game presented and why those challenges occurred. We will discuss how remembering PEMDAS can help us solve equations. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Order of Operations DATE: Monday 4/3/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using order of operations.

The student will understand and be able to break down the steps to solve equations using the order of operations.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of the steps of order of operations. The students will get 20 points. They will get 1 point per problem completed. Students are expected to score 18/20 points, so only missing 2 points or two problems.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, worksheet from http://www.math-aids.com/cgi/order_of_operations.pl?skill=0&type=5&language=0&memo=&answer=1&x=131&y=25 AND http://worksheets.theteacherscorner.net/make-your-own/math-worksheets/algebra/order-of-operations-worksheet.php

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today, which is reviewing the topic of order of operations. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. We will review what PEMDAS is and the order in which we solve problems using order of operations. We will watch the video of the song for order of operations again and practice. We will go over how parentheses always come first, then exponents, multiplication and division at the same time, lastly addition and subtraction at the same time. We will do a few problems on the board as a class. The students will do a few problems on their own; on their whiteboards then we will discuss them as a class. Then we will play order of operations dominoes in which the students have to match the expression to the answer on the other domino. The students are expected to be on task and participating with their partners. I will draw sticks to get their partners. The students will keep track of their score by how many sticks they match up correctly. Students that have the most points in the allotted time will win. We will come back as a class and discuss any challenges that the students faced when figuring out their expressions. We will go over any tricky ones as a class. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

When the students return from SFA we will solve a problem on the board as a class to recall what we did in first math. Then the students will complete the homework worksheet. When the students complete the worksheet they can turn in it. Students that finish early can do the challenge page with a partner.

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Negative Numbers DATE: Tuesday 4/10/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of negative numbers. The students will get 20 points. They will get 1 point per problem completed. Students are expected to score 18/20 points, so only missing 2 points or two problems. Students that receive a 20/20 are doing over and above what they are expected to be doing. They have mastered the concepts. Students that receive a 19/20 or an 18/20 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 17/20 or 16/20 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 16/20 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, compilation worksheet from http://www.helpingwithmath.com/printables

/worksheets/numbers/int0601integers_02.htm AND http://www.helpingwithmath.

com/printables/worksheets/numbers/int0601negative_02.htm NUMBER LINE DANCE: http://www.youtube.com/watch?v=6EWq9EZmIKg

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today, which is negative numbers. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. We will discuss that negative numbers are the numbers that we get when we go the opposite way on the number line. We will talk about the difference between positive and negative number. We will go over the importance of negative numbers and how we use them. We will look at some examples of positive and negative numbers and how they relate to each other. We will talk about how positive numbers go right and negative numbers go left. Then we will go outside to do the robot challenge. Students will be in partners. One partner will be the robot and one will be the guide. The guide has to instruct the robot to get from point A to point B by saying positive and negative numbers. If the guide says positive 3 the robot steps 3 steps right. If the guide says negative 5 the robot steps left 5 spots. Students may rotate so they turn 180 degrees so they can go up or down basically. Students will continue until the robot gets to the points they want them to reach. We will be bringing chalk to mark our points so the students have a reference point. The robot will have to be able to know which way the positive and negative numbers go (left or right.) We will come back in and discuss challenges we faced during the activity and how the activity relates to positive and negative numbers. I will preface that when we return we will put our robot moves to the test with our number line dance. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

When the students return from SFA we will solve a problem on the board as a class to recall what we did in first math. We will go over how to locate the numbers on a number line. We will watch the number line dance video and practice the number line dance. Then the students will complete the homework worksheet. When the students complete the worksheet they can turn in it. Students that finish early can do the challenge page with a partner.

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Negative Numbers Revisited DATE: Wednesday 4/11/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers in different contexts.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of negative numbers. The students will get 19 points. They will get 1 point per problem completed. Students are expected to score 16/19 points, so only missing 3 points or three problems. Students that receive a 19/19 are doing over and above what they are expected to be doing. They have mastered the concepts. They fully grasp how to add positive and negative numbers. Students that receive a 18/19 -16/19 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 15/19 or 14/19 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 14/19 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, playing cards, Compilation worksheet from: http://www.superteacherworksheets.com/integers/adding-integers1_TWRWN.pdf AND http://www.superteacherworksheets.com/integers/integers-number-line-addition1.pdf

NUMBER LINE DANCE: http://www.youtube.com/watch?v=6EWq9EZmIKg

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today, which is adding positive and negative numbers. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. We will review what we learned about solving positive and negative number equations. We will go over how to locate the numbers on a number line. We will watch the number line dance video and practice the number line dance. We will them use our number lines to add positive and negative numbers. We will go over the rules for adding negative numbers. I will model how to add positive and negative numbers. We will do practice problems as a class. Once we have go over everything as a class and done the problems together the students we break up into groups of three. I will pull sticks to determine the groups. The students will play Build and Take. The card game will have the students adding positive and negative numbers. They will have to use the black colored cards to represent positive numbers and red cards to represent negative numbers. They have to draw two new cards from the pile each turn. After eight turns of Build and Take the students will clean up their materials and return to their seats. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Subtracting Positive and Negative NumbersDATE: Thursday 4/12/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers in different contexts.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of negative numbers. The students will get 14 points. They will get 1 point per problem completed. Students are expected to score 12/14 points, so only missing 2 points or two problems. Students that receive a 14/14 are doing over and above what they are expected to be doing. They have mastered the concepts. They fully grasp how to subtract positive and negative numbers. Students that receive a 13/14 -12/14 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 11/14 or 10/14 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 10/14 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, Compilation worksheet from http://www.saveyoursundays.com/data/uploaded/A1008%20Adding%20and%20subtracting%20with%20negative%20numbers.pdf AND http://www.superteacherworksheets.com/integers/integers-number-line-subtraction1.pdf

NUMBER LINE DANCE: http://www.youtube.com/watch?v=6EWq9EZmIKg

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today, which is subtracting positive and negative numbers. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. We will review what we learned about adding positive and negative number equations. We will go over how to locate the numbers on a number line. We will watch the number line dance video and practice the number line dance. We will them use our number lines to subtract positive and negative numbers. We will go over the rules for adding negative numbers. We will then go over the rules for subtracting positive and negative numbers as they relate closely with adding. I will model how to subtract positive and negative numbers. I will model a few problems as we go over them. We will do practice problems as a class. Once we have go over everything as a class and done the problems together the students we break up into partners. I will pull sticks to determine the pairs. The students will play a card game in which the black numbers represent positive numbers and red numbers represent negative numbers. The students will deal all of the cards. One person starts by putting down a card. The next person puts down another card and solves the problem. For examples if the first person put down a red three then the next person put down a black four. The problem would look like this -3 – 4 = The students would then solve the problem to come up with the answer. The next person to go would take the answer and subtract the number on their card that they laid down next. The play continues until everyone has used all of his or her cards. Once the students have finished their game they will return their cards and return to their seats. The students will then complete an exit card that they will have to solve a few problems from the smart board. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Adding/Subtracting Positive/Negative Numbers

DATE: Friday 4/13/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers in real life situations.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of adding and subtracting positive and negative numbers. The students will get 18 points. They will get 1 point per problem completed. Students are expected to score 16/18 points, so only missing 2 points or two problems. Students that receive 18/18 are doing over and above what they are expected to be doing. They have mastered the concepts. Students that receive a 15/18 or an 14/18 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 13/18 or 12/18 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 12/18 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Smart board, treats to sell (candy, stickers, playdough…) pencils, notebooks, paper, student reference books, teacher math manual, Study Link 7.8 from page 208 in the math masters book NUMBER LINE DANCE: http://www.youtube.com/watch?v=6EWq9EZmIKg

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today, which is adding and subtracting positive and negative numbers. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. We will review the importance of negative numbers and how we use them. We will review how we add and subtract them with our number lines. We will do the number line dance. We will discuss a few examples of how we use them in real life. We will then do a banking activity. Each student will have a bank account sheet in which they will keep track of their bank accounts. Half of the students will be consumers and the other half will be producers. The producers will create a product out of playdough or selling different items (candy, stickers…) while I explain to the consumers what they will be doing. The consumers will get a starting balance. They will then be able to go around and purchase the different items. Students will have to decide if they want to buy items that will make them have a negative balance and owe the owner or if they want to keep a positive balance and not get as exciting of items. Students will continue to make their choices until everyone has chosen or a time limit has been reached. Once the consumers have purchased their items and recorded their purchases then they will become producers and get to make new items. While the consumers are buying products the producers have to keep track of how much money they are making. They have a number that they started out with based on how much it cost to produce that item (most will start in the negative numbers.) When students have been on both sides of the banking them we will come back together and debrief about the situation. We will discuss how positive and negative numbers affected our overall outcomes. We will talk about why negative numbers are so important. We will talk about why certain products were chosen over others and what effect the cost of those had on the producers and consumer. We will talk about how challenging it was to add and subtract the numbers and what tools we used to help us (number line.) We will discuss how banks, people who shop, and store owners all use positive and negative numbers daily and what they use them for. The students will then complete an exit card sharing how they felt about the banking activity. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Subtracting Positive and Negative NumbersDATE: Monday 4/16/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers in different contexts.

ASSESSMENT:

The students will complete a worksheet in which they have to demonstrate knowledge of negative numbers. The students will get 16 points. They will get 1 point per problem completed. Students are expected to score 13/16 points, so only missing 3 points or three problems. Students that receive a 16/16 are doing over and above what they are expected to be doing. They have mastered the concepts. They fully grasp how to subtract positive and negative numbers. Students that receive a 15/16 -13/16 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 12/16 or 11/16 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 11/16 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, Practice worksheet from http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7_15.pdf Assessment worksheet from http://www.eduplace.com/math/mw/practice/6/reteach/11_5.pdf

NUMBER LINE DANCE: http://www.youtube.com/watch?v=6EWq9EZmIKg

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. There will be a problem on the board that they have to complete with their elbow partner. I will pull a couple sticks to share their answers. We will then go over the answer to see how we reached the answer. I will then relate the problem to what we will be talking about today, which is subtracting positive and negative numbers. Please take out your math notebooks.

MIDDLE OF LESSON: (50 minutes)

The students will take notes as we go over the lesson. We will our rules for adding and subtracting positive and negative numbers. We will go over how to locate the numbers on a number line. We will them use our number lines to subtract positive and negative numbers. I will model how to subtract positive and negative numbers using the number line. I will model a few problems as we go over them. We will do practice problems as a class using our number lines, that each student will have and be able to use when completing their problems. Once we have gone over everything as a class and done the problems together the students will break up into partners. I will pull sticks to determine the pairs. The students will complete a practice worksheet together. When the students have finished the worksheet we will go over the worksheet as a class. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Unit Review Day DATE: Tuesday 4/17/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using order of operations.

The student will understand and be able to break down the steps to solve equations using the order of operations.

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers.

The student will understand the importance of negative numbers in different contexts.

ASSESSMENT:

The students will complete a study guide with 4 problems from each section. The study guide will be worth 20 points. They will get 1 point per problem completed. Students are expected to score 18/20 points, so only missing 2 points or two problems. Students that receive a 20/20 are doing over and above what they are expected to be doing. They have mastered the concepts. Students that receive a 19/20 or an 18/20 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 17/20 or 16/20 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 16/20 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Smart board, pencils, notebooks, paper, student reference books, teacher math manual, Jeopardy on Powerpoint, NUMBER LINE DANCE: http://www.youtube.com/ watch?v=6EWq9EZmIKg AND Order of Operations Dance: http://www.youtube.

com/watch?v=_V_lM3Geudw&feature=player_embedded

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. We will do the order of operations dance and the number line dance to review.

MIDDLE OF LESSON: (50 minutes)

We will play Jeopardy to review for the test. There will be five different categories in which the students can choose from. The students will be in teams of six and will get to solve the different problems. The students will earn team points based on their answers and how much they are worth. Students that are not participating for distracting others will be asked to move to the back table to complete their study guides. Further action may result if they are not working on their study guides. The students are on a three-strike basis. If they receive three strikes for inappropriate behavior, loudness, or not following directions then the game will stop and they will all complete the study guide. We will tally up our score to see where we are before we leave for SFA. The students will then leave to SFA.

LESSON ENDING (20 minutes, when we return):

When the students return from SFA we will finish the game and tally up the scores. The team with the most points will earn a prize. Once the game is over students will have time to start their study packets.

RETEACHING:

LESSON PLAN FORMAT FOR STUDENT TEACHING (2012)

Kansas State University

Name: Andrea Stockwell

TITLE: Unit Test Day DATE: Wednesday 4/18/2012

GRADE LEVEL: 5^th Grade SUBJECT: Math

TIME FRAME: 9:45-10:45 and then 12:20-12:40, 1 hour and 20 minutes

______________________________________________________________

STANDARDS:

Kansas State

Standard 1: Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations.

Benchmark 4: Computation – The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.

Indicator 2:

The student performs and explains these computational procedures:

e. The student adds integers (2.4.K1a); e.g., ⁺6 + ^–7 = ^–1

h. The student uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers

Common Core

Domain: Operations and Algebraic Thinking

Cluster: Write and interpret numerical expressions.

Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Common Core Math Practices

Make sense of problems and persevere in solving them, reason abstractly and quantitatively, attend to precision, look for and express regularity in repeated reasoning.

OBJECTIVES:

The student will be able to solve equations using order of operations.

The student will understand and be able to break down the steps to solve equations using the order of operations.

The student will be able to solve equations using negative numbers.

The student will understand the importance of negative numbers.

The student will understand the importance of negative numbers in different contexts.

ASSESSMENT:

The students will complete a test worth 27 points. The students are expected to score at least 23/27 points or 85%. They will get 1 point per problem completed. Students that receive a 27/27 are doing over and above what they are expected to be doing. They have mastered the different concepts. Students that receive a 26/27-23/27 are right on point with where I want them. They understand the concepts and able to complete the problems without teacher help. Students scoring 22/27 or 21/27 are having trouble grasping the concept and need the teacher to guide them through the steps again to complete the problems with assistance. Students scoring below a 21/27 are not grasping the concepts and are not able to complete the problems even with teacher assistance.

MATERIALS and TECHNOLOGY:

Test, pencils

ADAPTATIONS FOR SPECIAL NEEDS STUDENT (S):

BEGINNING OF LESSON: (10 minutes)

The students will come in and sit in their assigned seats. We will go over the study guide from the night before.

MIDDLE OF LESSON: (50 minutes)

The students will take their Chapter 7 test. Students are expected to remain quiet until everyone is done completing their test. Student that finish early may read a book, draw, get a coloring sheet or puzzle sheet from the back of the room, or work on a math challenge sheet.

LESSON ENDING (20 minutes, when we return):

When the students return from SFA we will finish the test if there are still students that need to take it. If all students have completed the test we will play one of our math activities from the unit. The students can take a vote on an exit slip before they leave for SFA to vote for which activity we will do, choosing from Exponent Football, Name that Number, or Build and Take.

RETEACHING:

At this time students should have a firm grasp on the concepts. Students that are still struggling or need extra practice I will schedule a time to meet with them to review the concepts. As move into different units we will still review what we have learned. We will still be doing review problems to check to make sure the students are remembering what they have learned.

Totes Full Of Teaching

Math Unit, 5th Grade Student Teaching

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