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MAT-E LESSON TEMPLATE

Title: The Numbered Forest
Author: Sara Spring
Subject: Math, Science
Grade Level(s): 5
Duration: 60 minutes
Subject Area(s): Number and Operations in Base Ten; STEM
State Standards: Math
!"#$%"&
8ecognlze LhaL ln a mulu-dlglL number, a dlglL ln one place represenLs
10 umes as much as lL represenLs ln Lhe place Lo lLs rlghL and 1/10 of
whaL lL represenLs ln Lhe place Lo lLs le.
!"#$%"( Lxplaln pauerns ln Lhe number of zeros of Lhe producL when
muluplylng a number by powers of 10, and explaln pauerns ln Lhe
placemenL of Lhe declmal polnL when a declmal ls muluplled or dlvlded
by a power of 10. use whole number exponenLs Lo denoLe powers of
10.
!"#$%") 8ead, wrlLe, and compare declmals Lo LhousandLhs.
*" 8ead and wrlLe declmals Lo LhousandLhs uslng base-Len numerals,
number names, and expanded form
+" Compare Lwo declmals Lo LhousandLhs based on meanlngs of Lhe
dlglLs ln each place, uslng >, =, and < symbols Lo record Lhe resulLs of
comparlsons.
!"#$%", use place value undersLandlng Lo round declmals Lo any place.
!"#$%"- Add, subLracL, muluply, and dlvlde declmals Lo hundredLhs,
uslng concreLe models or drawlngs and sLraLegles based on place value,
properues of operauons, and/or Lhe relauonshlp beLween addluon and
subLracuon, relaLe Lhe sLraLegy Lo a wrluen meLhod and explaln Lhe
reasonlng used.
STEM Standards of Practice
1. Learn and Apply Rigorous Science, Technology, Engineering, and
Mathematics Content
A. Demonstrate an understanding of science, technology,
engineering, and mathematics content
2. Integrate Science, Technology, Engineering, and Mathematics Content
A. Analyze interdisciplinary connections that exist within
science, technology, engineering, and mathematics disciplines and other
disciplines.
3. Interpret and Communicate Information from Science, Technology,
Engineering, and Mathematics
A. Identify, analyze, and synthesize appropriate science,
technology, engineering, and mathematics information (text,
visual, audio, etc.).
B. Apply appropriate domain-specific vocabulary when
communicating science, technology, engineering, and
mathematics content.
F. Communicate effectively and precisely with others
5. Engage in Logical Reasoning
B. Evaluate, select, and apply appropriate systematic
approaches (scientific and engineering practices, engineering
design process, and/or mathematical practices)
CAST!2006 Adapted from http://lessonbuilder.cast.org

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Goals
Unit Goals (enduring
understandings):
To review decimals, place value, number sense
Lesson Goals: Students will review quarter 1 math material through
interactive group work on the trail.
Methods
Anticipatory Set: What do you know about decimals?
Introduce and Model New
Knowledge:
I DO

Pass out activity questions to students to paste into

their math spirals.

Go over the directions/questions. Model a couple of

questions.

!Review trail rules!

Provide Independent Practice:

YOU DO
In partners (brain stem), students will complete activity in
their math spiral.
Provide Guided Practice:
WE DO

Discuss any questions that students had trouble with.

What patterns did they notice?

Assessment
Formative/Ongoing Assessment:
Are students using the correct numbers to solve their
questions?
Summative/End Of Lesson
Assessment:
Students will complete an exit ticket asking them to
record their 3 best solutions to the activity and one
short answer: what patterns did you notice?
CAST!2006 Adapted from http://lessonbuilder.cast.org

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Modifications: Student may work with IA and complete odd numbered questions.
Challenge: Fraction challenge question on activity.
Closure: Draw 3 sticks and have student share/solve their best problem with the
class.
Materials (including technology, texts, manipulatives, audio-visual)
Laminated numbers (prime, decimals); activity questions; exit ticket
Reflection (include discussion on time management, engagement, assessment
data outcomes)
1hls lesson was such a success! 1he sLudenLs were so exclLed abouL declmals, whlch was a huge
lmprovemenL from Lhelr prlor amLudes. 1he purpose of Lhls lesson was Lo revlew quarLer one
maLh maLerlal. Many of Lhe sLudenLs sLruggled wlLh declmals and number sense, so l LhoughL
Lhls would be an excellenL way Lo refresh Lhelr bralns. uesplLe Lhe cold and wlndy day, Lhe
sLudenLs were engaged from Lhe beglnnlng of Lhe lesson because Lhey knew we were golng Lo
use our ouLdoor classroom."
1wenLy one Lrees were all labeled wlLh lamlnaLed noLecards LhaL had declmals on Lhem. 1he
sLudenLs were requlred Lo answer several quesuons boLh revlewlng declmals as well as a
prevlew Lo fracuons ln h grade. noL only dld Lhey work well LogeLher ln Lhelr groups, buL Lhey
were all very focused on answerlng Lhe quesuons. l really only had one sLudenL LhaL needed
exLra supporL Lo sLay on Lrack. CulLe a few sLudenLs were really deLermlned Lo gure ouL Lhe
fracuon challenge and sLuck wlLh Lhe sLruggle. l was very proud of Lhelr eorLs. 1he lesson
umlng worked ouL perfecLly and as Lhe sLudenLs nlshed Lhelr exlL uckeL back ln Lhe classroom,
Lhey were dlsmlssed Lo book buddles.
1helr exlL uckeLs were full of work. 1he sLudenLs had Lo record Lhelr answers for Lhree quesuons
of Lhelr cholce and explaln whaL pauerns Lhey nouced on Lhe Lrall. Cf Lhe rsL Lhree answers, all
sLudenLs recelved full credlL as Lhelr calculauons were correcL. 8uL only 30 of Lhe class
answered Lhe pauerns quesuon correcLly. erhaps Lhe powers of Len and recognlzlng number
pauerns need Lo be revlslLed.
l really wanLed Lo Lurn Lhe Lrall lnLo an ouLdoor classroom and l belleve l was able Lo accompllsh
LhaL. 1he Lrall can be used for much more Lhan [usL sclence! l belleve our servlce learnlng
pro[ecL noL only meL Lhe needs of Lhe school for green school recerucauon, buL we creaLed a
wonderful ouLdoor classroom for everyone Lo use. ln Lhe nal reecuon glven Lo sLudenLs on
Lhe naLure Lrall, Lhey had hlgh revlews. 1he sLudenLs really love Lhe Lrall and would llke Lo use lL
as much as posslble. 1hey were full of excellenL ldeas and acuvlues buL some expressed Lhelr
sadness because Lhey were movlng onLo mlddle school nexL year and would noL geL Lo use lL.
CAST!2006 Adapted from http://lessonbuilder.cast.org

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Questions to be glued in notebook:
1. How many numbered trees are there total?
a. Take this number and multiply it by the lowest prime number.
2. Compare the fifth number on the trail with the seventh number on the trail,
using <, >, or =.
3. Pick any two decimal numbers on the trail and multiply them together.
a. What does your answer look like in expanded form?
4. Pick any decimal on the trail and round it to the hundredths place.
5. Did you notice any patterns?
6. Design your own question and answer using any numbers from the trees.
Numbers on Trail
0.095
9.50
950.00
95000.00
8570.00
857.00
85.70
8.57
0.857
0.0857
0.02
0.20
2.00
0.00044
0.4444
0.98
0.05
0.10
0.5234
0.00954
BONUS! Change to a fraction and simplify, if possible.
0.75
0.25
0.33
0.2
CAST!2006 Adapted from http://lessonbuilder.cast.org