Addition and Subtraction with Decimals Review [6th grade]


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Trinity University
Digital Commons @ Trinity
Understanding by Design: Complete Collection

Understanding by Design

Summer 2015
Addition and Subtraction with Decimals Review [6th grade]
Samantha Bos
Trinity University, [email protected]

Follow this and additional works at: https://digitalcommons.trinity.edu/educ_understandings Part of the Education Commons
Repository Citation
Bos, Samantha, "Addition and Subtraction with Decimals Review [6th grade]" (2015). Understanding by Design: Complete Collection. 323. https://digitalcommons.trinity.edu/educ_understandings/323
This Instructional Material is brought to you for free and open access by the Understanding by Design at Digital Commons @ Trinity. For more information about this unie, please contact the author(s): [email protected] For information about the series, including permissions, please contact the administrator: [email protected]

Name: ________________________________

Date:_______________

UNDERSTANDING BY DESIGN

Unit Cover Page
Unit Title: Addition and Subtraction with Decimals Review Grade Level: 6th
Subject/Topic Area(s):Math
Designed By: Samantha Bos
Time Frame: Approximately 2 weeks
School District: The Winston School San Antonio
School: The Winston School San Antonio
School Address: 8565 Ewing Halsell Dr, San Antonio, TX 78229
School Phone : (210) 615-6544
Brief Summary of Unit (Including curricular context and unit goals):
The purpose of this unit is to briefly review multiple-digit addition and subtraction with decimals. The unit starts by reviewing addition with whole numbers, adding decimals, than reviewing subtraction with whole numbers, and then decimals. The unit finishes with a brief finance lesson in how to write checks, receipts, and balance a checkbook. The culminating project is a bazaar where students buy and sell homemade products and keep track of the money they spend by keeping a checkbook in addition to the receipts and checks they have received.
This unit’s instruction is primarily through flipped instruction; the students listen and take notes to a video at home, and then practice the application at school. Flipped videos are accessible through the weebly link at the bottom of the unit. These lessons can also be taught in class.
There are a few important notes to be made about the lesson. The first is that this lesson is designed for students with learning differences and therefore the lesson may be applicable to mainstream students at a younger age or a small group pull out. In addition, this lesson was designed for a small class or a small group pull out. The logistics of the culminating bazaar will have to be adjusted for a large class.

Name: ________________________________

Date:_______________

ESTABLISHED GOALS (6.1.A) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to apply mathematics to problems arising in everyday life, society, and the workplace.
(6.3.D) Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: add, subtract, multiply, and divide integers fluently.

Stage 1 Desired Results

Transfer

Students will be able to independently use their learning to…

Use addition and subtraction skills to engage in financial

transactions in a closed simplified monetary system.

Meaning

UNDERSTANDINGS

ESSENTIAL QUESTIONS

In a closed monetary system, the profits must equal the expenses of the group.
Expenditures cannot be greater than original income (you cannot spend more than you have).

How can math be used in everyday application?
How do you know when to use addition versus subtraction?

Addition and subtraction are

inverses of the same function.

Acquisition

Students will know…

Students will be skilled at…

How to write a check.

Adding numbers with decimals

How to balance a simplified checkbook.

Subtracting numbers with decimals

How to use money-related terms including: income, expenses, check, deposit, checkbook, balance

Using the inverse of an operation to check an answer
Identifying and using key words to signal operations in word problems.

Name: ________________________________

Date:_______________

Code Evaluative (M or T) Criteria

Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S): Students will buy and sell homemade items at a class bazaar using checks, as well as balance a checkbook.

Each student will come to school with pre-priced goods that they will sell to the class (there must be enough for everyone in the class to receive at least one). In addition, students will each be given a checkbook.

Round 1:

In the first round of purchasing/selling the first group students will go to booths that they would like and purchase goods. Students who are buying goods must give a check to the sellers as well as keep track of their expenditures on their checkbooks. The seller will also keep track of income made on their checkbooks and provide a receipt for each purchase made.

Students will return to their desk and must calculate their new net worth and make sure that it matches the amount of money that they have in their checks and receipts.

Round 2-6:

The process will repeat so that every student has a chance to purchase goods from every other student.

Students must make a final tabulation of the amount of money they have at the end of the transactions and compare it to their checks and receipts.

As a final check, students will put their final balances on the board and the class will find the sum, which should equal the total number of students multiplied by $20. OTHER EVIDENCE:

Addition/Subtraction Unit Test

Entry/Exit Tickets
Stage 3 – Learning Plan
Obj: Students will be able to demonstrate prior knowledge of addition and subtraction as well as financial formatting

Code (A,M,T)

Pre-assessment: Students will complete a brief pre-test with addition and subtraction

problems as well as a word problem asking the students to balance a checkbook.

Summary of Key Learning Events and Instruction

Progress Monitoring

Name: ________________________________

Date:_______________

Day 1:

Students will be able to add whole numbers fluently.

• Teacher will briefly review the concept of carrying over

when adding two digit or larger numbers.

• Students will then practice with a partner adding on white

A

boards using two to four ten-sided dice, checking their

partner for the correct answers.

• If time remains, students will compete on the white board;

two students will go up and add two double- or triple-digit

numbers. The first to answer the problem correctly remains

at the board, while the other sits down and the next

Exit Ticket

challenger goes to the front of the board.

• Exit Ticket: Students must complete a brief series of

addition problems in the last five minutes of class.

HW: Students will complete the notes portion of the Addition Decimal Video for homework.

Day 2: A Students will be able to add numbers with decimals fluently.

• Entry ticket: Students will complete a series of whole number addition math problems.

Exit Ticket

• Students will practice as a group addition problems with

decimals.

• Students will practice with a partner adding problems with

decimals.

• Exit Ticket: Students will complete a series of decimal

addition math problems. A

Day 3: Students will be able to subtract whole numbers fluently.

Exit Ticket

• Entry Ticket: Students will complete a brief series of decimal

addition math problems.

• Teacher will briefly review borrowing in subtraction

problems.

• Students will complete subtraction problems with the class

and then individually. After completing subtraction

problems, students will be expected to check their answers

by inversing the equation and adding the numbers to check

the answer.

A

• Exit Ticket: Students will complete a brief series of

subtraction problems with whole numbers.

HW: Students will complete the notes portion of the subtraction with decimals handout.

Exit Ticket

Name: ________________________________

Date:_______________

Day 4:

Students will be able to subtract numbers with decimals fluently.

• Entry Ticket: Students will complete a brief series of

Collect Entry Ticket/

subtraction problems using whole numbers.

Warm-Ups

A

• Students will complete subtraction problems with class and

then individually. After completing subtraction problems,

students will be expected to check their answers by

inversing the equation and adding the numbers to check the Exit Ticket

M

answer.

• Exit Ticket: Students will complete a brief series of

subtraction problems with decimals.

HW: Students will complete notes portion of the word problems handout. A
Exit Ticket
Day 5: Students will be able to apply definitions of math vocabulary to solve word problems.
• Entry Ticket: Students will complete a brief series of addition and subtraction problems using whole numbers and decimals.
• Students will practice solving word problems as a class and then individually.
• Exit Ticket: Students will be given a list of signal words and determine if they apply to addition or subtraction problems.

HW: Students will create 3 word problems using the math
vocabulary learned in class. M

Day 6: Students will be able to apply definitions of math vocabulary to solve word problems.
• Entry Ticket: Students will complete a brief series of word problems.
• Students will solve the other students’ word problems, highlighting the key words used.
• Exit Ticket: Students will reflect on three things they have learned about word problems.

HW: Watch and complete the notes for the first steps of the LINCing

Vocabulary Strategy via Flipped Video Instructions. Students should

A define the words and brainstorm effective Reminding Words for

each vocabulary term.

Exit Ticket

Name: ________________________________

Date:_______________

Day 7:

Students will be able to connect addition/subtraction vocabulary

and financial vocabulary to prior knowledge.

• Students will complete the LINCing notes for math

Collect Entry Ticket/

vocabulary. Using Think-Pair-Share, students will share their Warm-Ups

ideas from the night before for effective Reminding Words;

T

students may change their answers if they choose and share

with the class their favorite Reminding Word.

Test

• As a class, students will brainstorm LINCing Stories to

connect the definition of the vocabulary word and the

Reminding Word.

• Independently, students will create a picture to remind them

of the word.

• Students will then test each other on their ability to

remember the definitions of the words (using the reminding

word and story).

A HW: Students will complete the notes portion of the Checks & Checkbook Notes

Day 8:

Students will be able to apply addition, subtraction, and word

problems skills to writing checks and balancing a checkbook. • Entry Ticket: Students must be able to correctly define a

Transfer Assessment

given word and include the Reminder Word, LINCing story,

T

or description of the picture.

• As a class, students will practice completing a balanced

checkbook.

• Exit Ticket: Students will complete a brief series of addition

and subtraction problems.

HW: Study for Test Create goods for bazaar

Day 9: Students will be able to apply addition and subtraction skills in addition to being able to identify key signal words in word problems.
• Entry Ticket: Students will complete a brief series of addition and subtraction problems with decimals as well as identify/sort key vocabulary signal words in a word problem.
• Test

Name: ________________________________

Date:_______________

HW: Watch the notes portion of the video of how to write a check and a receipt. Create goods for the bazaar

Day 10: Students will be able to prepare visual representations of goods to be sold at the bazaar.
• Entry Ticket: Students will balance a checkbook according to word problems.
• Students will review the process of the bazaar and create posters or slogans to identify the goods they are selling.
• Students will practice writing checks and receipts for the bazaar.
HW: Create goods for the bazaar

Day 11: Students will be able to apply addition and subtraction skills in financial transactions.
• Students will review the process of the bazaar and set up their booths.
• Bazaar
• http://www.kidsmoneyfarm.com/how-to-write-a-check.htm for check template • https://www.moneyinstructor.com/wsp/printregister.asp for checkbook template • Kaffir, B., Mercer, C., & Miller, S. (2011). Addition with regrouping. Lawrence, Kansas: Edge
Enterprises.
Flipped Videos available at http://winstonbos.weebly.com

Magical Math Bazaar
Welcome to the Magical Math Bazaar. Today you have an opportunity to put your addition and subtraction skills to work as you sell your products and buy goods from your peers.

Name: ________________________________

Date:_______________

When it is your turn to buy from others, be sure to write complete checks and record the money you spend as expenses. Don’t forget that when you are selling your goods, you need to write a receipt for every item bought and record every amount as a deposit.
Example Receipt:

BAZAAR RECEIPT

Date 9/8/2015 Receipt Number 001

Description (including number)
Buyer
Seller
Total Amount Example Check:

Lucy’s Lovely Hair Ties - 1 Charlie Lucy $ 1.89

Check #

Check Paid To

Check/Deposit Amount

Balance

Name: ________________________________

Date:_______________

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Addition and Subtraction with Decimals Review [6th grade]