Download math-science 1.1 - Gulfport School District

Parker/Garcia—5th Grade
Lesson Plans—Math
August 8-12
Essential Question(s): How does a digit‛s position affect its value?
Standards: 5.NBT.1, 5.NBT.2
I can: -I can recognize that each place to the left is 10 times larger in a multi-digit number. I can recognize that each
place to the right is 1/10 as much in the multi-digit number. I can express powers of 10 by using whole digit exponents. I
can illustrate and explain a pattern for how the number of zeros of a product –when multiplying a whole number by power
of 10-relates to the power of 10. I can illustrate and explain a pattern for how multiplying or dividing any decimal by a
power of 10 relates to the placement of the decimal point.
.
Monday
Tuesday
Wednesday
Bell Ringer:
Why does the number 13,543
have a different value than
13,453? Explain your thinking?
Anticipatory Set:
-Math Antics
Guided Practice:
TTW: Draw a place value chart
and discuss place value with
students and the proper way to
say them.
-Discuss the use of base ten
blocks to show numbers.
-1 block equal 1, a row of ten
equals 10, 10 rows of 10 equal
100.
TTW:
-Discuss with students the use
of base ten blocks when
working with decimals. Showing
the students that a 100 grid is
used to indicate 1/10 by
shading in one block. And 1/100
is indicated by shading in a row
of ten, 1/1000 is indicated by
shading in an entire block of
100.
Bell Ringer:
There are two 3's in the
number 2,033,541. Jessica says
that the 3on the left is 10
times the value of the 3on the
right. Esperanza says the 3on
the right is 1/10the value of
the 3 on the left. Who is
correct? Explain your thinking
Anticipatory Set:
• Have students solve a set of
problems, with each one
multiplied by 10, 100, or
1.000.
• Write student responses on
the board.
• Ask students to turn and talk
to their neighbor to discuss any
patterns that
they might be seeing.
Guided Practice:
TTW: Review yesterday lesson.
Start with the pattern now one
place value to the left is 10x
more.
*So let‛s start with two ones
(continue the prior process)
Bell Ringer:
Bobby is helping buy
meats, for grilling, for
the school picnic. He
bought 10 pounds of
sausage at $1.69 per
pound, 100 pounds of
hamburgers at $1.99
pound, 1,000 pounds
of hot dogs at $2.09
per pound, and 100
pounds of chicken at
$3.69 per pound.
Which of the items he
bought cost the most?
Anticipatory Set:
Study Jams (place
value)
Guided Practice:
TTW: Discuss how 10,
100, and 1000 are
related. Review
previous skills this
week.
-Illustrate the zero
effect when
multiplying by
Thursday
Bell Ringer:
The number 195.763 is multiplied by 100.
Where would the decimal point be found in
the product?
a.between the 1 and the 9
b.between the 9 and the 5
c.between the 7 and the 6
d.between the 6 and the 3
Anticipatory Set:
https://www.youtube.com/watch?v=K2NDSQ4pzlU
Stop video at 2 minutes and 40 seconds.
Guided Practice:
TTW: Discuss exponents and the power of
ten. Work on page 11 in the instruction
book Try it another way. Review and
Reteach skills from earlier during the week.
Work through pages 6,7,12, and 13 with the
students.
TSW: Follow along with teacher giving
verbal responses showing work and asking
question
Independent Practice:
-Pages 7, 8, 15, 16 practice book
Assessment:
Observation and completion of the
activities
Friday
Bell Ringer:
Which of these is 104 times less than
140?
A. 1,400,000
B. 1,400
C. 1.40
D. 0.014
Anticipatory Set:
-Act out place value with decimals.
Guided Practice:
-Work on word problems with the
students using a handout.
Independent Practice:
-Lesson One and two Quiz
Assessment:
Observation and completion of the
activities
Closure:
Exit Ticket
Write three complete sentence about
three skills you learned this week in
math.
TSW:
-Follow along taking notes as
needed to solidify the skill.
-Use verbal participation and
ask question when along the
way.
-TTW:
Work through place value
examples with students.
Independent Practice:
TTW: Assign pages 3-4 for
completion during class.
Assessment:
Observation and completion of
the activities
Closure:
Exit Ticket
One place to the right 1/10 of
that place so divide by powers
of 10.
-Demonstrate the use of
division by the power of tens.
Understanding Powers of 10 in
the book.
TSW: Follow along with teacher
giving verbal responses showing
work and asking question.
Independent Practice:
Pages 5,6,11, 12
Assessment:
Observation and completion of
the activities
Closure:
Exit Ticket
different powers of
ten.
-Ask the student
what the relationship
is and to demonstrate
using another number
or what is the next
number.
-Using the second
part of guided
practice in the book
allow students to work
individually and
circulate to make sure
that all students have
a proper
understanding.
TSW: Follow along
with teacher giving
verbal responses
showing work and
asking question
Closure:
Exit ticket
Independent
Practice:
-pages 13 and 14
Assessment:
Observation and
completion of the
activities
Closure:
Exit Ticket
Homework: Will differ nightly
Interactive game websites:
https://splashmath.com/mathskills/fifth-grade/placevalue/decimal-place-value
http://mrnussbaum.com/pla
cevaluepirates/
Vocabulary: decimal, place, value, place
value, base ten, multiply, tenths,
hundredths, thousandths, divide, power,
exponent, power of a number, multiple,
exponential notation, scientific notation.
Intervention: BOOST, Bond, Redmond
Parker/Garcia—5th Grade
Lesson Plans-Science
August 8-12
Essential Question(s): What are the differences between animal and plant cells?
I Can Statement standards: I can identify parts of an animal and plant cell. I can distinguish the difference between an animal and plant cell.
ALL standards:
Research and classify the organization of living things. (Proficient) (DOK 2)
Differences between plant and animal cells
Vocabulary: cell, cell membrane, dna, flagella, cilia, mitochondria, endoplasmic reticulum, chloroplast, cell wall, ribosomes, cytoplasm,
nucleolus, vacuoles, golgi bodies, lysosomes
Monday
Bell Ringer:
Cells were discovered by?
A.
B.
C.
D.
Leeuwenhoek
Robert Hooke
Robert Swanson
Robert Brown
Anticipatory Set:
https://www.youtube.com/watch?v=p51FiPO2_k
Q
Guided Practice:
TTw: Show a ppt on the
seven characteristics of
cell.
Tuesday
Wednesday
Thursday
Bell Ringer:
Word Bank: Cells, Food,
waste, lifespan,
reproduce, life
1. Living things produce _.
2. All living things grow
and ___.
3. Living things all have a
limited ____.
4. __ are the basic units
of ___.
5. Living things require __
for energy.
Bell Ringer:
Which structure in
the cell is
primarily
responsible for
directing all
processes of a
plant cell?
A. Lysosomes
B. Mitochondria
C. Nucleus
D. vacuoles
Bell Ringer:
What structure is responsible for
allowing materials into and out of the
cell?
a. Nucleus
b. Cell wall
c. Mitochondrion
d. Cell membrane
Anticipatory Set:
Anticipatory Set:
Study Jams Animal Cells
Anticipatory Set:
Study Jams Plant
Cells
https://www.youtube.com/watch?v=MfopLilIOeA
Guided Practice:
-whole class reading passages.
Independent Practice:
TSW: Group work: students will draw
and label the plant and animal cell
Friday
Bell Ringer:
Plant and animal cells both
contain which of the following?
A. a large vacuole
B. cell wall
C. a nucleus
D. chloroplast
Anticipatory Set:
https://www.schooltube.com/video/309d4627a98ff28b8927
/
Guided Practice:
-whole class reading passages.
Independent Practice:
Quiz and finish projects from
yesterday.
Independent Practice:
TSW: Complete printed
ELA science worksheet on
writing and science skill.
Assessment:
Observe students during
independent practice.
Listen to their verbal
responses.
Closure:
List five of the seven
characteristics of life that
a cell and all life forms
do?
1.____________
2. ___________
3. ____________
4. ____________
5. ____________
Guided Practice:
TTW: Give notes on the
animal.
http://www.slideshare.net/ita_paola/the-basicstructure-and-function-of-cells?qid=25b384f2dc53-492a-9c0a040511ad751f&v=&b=&from_search=12
Use this slide share and
stop on lysosomes.
Independent Practice:
TSW: Label the animal
cell.
Answer questions about
the lesson.
Assessment:
Observe students during
independent practice.
Listen to their verbal
responses.
Closure:
What is the name of the
jelly like substance in an
animal cell?
Guided Practice:
TTW: Use slide
from yesterday
and complete plant
cells.
Independent
TSW: Label the
plant cell and
answer questions.
Assessment:
Observe students
during independent
practice. Listen
to their verbal
responses.
Closure:
In order for a
living organism to
considered living it
needs cells. Since
you know the 7
characteristics of
a cells and living
organisms, place
the following list
into two
categories. These
items will either
be living or
nonliving.
-tree, bird, rock,
water, human,
dirt, flower,
Assessment:
Observe students during independent
practice. Listen to their verbal
responses.
Closure:
Which of the following structures is
not present in an animal cell? Circle
all that apply
A. nucleus
B. ribosomes
C. chloroplast
D. cell membrane
E. Cell wall
Assessment:
Observe students during
independent practice. Listen to
their verbal responses.
Closure:
Name five things you learned in
Science class this week?
1._____________
2._______________
3._______________
4._______________
5._______________
concrete, lava ,
gold, turtle,
Barbie doll, sand,
fish, clouds,
apple, mushroom,
roach, seaweed,
pokemon