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Party Time-Addition and Multiplication Using Decimals: TIU Enrichment lesson

Lesson Plan

Party Time-Addition and Multiplication Using Decimals: TIU Enrichment lesson

Grade Levels

4th Grade

Course, Subject

Mathematics
  • Big Ideas
    Measures can be estimated by using known referents.
    Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute.
    Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified.
    The same number sentence (e.g., 12 - 4 = 8) can be associated with different concrete or real world situations, AND different number sentences can be associated with the same concrete or real world situation.
    There are some mathematical relationships that are always true and these relationships are used as the rules of arithmetic and algebra and are useful for writing equivalent forms of expressions and solving equations and inequalities.
    Mathematical relationships among numbers can be represented, compared, and communicated.
    Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations.
    Patterns exhibit relationships that can be extended, described, and generalized.
  • Concepts
    Base Ten System: Place value - base 10 system to 100,000s place
    Estimation: Products, sizes, distance
    Number Theory
  • Competencies
    Apply increasingly sophisticated strategies to solve multiplication and division problems that include, and go beyond, basic facts and one-digit multiplier problems, using properties of addition and multiplication. Select and apply appropriate strategies to estimate and/or solve a variety of problems, including problems involving addition and subtraction of decimals and of fractions with like denominators.
    Recognize that a whole number is a multiple of each of its factors.
    Represent and solve problems verbally as equations.
    Use factors to represent numbers in various ways.

Rationale

This lesson was written to provide extra practice/enrichment to students who have a solid foundation in decimal operations. These are important concepts for all learners as they can directly be applied to real-life situations. The students should have mastered adding and multiplying decimals before this lesson occurs in the classroom.

Vocabulary

Budget:  A budget is a plan for how money will be spent in a given area.

Expense: An expense is something you need to spend money on.

Balance: A balance is the amount left over after you spent money. A balance could also be when the money you spend equals the money you earned.

Objectives

  • Students will apply their knowledge of adding and multiplying decimals to plan a party on a budget of $200.

Lesson Essential Question(s)

How are relationships represented mathematically?
How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How is mathematics used to quantify, compare, represent, and model numbers?
  • How do you add money (decimals)?
  • How do you multiply a decimal by a whole number?
  • Why is it important to stick to a budget?
  • When planning a party, why is it important to create a budget?
  • Why is addition of decimals important when planning a party?

Duration

This lesson should take approximately two 40 minute class periods to complete.

Materials

 

  • Party Time Budget Worksheet
  • Party Time Price List
  • Party Time Self/Teacher Assessment

Suggested Instructional Strategies

This lesson is most appropriate for students who have achieved mastery of adding and multiplying decimals/money.  It is a culminating activity that incorporates both skills to plan a party.  This lesson also is relevant to student’s lives because it uses real-life skills such as budgeting and organizing a party.

H: HOOK

This lesson will allow students to have the opportunity to embrace the math skills acquired in fourth grade (adding/multiplication of money/decimals) and apply them to a real-life situation.  Completing a budget will allow the students to link the math concepts learned to a fun real-life activity.

 

E: EXPLORE/EXPERIENCE/EQUIP

 

Students will be creating their own party using a budget/price list. The students will have the opportunity to discuss with their partner what they feel is necessary for a good party.  They will also have to cooperatively decide the amount of food needed.    (Ex:  How many pieces of pizza do I need per person?)

 

R: RETHINK/REHEARSE/REVISE/REFINE

 

While creating the party plans/budget, the students will need to reflect on what they know about adding and multiplying decimals/money.  They will need to revisit the steps needed for these skills.   Students will also have to continually revise and refine the party plans to ensure they are remaining within their budgets while getting enough food/supplies.

 

 

E: EVALUATE

 

Students will be informally assessed during activity via teacher observation while monitoring/circulating classroom.  After completing budget the students will have the opportunity to self-assess their budgets to ensure completeness and accuracy.  Finally, the teacher will utilize a checklist to formally assess the budget.

T: TAILORED

This lesson is tailored for a fourth grade student who has mastered the skills of addition/multiplication of decimals.  This lesson could also be used as a gifted third grade lesson or a review/extra practice for fifth grade.   Throughout this lesson the students will be able to self-select the food and supplies they want, therefore, they will be able to increase the level of difficulty of their own activity.

O: ORGANIZED

 

Activities will be organized into introduction with group discussion, guided practice and partner activity.  The activity could also be used as a review if teacher deemed necessary.

Instructional Procedures

  1.   Teacher will have students brainstorm what they would like to have at their next birthday party. Teacher will list all items and food on the board.

 

  1.  Teacher will tell the students they are going to have the opportunity to plan their own party.  Teacher will remind students that just like in real-life, their party will have a budget. Teacher will review vocabulary words.

 

  1. The teacher will review two adding money problems and two multiplication of money problems on board as quick review.  Teacher will informally assess via observation and will help students where necessary.

 

  1. Teacher will assign each student a partner.  Each student will receive a copy of the Price List and Budget Worksheet.  The partners will work together to plan the party.  Every student will be responsible for his/her own budget worksheet. Teacher will continue to informally assess via observation/circulation.

 

  1.  When party plan and budget are completed, the students will complete the Student Self Assessment of the Budget.

 

  1. Teacher will use assessment page to assess student work.

Formative Assessment

Related Materials & Resources

http://www.math-play.com/adding-decimals-game.html

 

Practice adding decimals while playing basketball.

 

Author

Kelly Flemm

Date Published

July 13, 2014
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