__Day #1 lesson plan__

__Day #1 lesson plan__

"The Hook"--45 minute Math lesson plus guest speaker

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm

Ask the questions, "Who invented multiplication? Was it an invention or a discovery?" Have students turn to a partner and discuss this for several minutes. Then show and read with students a summary on the Brightlinks about Victorius of Aquitane writing a multiplication table in the year 493 A.D. Ask students to consider how they would build an 850 square foot house if they lived in the year 400 A.D. There was no knowledge at the time of the standard algorithm for multiplying multi-digit numbers. How would they decide on the dimensions of the house?

Place students in small groups and give each group chart paper and markers. The groups should determine how they would figure out how to build an 850 square foot house in the year 400 A.D. They should write and/or draw their plans and the strategies they use on the chart paper. The teacher rotates around the room, asking guiding questions and helping groups to clarify their plans. Some groups will need more scaffolding than others, which the teacher can provide. Once groups finish, each group can share their strategies and the whole class can discuss what worked well and what did not. No independent practice should be given until the multiplication methods are taught, beginning on Day #2.)

Describe the final unit assessment to students as a way to authenticate what they are learning and get them thinking about the concepts of relationships and change. The class ends with an architect who will speak to the class about planning and building homes, how math is involved, and how the construction can affect the environment.

Assessment for this lesson will be anecdotal notes taken by the teacher during the group planning time and the time when groups share their ideas with the class.

5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities

Ask the students to name ways that people communicate in the 21st century. In small groups, students should list all the ways they can come up with on index cards. Next, ask the groups to sort the ways they brainstormed into at least 3 categories. Each group then shares with the class the categories they chose. Then the groups must re-sort the same cards into 3

The technology facilitator, in the computer lab, will present a 10-minute mini-lesson on internet safetly and ethics. Students will discuss issues with utilizing technology for communication. They will then create their own blogs using a kid safe website. Students will explore tools and features of the website. They will write their first blog entry about what they learned from the ecosystem video. Throughout the unit, students will have the opportunity to blog and comment on one another's blogs.

Students will be asked to comment on at least two of their classmates blogs by the end of the week, and we will review proper comments and internet ethics.

The teacher will assess each student's blog for accuracy and determine whether or not they have commented properly on two classmates' entries.

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm

Review the partial products and matrix methods for multi-digit mulplication. Discuss the pros and cons of

each method and the need to be able to quickly find a product. Teach a ten-minute mini-lesson on how to multiply using the standard algorithm. Then explain that students will rotate through 3 centers to practice using the multiplication algorithm. The least advanced group will begin with the teacher in order to review and how to use the algorithm. Other centers (other than guided math with the teacher to ensure understanding) include technology (practice multiplying through various websites) and using a floor plan to find area of the various rooms.

Students rotate through centers. When all students complete their rotation, they will begin work on the floorplan for their new house (for the final unit assessment). Advanced learners will receive graph paper, rulers, and sample floor plans to peruse so that they can begin their design. Less advanced learners will receive an already designed floorplan and can begin the process of calculating the area of each room.

The lesson will end with a review of the algorithm and how it applies to their desing.

The teacher will assess each student's progress as they rotate through the guided math center. In addition, www.xtramath.com and www.classscape.org allow the teacher to track student progress.

**: (includes objectives and purpose)**

EngageEngage

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm

Ask the questions, "Who invented multiplication? Was it an invention or a discovery?" Have students turn to a partner and discuss this for several minutes. Then show and read with students a summary on the Brightlinks about Victorius of Aquitane writing a multiplication table in the year 493 A.D. Ask students to consider how they would build an 850 square foot house if they lived in the year 400 A.D. There was no knowledge at the time of the standard algorithm for multiplying multi-digit numbers. How would they decide on the dimensions of the house?

**Elaborate**: (includes differentiation, guided practice and independent practice, if needed)Place students in small groups and give each group chart paper and markers. The groups should determine how they would figure out how to build an 850 square foot house in the year 400 A.D. They should write and/or draw their plans and the strategies they use on the chart paper. The teacher rotates around the room, asking guiding questions and helping groups to clarify their plans. Some groups will need more scaffolding than others, which the teacher can provide. Once groups finish, each group can share their strategies and the whole class can discuss what worked well and what did not. No independent practice should be given until the multiplication methods are taught, beginning on Day #2.)

**Evaluate**: (includes closure and assessment)Describe the final unit assessment to students as a way to authenticate what they are learning and get them thinking about the concepts of relationships and change. The class ends with an architect who will speak to the class about planning and building homes, how math is involved, and how the construction can affect the environment.

Assessment for this lesson will be anecdotal notes taken by the teacher during the group planning time and the time when groups share their ideas with the class.

**"Blogging"--1 hour Internet Safety and Ethics lesson**__DAY # 2 LESSON PLAN__

**Engage**:5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities

Ask the students to name ways that people communicate in the 21st century. In small groups, students should list all the ways they can come up with on index cards. Next, ask the groups to sort the ways they brainstormed into at least 3 categories. Each group then shares with the class the categories they chose. Then the groups must re-sort the same cards into 3

__different__categories. Using these new categories, groups now write 3 generalizations about ways to communicate which they will share with the class. This will ensure that students consider the relationships between people and the ways that they communicate with one another.**Elaborate**:The technology facilitator, in the computer lab, will present a 10-minute mini-lesson on internet safetly and ethics. Students will discuss issues with utilizing technology for communication. They will then create their own blogs using a kid safe website. Students will explore tools and features of the website. They will write their first blog entry about what they learned from the ecosystem video. Throughout the unit, students will have the opportunity to blog and comment on one another's blogs.

**Evaluate**:Students will be asked to comment on at least two of their classmates blogs by the end of the week, and we will review proper comments and internet ethics.

The teacher will assess each student's blog for accuracy and determine whether or not they have commented properly on two classmates' entries.

__"The Algorithm"--1.5 hour Math lesson__

**DAY #4 LESSON PLAN****Engage**:5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm

Review the partial products and matrix methods for multi-digit mulplication. Discuss the pros and cons of

each method and the need to be able to quickly find a product. Teach a ten-minute mini-lesson on how to multiply using the standard algorithm. Then explain that students will rotate through 3 centers to practice using the multiplication algorithm. The least advanced group will begin with the teacher in order to review and how to use the algorithm. Other centers (other than guided math with the teacher to ensure understanding) include technology (practice multiplying through various websites) and using a floor plan to find area of the various rooms.

**Elaborate**:Students rotate through centers. When all students complete their rotation, they will begin work on the floorplan for their new house (for the final unit assessment). Advanced learners will receive graph paper, rulers, and sample floor plans to peruse so that they can begin their design. Less advanced learners will receive an already designed floorplan and can begin the process of calculating the area of each room.

**Evaluate**:The lesson will end with a review of the algorithm and how it applies to their desing.

The teacher will assess each student's progress as they rotate through the guided math center. In addition, www.xtramath.com and www.classscape.org allow the teacher to track student progress.