Math 5th Grade Lesson Plantarium Martin December 12, 2016

Math 5th Gradelesson Plantami Martincur520december 12 2016dr Molly

Math 5th Grade Lesson Plan Tami Martin CUR/520 December 12, 2016 Dr. Molly Dyer Standard # Cognitive Complexity (DOK level) / Learning goal w/ language objective MAFS.5.NBT.2.5 Fluently multiply multi-digit whole numbers using the standard algorithm (DOK1) MAFS.5.NBT.2.6 Find whole number quotients of whole numbers with up to 4 digit dividends and 2 digit divisors, using strategies based on place value, the properties of operations, and / or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models. (DOK2) Unit Scale 4.0 Examples of students independently working beyond what was taught in class may include, but are not limited to: · Creating an EXCEL spreadsheet that categorizes types of multiplication and division problems based on product unknown, group size unknown and group number unknown. 3.0 The students will · Fluently multiply multi-digit whole numbers (not to exceed 5 digits by 2 digits) using the standard algorithm · Find whole number quotients of whole numbers with up to 4 digit dividends and 2 digit divisors, using strategies based on place value, the properties of operations, and or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models. 2.0 The students will · Multiply multi digit whole numbers (not to exceed 5 digits by 2 digits) using a variety of strategies. · Find whole number quotients of whole numbers with up to 4 digit dividends and 1 digit divisors using a variety of strategies. 1.0 With help, the students will · Multiply 5 digit whole numbers by 1 digit whole numbers · Find whole number quotients of whole numbers with up to 3 digit dividends and 1 digit divisors, using a variety of strategies. Day 1 Day 2 Day 3 Learning Goal w/ Language Objective: I will be able to multiply multi-digit whole numbers. I will be able to multiply multi-digit whole numbers. I will be able to multiply multi-digit whole numbers. Learning Target Multiplying multi-digit whole numbers Multiplying multi-digit whole numbers Multiplying multi-digit whole numbers Academic Vocabulary Dividend, divisor, Standard algorithm Quotient, product Area model Rectangular arrays Materials / Resources Math notebook Math notebook Multiplication Video Math notebook Table top Activity Explicit modeled instruction / guided practice Bell work: An addition problem is shown. 62,,332 +2,557 Calculate the sum. Have students complete bell work Review responses REVIEW: Review learning goal/scale Have students rate themselves on the scale (DQ 1, Element #1) Review vocabulary by turning and talking with their partners. Share out. (DQ 3, Element #14) ENGAGEMENT : 3 statements are written about multiplication. 2 of them are true & 1 is not true (fiction). Stand up when you hear the "fiction" statement Example: 1. You always start with the ones digit and multiply across the top. 2. The numbers you multiply are called the product. 3. The numbers you multiply are called the factors. Now you try! On your note card write 3 statements about multiplication. Remember…2 must be true and 1 must be fiction. EXPLICIT: SLIDE 1: 434 x 6 (DQ 2, Element 6) CRITICAL INFO: Having students color code the place value and then change color when moving on to the next digit can help. Walk students through how this is done by also using the steps within the traffic light on the slide. Students need to use standard algorithm for each problem. The stop light will be used throughout the lessons on multiplication, but today we are only focusing on the green light. Traffic Light: when explaining the traffic light to students – 1. GREEN - (Multiply the top) means to multiply the digit in the ones place (green) by each of the digits in the top number. 2. YELLOW (drop it like it’s hot and multiply the top) means to add in the place holder and the multiply tens digit (yellow) by each of the digits in the top number. 3. RED (ADD (+) and show ‘em what you got) means to add up the green and the yellow products to get your final answer. Answer: 2,604 (DQ. 2 Element 9) SLIDE 2: 12,434 x 7 Answer: 87,038 (DQ. 2 Element 9) GUIDED/Collaboration: SLIDE 3 : 3,634 x 2 Check for understanding: Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice Answer : 7,268 (DQ. 2 Element 11) SLIDE 5: 21,776 x 3 Check for understanding: Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice Answer : 21,776 (DQ. 2 Element 11) Check for understanding: Today we are going to 
learn a new way to chat 
with our partners. Let's learn how to play 
"Carousel Feedback“ (we will be using this method throughout the week so students get comfortable with it.) Directions : Give students a minute or so to solve problem #1 independently. At the end of the minute they will pass trade papers with their shoulder partner. Each partner will write 2 comments on the paper they now have in 30 seconds. One comment should be something that they did well and the other should be something that they could do better. At the end of 30 seconds they will give papers back and repeat with #2. Question #1 Answer: 4,115 Question #2 Answer: 19,554 (DQ 5 Element 27) Independent Practice: Exit Slip: 17,221 x 7 Answer: 17,221 x 7 = 120,547 Revisit scale and have students rate themselves again Bell Work: An addition problem is shown: 36,549 + 37,332 + 6,437 Calculate the sum. Have students complete bell work. Review responses. REVIEW: Review the learning goal/scale. Have students rate themselves on the scale. (DQ 1, Element #1) Review vocabulary by turning and talking to their partners. Share out. (DQ 3, Element #14) ENGAGEMENT: Multiplication Video Q: What stop light step does Wacko forget? Q: Is Wacko wrong for not using that step? EXPLICIT: CRITICAL INFO Traffic Light: when explaining the traffic light to students – 1. GREEN - (Multiply the top) means to multiply the digit in the ones place (green) by each of the digits in the top number. 2. YELLOW (drop it like it’s hot and multiply the top) means to add in the place holder and the multiply tens digit (yellow) by each of the digits in the top number. 3. RED (ADD (+) and show ‘em what you got) means to add up the green and the yellow products to get your final answer. SLIDE: x 46 Answer: 34 x 46 = 1,564 SLIDE 20: 374 x 53 Answer: 374 x 53 = 19,822 GUIDED/Collaboration: Check for understanding: Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice SLIDE: x 35 Answer: 47x35= 1,645 SLIDE: x 72 Answer: 42,552 SLIDE: x x 15 INDEPENDENT: 1. Provide the independent questions to students 2. Students should not have to spend time copying the questions 3. List all independent questions on one slide Check for understanding: Based on your checks for understanding – students may work in pairs or in a teacher-led small group to complete the independent practice problems Answers: 1. 24 x 14 = . 145 x 21 = 3. 17 x 38 = . 653 x 45 = 29,385 EXIT SLIP In this flag, solve the following problem: 233 x 65 In this flag, write one important piece of information that you learned about multiplying from today’s lesson. Bell Work: An addition problem is shown: 10,984 + 73,977 + 8,352 = Calculate the sum. (93,313) Have students complete bell work. Review responses. REVIEW: Review the learning goal/scale. Have students rate themselves on the scale. (DQ 1, Element #1) Review vocabulary by turning and talking to their partners. Share out. (DQ 3, Element #14) ENGAGEMENT: Table top activity 1) Give each group a copy of table top twitter slide 2) Students will each have a different colored crayon 3) Set a timer and students will write what they know about multiplying decimals 4) If a student agrees with what another student wrote they can put a smiley face & comment on what each other writes 5) Share out some of the thoughts EXPLICIT: CRITICAL INFO Traffic Light: when explaining the traffic light to students – 1. GREEN - (Multiply the top) means to multiply the digit in the ones place (green) by each of the digits in the top number. 2. YELLOW (drop it like it’s hot and multiply the top) means to add in the place holder and the multiply tens digit (yellow) by each of the digits in the top number. 3. RED (ADD (+) and show ‘em what you got) means to add up the green and the yellow products to get your final answer. SLIDE: x 22 Answer: 77,952 SLIDE:,784 X 34 Answer: 808,656 GUIDED/Collaboration: Check for understanding: Monitor students to ensure they are ready to move to student/student guided practice. If they are not ready, continue with explicit instruction or teacher/student guided practice SLIDE: X 22 Answer: 78,760 SLIDE:,604 x 47 Answer: 498,388 Check for understanding : Monitor students to ensure they are ready to move to independent practice. If they are not ready continue with explicit instruction, teacher/student guided practice, or student/student guided practice Today we are going practice chatting 
with our partners. Let's play 
 "Carousel Feedback“ (we will be used this method on Monday as well) Directions: Give students a minute or so to solve problem #1 independently. At the end of the minute they will pass trade papers with their shoulder partner. Each partner will write 2 comments on the paper they now have in 30 seconds. One comment should be something that they did well and the other should be something that they could do better. At the end of 30 seconds they will give papers back and repeat with #2. Answer #1: 1235 x 57 = 70,395 Answer #2: 42,743 x 32 = 1,367,776 ESOL / ESE Accommodations ELL Students: Modeling, think-pair-share, direct Instruction, think-pair-share, wait time, question for clarification Modeling, think-pair-share, direct Instruction, think-pair-share, wait time, question for clarification Modeling, think-pair-share, direct Instruction, think-pair-share, wait time, question for clarification Assessments Independent Practice Student Reponses Exit Slip Independent practice Exit Slip Independent practice Exit Slip Reflection: This lesson is a 5th grade lesson that focuses on multiplying multi-digit numbers fluently. In order for students to be able to perform the grade level standard, students need to be able to recall basic multiplication facts. In this lesson, each type of learner’s needs is addressed. Cognitive structures are presented throughout the lessons. These structures allow for learners to organize information for understanding and recall. The videos provide students with a visual to understand the steps when multiplying multi-digit numbers. The video is easy to follow and bright with colors. The information from the video is placed on an anchor chart for students to refer to, but once again it is another type of visual. In this lesson, comparative learning and symbolic representative learning strategies are addressed with the use of the video and reiterating the steps to perform the mathematical process. There are several strategies included in the lesson plan to address each individual learner. I included several collaboration strategies to help students develop their math sense, in addition to provide support for the low performing students. Using the Carousel Feedback gives students the opportunity to work on a problem, but to give feedback on their peers’ work. While students are working on their problem, I am monitoring for understanding asking groups to explain the steps in solving the problems and checking for understanding. Students ability to evaluate, problem solve, and analyze, the mathematical process, students are applying the abstract logical reasoning. Using effective teaching strategies increases students’ fluency with multiplying multi-digit numbers. Pyramid Printing Company publishes magazines, catalogs, and retail inserts for distribution in large metropolitan-area newspapers. Its largest customer is the New York News Company, for which Pyramid prints sales fliers and coupon inserts. Pyramid has contractual agreements with its customers; its present pricing strategy is cost-plus, and customers also agree to a yearly price escalation based on inflation. Pyramid completes the escalation based on cost-of-operations increases. Recently, Obelisk Publishing proposed a bid to the New York News Company for alternative pricing to counter Pyramid Printing’s contract, which will be up for renewal. To compete with the bid from Obelisk, Pyramid will have to employ target costing. For this discussion: · What are the differences between cost-plus and target-costing approaches to developing appropriate pricing? Give advantages and disadvantages of each. · Are there elements of the value chain that Pyramid may leverage in order to optimize target costing for a mature customer relationship? Required: Half to one page only with 2 references

Paper For Above instruction

The pricing strategies of cost-plus and target costing represent fundamental approaches that businesses utilize to determine product prices and manage profitability within competitive markets. Cost-plus pricing involves calculating the total cost of production and adding a markup to ensure a profit margin, providing simplicity and stability. Conversely, target costing centers on establishing a desired profit margin and working backward to set allowable costs, emphasizing cost management from the outset to meet market and customer expectations.

Cost-plus pricing, while straightforward and easy to implement, presents limitations such as potential misalignment with customer willingness to pay and market conditions. Its primary advantage lies in its simplicity and predictability, making it suitable for environments with stable costs and less price sensitivity. However, it can lead to overpricing or underpricing if sales volume or competitive prices are not considered, risking reduced competitiveness.

Target costing, on the other hand, offers a proactive approach by aligning costs with market expectations and customer value. By focusing on designing products that meet specific cost targets, companies can control expenses and improve profit margins. Its advantages include better market adaptability, cost control, and enhanced customer focus. Yet, target costing can be complex to implement, requiring detailed market research, cross-functional collaboration, and potentially significant process changes to reduce costs effectively without compromising quality.

For Pyramid Printing Company, leveraging elements of the value chain can optimize target costing, especially as it seeks to strengthen its relationship with the New York News Company. Key elements include procurement strategies—negotiating better terms with suppliers to reduce input costs—and adopting lean manufacturing principles to eliminate waste and improve efficiency. Additionally, strengthening distribution channels and customer support services may add value while controlling costs. Innovations in printing technology and process automation might also reduce production costs, aligning with a target costing approach. These strategies collectively enable Pyramid to meet cost targets while maintaining quality and customer satisfaction.

In conclusion, while cost-plus pricing provides stability in straightforward scenarios, target costing emphasizes competitiveness and aligning costs with market needs. Effective utilization of the value chain allows businesses like Pyramid Printing to optimize costs, foster customer loyalty, and enhance profitability in a competitive landscape.

References

  • Drury, C. (2013). Management and Cost Accounting. Cengage Learning.
  • Horngren, C. T., Datar, S. M., & Rajan, M. (2015). Cost Accounting: A Managerial Emphasis. Pearson.
  • Hansen, D., Mowen, M., & Guan, L. (2014). Cost Management: Accounting and Control. Cengage Learning.
  • Kaplan, R. S., & Cooper, R. (1998). Cost & Effect: Using Integrated Cost Systems to Drive Profitability and Strategic Success. Harvard Business Review Press.
  • Zelman, M. R. (2016). Managerial Accounting: Creating Value in a Dynamic Business Environment. John Wiley & Sons.
  • Blois, K. J. (2017). Price Management: Strategy, Analysis, and Implementation. Routledge.
  • Shim, J. K., & Siegel, J. G. (2012). Financial Management and Accounting Concepts. Barron's Educational Series.
  • Grimsley, M., & Hood, J. (2014). Cost Management in the Supply Chain. Springer.
  • Kaplan, R. S., & Anderson, S. R. (2004). Time-Driven Activity-Based Costing. Harvard Business Review.
  • Turney, P. B. (2012). Strategic Cost Management. Routledge.

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