Daily Lesson Plan

Subject:
Topic:

Grade: 5
Teacher: Jennifer Miller

Essential Question:
In what order should an equations operations be computed?
What is the order of operations?
Bell-ringer: On the board, I will have written these three problems:
1 + 3 X 2= n (7)
3+1X2=n
(5) 4 + 6 / 2 =
n (7)
Give the students 1-2 minutes to solve the problems, then have them
share their answers with a partner (2-3 minutes). Have a couple
volunteers explain how they their solutions, pointing out which part of
the problem they solved first.
Goals:
Objectives:
A. General
M.5.OA.1
use parentheses, brackets, or braces in numerical
expressions and evaluate expressions with these symbols.
B. Specific
Given a set of expressions, the student will be able to evaluate
these expressions by using the order of operations.
Methods:
Group work
Discussion
Game
Materials:
Handout (Reproducible 12)
4 number cubes (1 cube (the target cube) should be a different
color than the other 3 cubes (the building number cubes).
Miniature white boards/markers
Direct Instruction:
Explain that there is a rule governing the order in which operations
are to be completed. Operations inside grouping symbols
(parentheses, brackets, and braces) are completed first, then
exponents are evaluated. Multiplication and Division come next in
the order they appear from left to right. Finally, addition and
subtraction are completed from left to right.
Next, parentheses will be placed in the first problem making it
(1+3)X2, and ask the students how the solution would change, if
any (the answer is now 8, instead of 7). Emphasize that the
purpose of grouping symbols is to bypass the normal order of
operations.
Although exponents should not be stressed in this lesson, they are
involved in the order of operations. Have a short discussion making

Daily Lesson Plan

sure they know that any number squared is that number multiplied
by itself (32=3X3=9).
Guided Practice:
Play hit the target using the number cubes and the mini white
boards/markers. Split the class up into small groups, and give each
group a mini white board and markers. Then, demonstrate how the
game rules work by doing an example with the whole class. Roll the
number cubes and write the digits on the board. The three cubes that
are the same color are the building numbers and the one that is
different is the target number. The goal is to use all three building
numbers and two operations to get as close to the target number as
possible. Building numbers may be used in any order, but each
number may only be used once. Points for equations are assigned as
follows:
o One point for getting the target number
o An additional point if you get the target number without using
parentheses
o An additional point if you get the target number using a
combination of addition or subtraction and multiplication or
division.
All teams that get the target number earn points. If no team gets the
target
number, the team with the number closes to the target number earns
a point.
Give the teams two minutes to come up with their equations, then
have them hold them up. Record the equations on the board and
award points as indicated in the game rules. Any time an incorrect
equation is produced, take time to discuss why the equation is not
true. Ask the students, Is there any way that we can make this a true
equation?
Play the game four or five times (depending on time) then have a
discussion about the game. Ask students Why do you think bonus
points were awarded for not using parentheses? and Did avoiding
parentheses help you pay attention to the order of operations? Be
sure to keep the materials needed for this game on hand so they can
play it in their free time.
Differentiation
To differentiate between students, the groups will be split up
accordingly. Tier 2 and Tier 3 students will be paired with Tier 1
students to help them.
Independent Practice:
Hand out reproducible 12 and have the students work through these
problems. Ask the students how they remembered the order in which
the operations must be completed. Introduce them to the pneumonic
Please Excuse My Dear Aunt Sally. Have each student come up

Daily Lesson Plan

with their own pneumonic device to remember the order of operations

and have them write it down.
Closure:
Give the class the following challenge: Using only the numbers in our
zip code and the order of operations, try to create equations for the
whole numbers 1 to 50. Anytime that they come up with an equation,
add it to the list (which should be placed where everyone in the class
can see it.)
Time:
45 minutes
Resources:
Put 1,2,and 3 to Work. (2005). In I. The McGraw-Hill Companies, From Wholes
to
Parts (p.R12). Columbus: Glencoe/McGraw-Hill.

Subject: Math
Topic: Decimals

Grade: 5
Teacher: Jennifer Miller

Daily Lesson Plan

Essential Question:
How do we add and subtract decimals to hundredths?
Goals:
The purpose of this lesson is to teach addition and subtraction of
decimals and use this knowledge to help create a budget.
Objectives:
C. General
M.5.NBT.7 add, subtract, multiply and divide decimals to hundredths,
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction, relate the strategy to a written method and
explain the reasoning used.
D. Specific
Given 10 problems, the student will be able to add and subtract
decimals at 70% accuracy.
Methods:
Discussion
Small group work
Modeling
Materials:
Play money(dollars (10 for each student), dimes(20 for each student),
and pennies(20 for each student)
Direct Instruction:
I will explain that adding and subtracting numbers with decimals arent
any more difficult than adding and subtracting numbers without
decimals. Remind the students that decimals are similar to place
value. When adding and subtracting them, the decimals must line up.
I will then write the following problems on the board: 543+7+58=? and
5.43+7.00+.58=? I will then ask what is different between these two
problems? (The decimal point) and how has the decimal point
changed the values of the numbers in the second problem? I will have
the class work in pairs. I will then ask the students to solve the
problem with their groups (about 3-5 minutes). A student from each
group will then work the problem on the board. Each group will have a
chance to explain how and why they chose this route. Have the
students then take the second problem (5.43+7.00+.58=?) and round
each number to the nearest whole number and find the estimated
answer. Ask Why do you think this would help in adding and
subtracting decimals? (Being able to compare the estimate with the
final answer allows you to check your work.) Have the students
compare their estimate with their previous answers. Ask Is your
answer reasonable? and Why or why not? If their answers are not
right, have them rework the problem and compare the new answer to
the estimate. Next, have them work the problem 16.1-7.43=? and
check their answer by estimation and comparison. Have one of the

Daily Lesson Plan

pairs of students to come up to the board and solve the problem for
everyone, explaining as they go what steps they used.
Guided Practice:
Still working in pairsNext, distribute the play money to the students.
Explain that the dollars model whole numbers, the dimes model tenths,
and the pennies model hundredths. Display the values 3.56 and 2.78.
Have the students model both numbers by using the money. They
should come up with the following:
3.56 = 3 dollars, 5 dimes, and 6 pennies
2.78 = 2 dollars, 7 dimes, and 8 pennies
Next, have the students to add the two amounts which would give
them 5 dollars, 12 dimes, and 14 pennies. Ask the students how
many hundredths would it take to equal 1 tenth? (10) and how many
tenths would it take to equal one? (10). If they struggle seeing this,
compare it to pennies, dimes, and dollars. It takes 10 pennies to equal
a dime, and 10 dimes to make a dollar. Now have the students
regroup the pennies (equals 1 dime and 4 pennies) and the dimes
*dont let them forget the dime made from the pennies!* (equals 1
dollar and 3 dimes). Have them add all of the money together and ask
the students What is the sum of the two numbers? (6.34)
Next, have the students model subtraction with the money. Have them
subtract 2.59 from 5.37. Ask the students to model the number they
think they should start with. After a short time (about 2 minutes), ask a
student which number they chose and why. If they chose 2.59, ask a
student that chose 5.37 to explain why they chose their number. Try to
help them to see that you would want to start with the number that
you are taking away from. Once it is determined to model 5.37 first,
have the students model it by using the money. Then have the
students subtract, starting with the pennies. They will realize that
there are less than 9 pennies. Ask them what do we need to do to be
able to subtract 9 pennies from 7? (change a dime into pennies).
Have them regroup if necessary. Next, subtract the dimes and then
the dollars. Ask what is the new total? (2.78)
Differentiation
Tier 1 will work through the problems with the help of a Tier 3
student.
Tier 2 will work through the problems with other Tier 2 students.
Tier 3 will help Tier 1 students work through the problems.
Independent Practice:
Homework will be assigned for independent practice. Tier 1 students
will get the reteach 3.5 page. Tier 2 students will do Practice 3.5
(questions 1-5 and 11-15) and Tier 3 students will do Challenge 3.5.
Closure:

Daily Lesson Plan

In closing, we will have a short discussion about the lesson. I will ask
the students which technique they liked better, the
estimation/comparison option or the modeling with money and why.
Some other questions might be when might we need to add and
subtract decimals? and have any of you ever had to use addition and
subtraction of decimals before today?
Assessment & Evaluation of Lesson:
I will assess my students throughout the lesson by gathering
information as we work through the problems. I will also look at their
homework to see if they are grasping the concept.
Time:
45 minutes
Resources:
Add and Subtract Decimals. (2005). In H.S. Publishers, Math (pp. 48A-51).
Orlando: Harcourt, Inc.

Subject: Math
Topic: Decimals

Grade: 5
Teacher: Jennifer Miller

Essential Question:
How do we multiply decimals?
Goals:
The purpose of this lesson is to teach multiplication of decimals.
Objectives:
E. General
M.5.NBT.7 add, subtract, multiply and divide decimals to hundredths,
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction, relate the strategy to a written method and
explain the reasoning used.
F. Specific

Daily Lesson Plan

Given the monetary equivalents, students will be able to convert an

amount of U.S. dollars into different countries money.
Methods:
Discussion
Small group work
Materials:
Hundredths decimal chart (p. TR10)
Conversion chart
Coloring pencils
Direct Instruction:
Begin the lesson by telling the students that now that we know how to
add and subtract decimals, we are going to kick it up a notch and start
multiplying them. Hand out the hundredths decimal chart. Ask the
students that If the 10X10 model represents 1 whole, how much does
one column or one row represent? (1 tenth) How much does one
square represent? (1 hundredth). Have the students model
multiplying .4 by .6. by shading 6 columns one color and 4 rows
another color. Ask the students what the 6 columns represent (60
squares=60 hundredths or .60) and the 4 rows (40 squares=40
hundredths or .40) Ask the students, How many squares are shaded to
represent .4 X .6? (24 or .24) and Why are there always squares that
are not shaded when modeling decimal multiplication of factors less
than 1?.
Ask the students, what was important to remember about the decimal
point when we were adding and subtracting? (they had to stay lined
up) Then tell the students that whenever multiplying, the number of
decimal places in the product is equal to the total number of decimal
places in the factors. Have the students write the problem that we
modeled before. .6 X .4 =? Have them multiply this out, count the
decimal places in the factors, and place the decimal in the product.
Guided Practice:
Have the students model the given problems on their hundredths
decimal sheet.
.8 X .3
.5 X .5
.2 X .9
Differentiation
Tier 1 will model the problems with assistance.
Tier 2 will model the problems with little to no assistance.
Tier 3 will model the problems with no assistance.
Independent Practice:
Hand out the conversion chart. Tell the students that the values given
are the equivalent values for one U.S. dollar. Ask the students if we
were going to go on vacation, how could we convert how much money
we have into that of other countries? (multiplying) Have the students
choose four vacation destinations two whose conversion rates are
less than a dollar and two whose conversion rates are more than a

Daily Lesson Plan

dollar. Encourage them to find the place that would give you the most
for your dollar and the place that would give you the least. Tell the
students that we have $4.00, and have them convert this into the
money for their chosen vacation spots. Give them about 7-10 minutes.
Closure:
Ask the students about their findings, and have a discussion about why
they chose the places that they did. Ask why do you think that you
would get the most/least for your dollar at this particular place?
Assessment:
To assess my students, I will observe them modeling and solving the
problems.
Time:
45 minutes

Subject: Math
Topic: Numbers Base Ten

Grade: 5
Teacher: Jennifer Miller

Essential Question:
How can we use models or drawings to add and subtract decimals to
hundredths?
Bellringer: Read the book Pigs will be Pigs to introduce the idea of
working with money on a budget. Before the book is read, introduce
the story Pigs will be Pigs.
Goals:
The purpose of this lesson is to use the concepts of addition,
subtraction, and multiplication of decimals to create a budget.
Objectives:
G. General
M.5.NBT.7 add, subtract, multiply and divide decimals to hundredths,
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction, relate the strategy to a written method and
explain the reasoning used.
SC.O.5.1.5 cooperate and collaborate to ask questions, design and
conduct investigations to find answers and solve problems.
H. Specific

Daily Lesson Plan

Given a list of prices, the student will be able to work with his group to
come up with a budget for how they will spend their money at the fair.
Given the materials, the student be able to plan a meal for their family
using the same budget of that of the pigs.
Materials:
Pigs will be Pigs book
Concession Price List
List of movies playing at the theater
Play Money
Pigs will be Pigs menu for each student
Grocery ads
Paper Plates
Construction paper
Receipt paper
Direct Instruction:
After reading the book Pigs will be Pigs, I will explain to the class that we are
going to come up with a budget much like the pigs did by using what we
learned the past two days about adding, subtracting, and multiplying
decimals.
Guided Practice:
The students will be placed into groups of four. Each group will be
given a set amount of money, the concession price list, the movie
listings, and construction paper. Using the movie listings, the students
will decide on a movie that they all want to see. They will then have to
budget their money so that they can all get into the movie and buy
snacks. They are each to pick three snacks from the concession stand.
After they make their decisions, they will write their choices on the
construction paper, showing their work. After they are finished, each
group will present their choices to the class.
Differentiation
Tier 1
Tier 2
Tier 3
Independent Practice:
This project will be completed at home. The students will be given a
packet made up of one paper plate, three pieces of construction paper
(in case of mistakes), a strip of receipt paper, glue, and the grocery
ads. Given the same budget as the pigs, the students will use the
grocery ads to plan a balanced dinner for their entire family. The
students will cut out the pictures of the foods they choose from the ads
and glue them to the plate. They will also list the items they chose
with their prices on the receipt tape, mimicking an actual store receipt.

Daily Lesson Plan

They will glue the plate and the receipt to the place mat (the
construction paper). Finally, they will write a report. In this report, they
will include which foods they chose and why, how many members are
in their family, how much their meal will cost (including tax), how much
money they will have left, and ideas about what they could do with
their left over money. They will be given three days to complete this
project.
Closure:
To wrap up the lesson, we will have a short discussion about both the
book Pigs will be Pigs and also the movie budget activity. Hand out the
Pigs will be Pigs menu. Questions asked could be Looking at the menu
from Pigs will be Pigs, what other menu choices could the pigs have
gotten?, do you think that the pigs chose the best option?, and did
you find any ways to save money when planning your movie trip?.
Assessment & Evaluation of Lesson:
To assess this lesson, the students will turn in their completed
Balanced Meal projects. They will be graded according to the
included rubric.
Time: 45 minutes

Daily Lesson Plan

Daily Lesson Plan

Subject: Math
Topic: Graphing

Grade: 5
Teacher: Jennifer Miller

Essential Question:
What can we learn by graphing points on a coordinate plane?
How can we use graphs to solve real-world problems?
Objectives:
I. General
M.5.G.2 represent real-world and mathematical problems by
graphing points in the first quadrant of the coordinate plane and
interpret coordinate values of points in the context of the situation.
SC.O.5.1.11
construct and use charts, graphs, and tables to
organize, display, interpret, analyze, and explain data.
J. Specific
Given the coordinates, the student will be able to complete a graph
in the first quadrant of the coordinate plane.
Methods:
Read aloud
Discussion
Activity
Materials:
Pigs will be Pigs book
Chart paper
Colored pencils
Direct Instruction:
Start the lesson by re-reading the story Pigs will be Pigs. Before you
begin, tell the students that this time, we are going to listen really
close and take notes. Have them make note of all of the money that
the pigs find, who found it, and in what order. Also, have them guess
how much money the pigs will find total. After the book is finished,
have the students add up all of the money that the pigs found and
compare the total with their guesses. Also, have them add up how
much each individual found. The students can self-check their answers
in the book. Next, explain that we are going to use a graph to display
how much money was found. Introduce the terms x-axis, y-axis, first
quadrant, and data point.
Guided Practice:
Hand out chart paper to all of the students. Tell them that we are
going to create two line graphs. The first one will show how much
money was found in each room. The x-axis will be labeled rooms. Have
the students evenly place marks along the x-axis in the first quadrant.
Each mark will represent a room. Then tell the students that the y-axis
will represent dollars. Ask them how high would we have to go to be
able to graph all of the money? ($35). Then ask, how much do we
want each mark to represent? Emphasize that it is important to be

Daily Lesson Plan

able to fit all of the data on the graph but it is also important to make
the scale large enough to be able to accurately read the date. Making
each mark equal to 2 would work well. To graph the points, ask the
students how much money was found in the first room? Graph that
amount. Then ask, how much money was found in the next room?
After they answer, ask them how they think we would graph this
amount. (By adding this amount to the first point.) Have them to
continue doing this for every room. Have the students label the data
points values.
Differentiation
Tier 1 students will complete the graphs with assistance from
the teacher.
Tier 2 students will complete the graphs with little or no
assistance.
Tier 3 students will complete the graphs with no assistance.
Independent Practice:
After they have completed the first graph, have them create a second
graph in a similar fashion. This graph will show how much money each
pig found. Allow the students about 10 minutes to complete this
activity.
Closure:
After they have completed the graphs, I will have a volunteer come to
the board and show us their graph. They will explain what steps they
took and why they chose to do it this way. I will then ask if anyone else
came up with a different strategy or graph that looks different. These
people will also come to the board and show us their way. If these are
wrong, we will discuss what happened.
Assessment & Evaluation of Lesson:
To assess my students, I will observe them creating their graphs.
Time & Resources:
40 minutes

Subject: Social Studies

Topic: Economics

Grade: 5
Teacher: Jennifer Miller

Essential Question:
What are the roles of consumers and producers in the United
States?

Daily Lesson Plan

How do these roles apply to a real life event?

What are the concepts of sales, expenses, and profits?
Bell-ringer: In pairs, have the students play The Lemonade
Stand game on coolmath-games.com.
Goals:
The purpose of this lesson is to introduce the roles of consumers
and producers and the concepts of sales, expenses, and profits
and be able to apply these to a real-life market day activity.
Objectives:
A. General
SS.5.E.1 investigate the roles of consumers and producers in
the United States and apply the information to a real life event
(e.g. bake sale, sporting events, booth at a fair, snack machines,
etc.) using the concepts of:
o Sales (e.g. advertising and competition)
o Expenses
o Profits
o Supply and demand
B. Specific
Students will be able to define and discuss the concepts of sales,
expenses, and profits. and apply the information to a real life
event.
Methods:
Play a game
Discussion
Materials:
Frayer model (5 per student)
Direct Instruction:
After the students finish playing the game, have a discussion. Tell
them, Since weve been working with money, we have talked a
lot about budgeting. Now we are going to talk about earning that
money and the factors that influence a business earning
potential. Ask them how they did in the game and what they
noticed about it. What did they do to maximize earning
potential? What impacted their business? Introduce the
vocabulary words: consumers, producers, sales, expenses, and
profit. Ask the students what do these words mean to you?
Guided Practice:
Hand out the Frayer models, and have the students look up the
definitions of these words and complete the model. Once they

Daily Lesson Plan

complete this, have a group discussion. Have volunteers share

what they found, correcting any misconceptions.
Differentiation
Tier 1 students may need help with completing the frayer model.
They may also need help understanding the concepts of sales,
expenses, profits, and supply and demand. Go back over these
concepts. Have these students work with a tier 3 student when
playing the game.
Tier 2 students may have some trouble applying the concepts of
sales, expenses, profits, and supply and demand to the lemonade
game. Assist these students by using guiding questions to help
them apply these concepts.
Tier 3 students will understand and be able to apply the
concepts of sales, expenses, profits, and supply and demand to
the lemonade stand game. They may even have an idea of these
concepts before they are introduced in class. Challenge these
students by having them work with Tier 1 students to better
understand the objectives of the lesson.
Independent Practice:
Have the students play the Lemonade game again applying what
theyve learned about sales, expenses, and profit. Have them
take notes about what they do and what their results were.
Closure:
Bring the class back together and have a discussion. Ask "what
did you learn today?" Also ask them how having an
understanding of sales, expenses, profits, and supply and
demand impacted their game the second time. Have the
students turn in their notes.
Also, inform the students that we are going to be having a
Market Day on Friday. Each student will be responsible for
coming up with a good or service that they will say that day. They
cannot sale anything that has already been produced in a store.
They will have to come up with an idea and carry it out. They will
also be responsible for advertising. For homework, they are to
come up with 3 ideas that they could sale on Market Day and we
will discuss them in class the next day.
Assessment & Evaluation of Lesson:
To assess the students, I will look at their frayer models and their notes
from the second time playing the game. If the student is able to complete
the frayer model and show in their notes that they implemented the
concepts of sales, expenses, profit, and supply and demand with 70%

Daily Lesson Plan

accuracy, the objective was met. If 90% of the students meet the
objective, then the lesson was successful.

Time & Resources:

45 minutes
Cool-mathgames.com (2015). Lemonade Stand retrieved from
http://www.coolmathgames.com/0-lemonade-stand

Daily Lesson Plan

Subject: Social Studies

Topic: Economics

Grade: 5
Teacher: Jennifer Miller

Essential Question:
What are the roles of consumers and producers in the United
States?
How do these roles apply to a real life event?
What are the concepts of sales, expenses, and profits?
What role does supply and demand play in all of this?
Bell-ringer: Watch the Schoolhouse Rock video Making $7.50
Once a Week at http://www.gamequarium.org/cgibin/search/linfo.cgi?id=3648
Goals:
The purpose of this lesson is to introduce the concept of supply
and demand and be able to apply this to a real-life market day
activity.
Objectives:
K. General
SS.5.E.1 investigate the roles of consumers and producers
in the United States and apply the information to a real life
event (e.g. bake sale, sporting events, booth at a fair, snack
machines, etc.) using the concepts of:
o Sales (e.g. advertising and competition)
o Expenses
o Profits
o Supply and demand
L. Specific
The student will be able to discuss the concept of supply
and demand and apply this to a real world activity.
Methods:

Daily Lesson Plan

Watch a video
Discussion
Play game
Materials:
Product game cards
Market Day Project Packet

Direct Instruction:
After watching the video, start a discussion by talking about
popular technology and how much it cost when it first came out
compared to now. Explain how supply and demand affects prices;
that when there is a surplus of an item, the price drops and when
the item is scarce, the price goes up. Also, discuss how price can
be affected by demand and that certain regions demand different
products.
Guided Practice:
Students will then be placed in groups that represent marketing
committees. Each group will represent a different region and be
given a deck of product cards. Each group must determine
whether to stock the products or not based on the demand in
their region and be able to justify their decision.
Differentiation
Tier 1 students will receive assistance from Tier 3 students.
Tier 2 students will receive little or no assistance from Tier
3 students.
Tier 3 students will assist Tier 1 and Tier 2 students.
Independent Practice:
Next, each student will be given a few minutes (2-3 minutes) to
look over their ideas for Market Day and decide which
good/service they will do. We will then discuss their ideas.
Closure:
The students will then be given some time to work on their ideamake notes, research, work on their advertising poster, etc.
Assessment & Evaluation of Lesson:
To assess, I will observe the Marketing Committees game.

Daily Lesson Plan

S
Surf
board

Snow board

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Kayak

Hiking boots

Wet suit

Mountain Bike

Snow Skis
Heavy
Fleece
Jacket

Subject: Math
Topic: Conversions

Grade: 5
Teacher: Jennifer Miller

Essential Question:
How do you convert among different-sized standard measurement
units?
How can you use these conversions in solving multi-step, real-world
problems?
Goals:
Objectives:
M. General
M.5.MD.1 convert among different-sized standard measurement units
within a given measurement system (e.g. convert 5 cm to 0.05 m) and
use these conversions in solving multi-step, real-world problems.
N. Specific

Daily Lesson Plan

Methods:
Materials:
Rulers and yard sticks
Measuring cups (1 cup)
Pint, Quart, and Gallon Jugs
Pitchers of water
Funnel
Lemonade Recipe
Direct Instruction:
Split the class up into small groups and hand out the rulers and yard
sticks. Ask the students how long the ruler is? (1 foot) the yard stick?
(1 yard). Next, have the students look at the markings on the ruler, and
draw their attention to the 1 inch mark. Ask how many people know
how long this section is. (1 inch) Have them determine how many
inches make up the ruler (12). Then have them do the same with the
yard stick, determining how many feet and how many inches are in a
yard. Ask the students how many inches would be in 2 feet? yard?
2 yards? Have them explain how they determined this. Did they count
or multiply?
Guided Practice:
Next, hand out the measuring cups, pint, quart, and gallon jugs. Give
each group a pitcher of water and a funnel. Have them carefully fill the
measuring cup with water, then using the funnel, have them fill the
pint, quart, and gallon jugs. Have them make a chart recording the
number of cups in the pint, quart, and gallon jugs, the number of pints
in the quart and gallon, and the number of quarts in the gallon. Have
them report their findings.

Differentiation
Tier 1 students will receive assistance from the Tier 3 students.
Tier 2 students may receive assistance from Tier 3 students.
Tier 3 students will assist Tier 1 and Tier 2 students.
Independent Practice:
Inform them that since we have been discussing earning money and
we played the lemonade stand game, we are going figure out how
much lemonade it would take to set up a lemonade stand at the school
during lunch. The recipe has already been chosen and we need to
determine how many times that we will have to make the recipe to
supply the whole school (in case everyone wants to buy some). Hand
out the Lemonade recipe with the following questions:
o If the recipe yields 1 gallon and the serving size is 1 cup, how
many servings is that?

Daily Lesson Plan

o What if it yields 2 gallons?

o If the number of servings is 20, how many gallons is that? Pints?
o The recipe says the serving size is 20. If we need 200 servings,
how many times will we need to make the recipe? How many
gallons will we have made?
Have the students work through these questions, showing their work.
Closure:
Have the students share their findings and discuss them. Have them
explain what processes they used.
Assessment & Evaluation of Lesson:
To assess the students, I will observe them as they work with the
lemonade stand activity to see if their conversions are right.
Time & Resources:
45 minutes

Subject: Math
Topic: Fractions

Grade: 5
Teacher: Jennifer Miller

Essential Question:
How can we multiply fractions and mixed numbers to solve real-world
problems?
Bell-ringer: Tell the students that on Market Day, I have decided to
sell chocolate chip cookies. Ask the students if theyve ever baked
chocolate chip cookies before. Brainstorm the ingredients that are
needed to make these. Make a list on the board of all the ingredients
mentioned.
Goals:
The purpose of this lesson is to multiply fractions and mixed numbers
to solve real-world problems.
Objectives:
O. General
M.5.NF.6
solve real-world problems involving multiplication of
fractions and mixed numbers, e.g., by using visual fraction models or
equations to represent the problem.
P. Specific

Daily Lesson Plan

Given a recipe, the student will use multiplication of fractions and

mixed numbers to change the recipe to 1.)serve the entire school and
2.)serve their families.
Methods:
Discussion
Small group activity
Materials:
Chocolate Chip Cookie Recipe
Direct Instruction:
After the discussion about baking chocolate chip cookies, hand out the
chocolate chip cookie recipe. Compare the recipe to the list of
ingredients on the board. Tell the students that I need some help
determining how many times that I am going to have to make the
recipe to have enough cookies for the entire school (200 students).
Guided Practice:
Ask the students How many cookies does the recipe make? (48) and
If we want to put 2 cookies per serving and we need 200 servings,
how many times will we need to make the recipe? (8 1/3 or 25/3).
Have the students work together in small groups to determine the new
measurements for the recipe by multiplying by 8 1/3.
Once they complete this activity, discuss their answers. Have a
member from each group explain how they found their answers.
Differentiation
Tier 1 students will receive assistance.
Tier 2 students will receive little to no assistance.
Tier 3 students will receive no assistance.
Independent Practice:
Next, have each student find new measurements for the recipe to
make the cookies at home for their family. The serving will still be 2
cookies.
Closure:
Discuss the new recipe. Have a couple volunteers share the
measurements that they found. Ask the students What other
occasions might you need to multiply by fractions to solve a problem?
Remind everyone that Market Day is tomorrow.
Assessment & Evaluation of Lesson:
The students will be assessed by observation.
Time & Resources:
40 minutes

Best Chocolate Chip Cookies

Daily Lesson Plan

Prep Time: 20 Minutes
Cook Time: 10 Minutes

Ready In: 1 Hour

Servings: 24

INGREDIENTS:
1 cup butter, softened

1 teaspoon baking soda

1 cup white sugar

2 teaspoons hot water

1 cup packed brown sugar

1/2 teaspoon salt

2 eggs

2 cups semisweet chocolate chips

2 teaspoons vanilla extract

1 cup chopped walnuts

3 cups all-purpose flour

DIRECTIONS:
1 Preheat oven to 350 degrees F (175 degrees C).
.
2 Cream together the butter, white sugar, and brown sugar until smooth. Beat in the eggs one at a time, then stir
. in the vanilla. Dissolve baking soda in hot water. Add to batter along with salt. Stir in flour, chocolate chips, and
nuts. Drop by large spoonfuls onto ungreased pans.

3 Bake for about 10 minutes in the preheated oven, or until edges are nicely browned
.

Subject: Social Studies

Topic: Economics

Grade: 5
Teacher: Jennifer Miller

Essential Question:
What are the roles of consumers and producers in the United
States?
How do these roles apply to a real life event?
What are the concepts of sales, expenses, and profits?
What role does supply and demand play in all of this?
Goals:
Objectives:
Q. General
SS.5.E.1 investigate the roles of consumers and producers
in the United States and apply the information to a real life
event (e.g. bake sale, sporting events, booth at a fair, snack
machines, etc.) using the concepts of:
o Sales (e.g. advertising and competition)
o Expenses
o Profits
o Supply and demand

Daily Lesson Plan

ELA.5.SL.C14.1 report on a topic or text or present an

opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support the main
ideas or themes, speak clearly at an understandable pace.
R. Specific
Student will present a report on their Market Day good/service
Student will apply their knowledge of the concepts of sales,
expenses, profits, supply, and demand
Methods:
Market Day Activity
Presentations
Students will participate in Market Day, then present their
reports to the class!