Molloy College

Division of Education

Denise Redfern College Supervisor: Susan McLaughlin

Content Area: Math Cooperating Teacher: Jessica Dispenza
Grade 5 Lesson #1 Topic: Decimals Date: 11/28/2018
School District: Seaford School: Seaford Harbor Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a mini lesson on estimating decimal sums and differences, students will work in pairs to
play a game of “Estimating Decimals Tic Tac Toe” to practice estimating decimal sums and
differences. Students will work independently on estimating decimals by rounding and using
benchmarks on a number line by answering at least one question correctly.

STANDARDS AND INDICATORS

CCSS-Mathematics.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.
Indicator: This will be evident when students estimate the sums and differences of
various problems using the task card shopping game.

INSTRUCTIONAL RESOURCES

• Pencils
• GoMath Chapter 3
• “Estimating Decimal Sums and Differences” note sheet created from GoMath
• “Tic Tac Toe” teacher-created game
• Notebooks
• Two Colored Counters

MOTIVATION (Engaging the learner(s)*)

Teacher will review what was learned in a previous lesson on rounding decimals and the place
values. Teacher will then explain that today students will be learning to estimate decimal sums
and differences using the information we have previously learned.

DEVELOPMENTAL PROCEDURES
 (including Key Questions)
1. Teacher will direct instruct a mini lesson using “Estimating Decimal Sums and
Differences” notes sheet on the SmartBoard. In the first example, students will round
each number to the nearest whole. Then, students will solve using addition to find the
estimated sum. In the second method, students will be taught to use benchmarks to
estimate. (When finding the nearest whole number, what two place values do we look at?
Which place value do we look at if the problem does not tell us what to round to? What
real world situations do we use estimating decimals in?) (10 minutes)
2. Students will play a game of “Estimating Decimals Tic-Tac-Toe” with a pre-selected
partner by the teacher. Students will take turns choosing one problem from the tic tac toe
board to solve. If the student solves the problem correctly, then the student gets to put a
colored checker on that spot. If the student does not solve the problem correctly, then the
spot remains in the game. The first student to get 3 in a row, wins! (What benchmarks
will you use to solve the problems? What is the greatest place value that we can round
to?) (10 minutes)
3. For independent practice, students will work on page 133 and solve problems that involve
using rounding to estimate and using benchmarks to estimate. (10 minutes)
4. As an assessment, students will be asked to put one problem from the GoMath
independent work on a selected whiteboard or on the SmartBoard in the room. (3
minutes)
5. To close the lesson, the teacher will go over the different problems on the boards. (5
minutes)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Modeling
Indicator: Teacher will model how to estimate the sums and differences of decimals
using the SmartBoard.
Collaboration
Indicator: Students will work together by playing an engaging game of Tic-Tac-Toe
while practicing their estimating decimals skills.

ADAPTATIONS (Exceptionality*)

• The student who struggles to focus will be refocused using non-verbal cues and will
receive extra support from the teacher when need be.
• Students with disabilities will be told to underline the question and circle the important
numbers in the word problems. Students will also be given selected problems. Students
will repeat directions given.
 DIFFERENTIATION OF INSTRUCTION
Struggling Students
• Struggling students will be given the “Estimating Decimals Tic-Tac-Toe” with easier
problems.
Average Students
• Average students will be given the “Estimating Decimals Tic-Tac-Toe.”
Advanced Students
• Advanced students will be given the “Estimating Decimals Tic-Tac-Toe” with more
challenging problems, such as more difficult word problems and problems that contain
three addends.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will work independently on estimating decimals by rounding and using benchmarks on
a number line by answering at least one question correctly.

INDEPENDENT PRACTICE
Students will work on P65 in the GoMath Chapter 3 homework book to further deepen their
understanding of estimating decimal sums and differences.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Teacher would reteach the estimating decimals lesson by using a number line as a model for
learning estimating by benchmarks. Students will also color-code the place value. Students
would use “Estimating Sums & Differences with Decimals Study Buddy Cards” to practice
estimating sums and differences.

Academic Enrichment
Students will play an engaging online game, “Estimating Sums and Differences of Decimals” by
doing work in their notebooks and typing the answers into the computer.
https://www.mathgames.com/skill/5.30-estimate-sums-and-differences-of-decimals
 REFERENCES

Houghton Mifflin Harcourt. (2015). Chapter 3: Estimate Decimal Sums and Differences.

Orlando, FL: Houghton Mifflin Harcourt Publishing Company.

National Governors Association for Best Practices, Council of Chief State School Officers.

(2010). Common Core State Standards for ELA: fifth grade. Retrieved from

https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-

standards-for-english-language-arts-and-literacy

Math Games. (n.d.). Estimating sums and differences of decimals. Retrieved from

https://www.mathgames.com/skill/5.30-estimate-sums-and-differences-of-decimals
Name ___________________________ Date _____________

ESTIMATING DECIMAL SUMS AND DIFFERENCES

Essential Question: How can you estimate decimal sums and differences?

One Method: Using Rounding to Estimate

Second method: Using Benchmarks
 ESTIMATING DECIMALS TIC-TAC-TOE

• The player whose birthday is closest to today’s date will go

first.
• Each player will choose one problem to solve for each turn.
• If you get the problem correct, you place your colored counter
on that square, if not, that box remains in the game.
• After 1 of the players believes they have won, please ask for an
answer key to check if you got the answers right. If all the
answers are not correct, keep playing!

Round to Estimate: Estimate by Round to Estimate:

benchmark:
4.78 + 3.20 = 7.45 – 3.65 =
0.35 + 0.77 + 0.20 =

Estimate by Andrew has $40.45. Estimate by

benchmark: If he buys a baseball benchmark:
bat for $25.50, about
0.76 – 0.22 = how much money 14.01 – 4.51 =
will Andrew have
left?

The Brennan family

are on a roadtrip. Round to Estimate: Round to Estimate:
They traveled 13.8
hours the first day, 0.65 – 0.28 = 36.98 – 14.56 =
9.97 hours the
second day, and 3.4
hours the third day.
About how many
hours did the
Brennan family
travel?
 Answer Key

8 1.25 3.0

0.6 $14.00 9.50

27 miles 0.4 22.00

 ESTIMATING DECIMALS TIC-TAC-TOE
• The player whose birthday is closest to today’s date will go first.
• Each player will choose one problem to solve for each turn.
• If you get the problem correct, you place your colored counter on that
square, if not, that box remains in the game.
• After 1 of the players believes they have won, please ask for an answer
key to check if you got the answers right. If all the answers are not
correct, keep playing!

Round to Estimate: Estimate by Round to Estimate:

benchmark:
29.40 + 42. 75 = 9.67 + 3.45 =
0.20 + 0.77 =

Estimate by Kasie had $25.00. She Estimate by

benchmark: bought a pocketbook for benchmark:
$8.50. What is the
0.76 – 0.22 = estimated amount of 14.01 – 4.51 =
money Kasi has left?

Chase and Tyler went to

out to lunch. Chase’s Round to Estimate: Round to Estimate:
lunch cost $3.65 and
Tyler’s was $4.28. When 0.65 – 0.28 = 35.98 – 20.54 =
the waiter handed them
the bill, they noticed
that she didn’t total the
bill up. Estimate the
total of the bill.
 Answer Key

73 1.00 13

0.50 $16.00 9.50

$8.00 0.4 15.00

 ESTIMATING DECIMALS TIC-TAC-TOE
• The player whose birthday is closest to today’s date will go first.
• Each player will choose one problem to solve for each turn.
• If you get the problem correct, you place your colored counter on that
square, if not, that box remains in the game.
• After 1 of the players believes they have won, please ask for an answer
key to check if you got the answers right. If all the answers are not
correct, keep playing!

Round to Estimate: Estimate by benchmark: Round to Estimate:

29.40 + 42. 75 = 0.20 + 0.77 + 0.99 = 29.40 + 42.75 + 15.86 =

Estimate by Steve saved $39.56 in Estimate by

benchmark: January and $45.98 in benchmark:
February. By the end of
0.76 – 0.22 = March, he wants to have 14.01 – 4.51 =
saved about $100.00.
Estimate the amount of
money Steve would need
to save in March.

Janet had $60 to spend

on an art’s project. She Round to Estimate: Round to Estimate:
bought supplies from
three stores for $18.19, 0.65 – 0.28 = 35.98 – 20.54 =
$26.45, and $11.28.
Estimate how much
money will Janet have
left after shopping by
either using the
rounding method or the
benchmark method.
 Answer Key

73.00 2.00 88.00

.50 $12.00 9.50

$4.00 0.4 15.00