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Mathematical Standards:
5.NBT.B.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.
5.NF.A.1. Add and subtract fractions with unlike denominators (including
mixed numbers).
5.NF.B.3. Interpret a fraction as division of the numerator by the
denominator (a/b = a b). Solve word problems involving division of whole
numbers leading to answers in the form of fractions or mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem
5.NF.B.4. Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
Physical Education Standards:
S1.E2- Locomotor-Running
S5.E2- Challenge
Instructional Objective:
Students will be able to calculate (on the white board or in their heads)
a division or fraction math problem, transfer that knowledge to an
answer, and demonstrate by running that they know the answer.
Closure:
For closure, I will ask students to sit in the circle line of the basketball
court, and turn their voices off. I will ask students various questions
about the game; if they enjoyed it, what was different about the game,
what we could change for next time, and review some of the math
problems we went over.
Assessment/Evaluation:
In order to be successful during this lesson, students must be paying
attention, actively listening and participating, and following directions.
Even if students do not know the answer to the problem I call out, they
should be actively trying to solve each problem called out in their
heads or on the white board. I will be using formative assessment,
checking in on students throughout the lesson for comprehension. I will
ask things such as Give me a thumbs up if you know your number! or
Raise your hand if that question was a little difficult for you-lets go
over that before we move on.
Modifications/Differentiation:
To support students with IEP goals, I will modify the question asked for
their number called out. I will know ahead of time which number I will
give those students, and make sure to call out a problem I know these
students can be successful in solving. In order to support ELL students,
I will draw the problems on the white board, and hold it up so they can
visually see the problem. Throughout the game, if I notice students are
struggling, I can easily adjust the difficulty of the problems, as well as
the length of the game.