Comparing Decimals Lesson Plan (60 mins)

Overview
Learning goals: Students will be able to compare two decimals to the thousandths using
the >, =, and < symbols correctly.
Standards and benchmarks:
CCSS.MATH.CONTENT.5.NBT.A.3.B
Compare two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
Choice of skill and reason for choice: Students have been working on reading and writing
decimals and they are now ready to learn how to compare them. Students took a Quick
Check yesterday and only 2 out of 54 students knew how to properly order the numbers
Grouping of children and reason for grouping: The majority of this lesson will be done
individually because students are getting a quiz back that they must reflect on their own
mistakes. This is also new information that students will be interacting with personal
whiteboards to demonstrate.
Materials: Elmo board, Quick check, white boards, markers, paper towel, half sheets of
paper, comparison worksheet, ClassDojo on my cell phone
Instructional Plan
1. Review Quick Check from yesterday (8 mins)
a. Pass out during break
b. Pull out correcting utensil
c. Allow students to calculate their grade
i. Ask students if they know how to convert
ii. Do it together (step by step) pen in the air when finished
1. Make fraction out of 100 **numerator
2. Turn fraction into decimal
9:239:31
3. Take away the decimal, add a percent sign
(8mins)
4. Use grade sheet to determine letter grade
d. Present answers on front page (1-1)
i. Students missed these questions because they didnt read the
directions or rushed through
ii. Questions
e. Second side answers (1-4)
i. Thousandths place
1. We havent specifically talked about thousandths but I
think you can use your previous knowledge of whole
numbers to

a. Show me on your fingers how many places to the

right of the decimal the thousandths place is
ii. Zeros when do they matter, when dont they?
1. Have class repeat this after me
a. On the decimal side, the zeros to the right of the
digits dont matter.
b. You may be thinking, Why dont they matter?
2. Transition into todays lesson
2. Goal of the day: Learn how to compare decimals
a. Number 5 on the Quick Check was tricky because we havent learned that
yet.
b. Destiny come draw/demonstrate how she did it
i. Organized place by place and started on the left side and moved to
9:319:36
the right
(5mins)
ii. Step by step
c. Assign two white boards passer outers, one marker person, one paper
towel passer, two half sheet passer outers
i. While this is happening, other students are putting their quick
checks to the side and their pens in their containers
3. White board practice Line up and cover
a. Use Class Dojo to have students read their answer in a mathematical
sentence
b. Were going to practice the steps to take when we want to know if one
decimal is larger than the other.
9:369:41
c. Teacher model on board, students do it with me three vertical lines, one
(5mins)
horizontal like a data table dont forget the decimal (Call on someone
to put the decimals in the table)
i. 0.322 and 0.35
d. Students try Line up and cover
i. 6.32 and 6.5
9:4110:00
1. Put a star next to the larger one
(19mins)
ii. 5.44 and 5.57
1. Put a heart next to the smaller one
e. Symbols
i. How could we make this a little more proper and mathematical?
ii. What symbols are used to compare numbers
iii. 2.59 and 2.684
1. Write the mathematical symbol to the write of the first
number to compare it to the second
iv. 5.8 and 5.80
1. What do we say about zeros on the decimal side?
a. On the decimal side, the zeros to the right of the
digits dont matter.

10:0010:15
(15mins)

2. Can you see why now?

a. Find a place on your quick check to correct your
answer and write why that is the answer
i. Because the value doesnt change when the
zeros are to the right
f. Hand out worksheet and for the remainder of the time
i. Allow students to have white boards out to continue writing if they
think itll help

Assessment Plan
I will know the students understand how to compare decimals when they can all
demonstrate the correct answer on their white boards and explain to me how zeros can
and cannot affect the value.
Reflection
The students responded well to this lesson. They enjoyed watching a peer come up to
teach the method. This method will take practice but later they will make posters that
explain the process and those will be hung in the room. I like having time for student to
work on the homework at the end of class because I can circulate the room and assist
those that I know need more help and allow the more advanced kids to do more
accelerated work.