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Comparing Decimals
Daily Lesson Plan for: J
Lesson # 9
Date:
Goal(s):
5. NBT.A Understand the place value system.5.NBT.A.3b - Read, write, and compare decimals
to thousandths. Compare two decimals to thousandths based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Goal(s):
Given a number (as either a verbal or visual/written prompt) with decimals (to the hundredth
place), J will be able to read and write decimals to the tenths and hundredths and illustrate the
place value of any digit in the number in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals (to the hundredth
place), J will be able to represent and order decimals by using a number line in 5 out of 6
prompts.
Materials/
Activities
Time #
Lesson Plan
Attention Cue: Are we all set to go J?
Motivational
board
4
mins
Review:
Review definition of area (vocabulary),
why/when we would want to know the
measurement of how to cover the
surface (real life connection) and how
you solve for the area of a shape/location
(computation).
Review ways in which perimeter and area
are similar and different.
Advanced Organizer:
Motivation board elements of each
quarter placed in game board, stickers
specific to skill(s) for board score/graph
Scaffold
Feedback
&
Adaptations
OT
3
mins
Pre-game
Identifying everyday uses of fractions and
decimals; such as measuring ingredients
for recipes, measuring how far you ran (ex.
or .5 of a mile), using money, etc.
1st Quarter: Teacher Instruction:
Whiteboard
Place Value
Chart
4
mins
Part 1
Write 0.1 on the board and have J practice
saying it, this number is commonly read
both as one tenth and as point 1.
Ask:
1. What is one-tenth more than 0.1? What
is 0.2 more? What is 0.5 more? What is 1
more?
Write each answer on the board. Ask J to
compare each sum with 0.1. Which places
have the same digits? Which do not?
2. Write 0.2 on the board and have J
practice saying it (this number is
commonly read both as "two tenths" and
as "point 2.")
What is one-tenth more than 0.2? What is
0.2 more? What is 0.5 more? What is 1
more?
Write each answer on the board. Ask
students to compare each sum with 0.2.
Which places have the same digits? Which
do not?
Part 2
Demonstrate how decimals are parts of
a single whole unit.
Paper number
line
(whole
numbers 1-3)
marked with
4
mins
decimal
measurements
to the tenths
place
Whiteboard
with number
grid (tenths),
small cards
with decimals
written on
them (either
numeric or
word format)
5
mins
5
mins
Worksheet
2
mins
Student Progress
Student Progress
Quantitative:
Quantitative:
6 out of 6
2 out of 2
Qualitative:
Qualitative:
On task
Instructional Decision:
Instructional Decision:
Continue as planned
Instruction:
Planning:
What?
What?
Why?
Changes?
Evaluation:
What?
Why?
Changes?
Date:
Goal(s):
5. NBT.A Understand the place value system.5.NBT.A.3b - Read, write, and compare decimals
to thousandths. Compare two decimals to thousandths based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
5. NBT.A.4 - Use place value understanding to round decimals to any place.5.NBT.B Perform
operations with multi-digit whole numbers and with decimals to hundredths.
Goal(s):
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able to read and write decimals to the tenths, hundredths and thousandths, as
well as illustrate the place value of any digit in the number in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able to compare decimals to the tenths, hundredths and thousandths, as well as
illustrate the place value of any digit in the number in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able round decimals to any place in 5 out of 6 prompts.
Materials/
Activities
Time #
Lesson Plan
Attention Cue: Are we all set to go J?
Review:
Whiteboard
4
mins
Advanced Organizer:
Motivation board elements of each quarter placed in game
board, stickers specific to skill(s) for board score/graph
Motivational
board
Pre-game
3
mins
Place Value
Chart
Whiteboard
8
mins
Comparing:
Demonstrate that to compare the value of a decimal number you
examine like place value positions (e.g., tenths to tenths,
hundredths to hundredths, and thousandths to thousandths).
Demonstrate that - if both decimals have the same digit in the tenths
place, then we must compare the hundredths, and if those digits are
the same, we must compare the thousandths.
Rounding:
Review place value positions of whole numbers and decimals to the
thousandths.
To round a decimal you must determine the digit that is to be
rounded according to the specified place value.
10
mins
Decimal
Games
(including
decimal
cards
Comparing:
Play one or more of the following decimal games:
Decimal Compare; Smaller to Larger; Decimals Between
Rounding:
Using the whiteboard continue demonstrating how to round to
any specified place by working together.
(* Use basketball game format if progress indicates)
Rounding with decimals: When rounding numbers involving
decimals, there are 2 rules to remember:
Whiteboard
Rule One: Determine what your rounding digit is and look to the
right side of it. If that digit is 4, 3, 2, or 1, simply drop all digits to
the right of it.
Rule Two Determine what your rounding digit is and look to the
right side of it. If that digit is 5, 6, 7, 8, or 9 add one to the rounding
digit and drop all digits to the right of it.
3 baskets
Small foam
basketball
Alternative explanation:
This rule provides more accuracy and is sometimes referred to as
the 'Banker's Rule'. When the first digit dropped is 5 and there are
no digits following or the digits following are zeroes, make the
preceding digit even (i.e. round off to the nearest even digit). E.g.,
2.315 and 2.325 are both 2.32 when rounded off to the nearest
hundredth. Note: The rationale for the third rule is that
approximately half of the time the number will be rounded up and
the other half of the time it will be rounded down.
Examples:
765.3682 becomes:
1000 when asked to round to the nearest thousand (1000)
800 when asked to round to the nearest hundred (100)
770 when asked to round to the nearest ten (10)
765 when asked to round to the nearest one (1)
765.4 when asked to round to the nearest tenth (10th)
765.37 when asked to round to the nearest hundredth (100th)
765.368 when asked to round to the nearest thousandth (1000th)
Worksheets
8
mins
worksheet
5
mins
3
mins
Review how decimals fit in the base ten place value system and how
this relates to comparing the decimal numbers and/or rounding
numbers off to specific decimal places
Reflection
Student Progress
Student Progress
Quantitative:
Quantitative:
Instructional Decision:
Instructional Decision:
Continue as planned
Why?
Why?
Changes?
Changes?
Guided practice:
Delivery:
What?
Played a decimal rounding game that J really What?
enjoyed; the game helped him compare
decimals by using the skill of rounding to Why?
compare values
Changes?
Why?
J loved the competition part of the War card
game, but did get not get upset or argue if he
happened to lose. Towards the end of the game
Evaluation:
What?
Why?
Changes?
Date:
Goal(s):
5. NBT.A Understand the place value system. 5. NBT.A.1 Recognize that in a multi-digit
number, a digit in one place represents 10 times as much as it represents in the place to its right
and 1/10 of what it represents in the place to its left. 5. NBT.A.4 Use place value understanding
to round decimals to any place. 5 NBT.B Perform operations with multi-digit whole numbers
and with decimals to hundredths.
Goal(s):
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able round decimals to any place in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals or fractions (to the
thousandths place), J will be able to convert decimals to fractions, or convert fractions to
decimals, in 5 out of 6 prompts.
Materials/
Activities
Time #
Lesson Plan
Attention Cue: Are we all set to go J?
Review:
Motivation
board
5
mins
Scaffold
Feedback
OT
&
Adaptations
Advanced Organizer:
Motivation board elements of each
quarter placed in game board, stickers
specific to skill(s) for board score/graph
Place Value
Chart
Pre-game: Expectations/goals
3
mins
Manipulative
representations
of decimals
Whiteboard
Dry erase
marker(s)
8
mins
8
mins
written on
them
Plain paper,
colored pencils
Worksheets:
1. rounding
colors
6
mins
2. assessment
prompts
6
mins
Reflection
Student Progress
Student Progress
Quantitative:
Quantitative:
Convert 4 out of 5
2 out of 2
Qualitative:
Qualitative:
J seemed to rush and be a little over confident; J was engaged and on task. He responded
resulting in careless error on one prompt.
eagerly to many activities in the lesson.
Instructional Decision:
Instructional Decision:
Why?
Why?
Changes?
Changes?
Guided practice:
Delivery:
What?
What?
J got to color in boxes with decimals or
fractions written based on their values.
Why?
Why?
He really enjoyed getting to pick the colors and
show what he knew. He loved it when I tried to Changes?
trick him with hard questions.
Changes?
Independent practice:
What?
Why?
Changes?
Evaluation:
What?
Why?
Changes?
Date:
Goal(s):
5. NBT.A.4 - Use place value understanding to round decimals to any place.
5. NBT.B - Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.B.7 - Add, subtract, multiply, and divide decimals to hundredths, using concrete models
or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.
Goal:
Given decimals to the tenths and/or hundredths place value, presented either vertically or
horizontally in the format of adding 2, 3, or 4- digit numbers, J will use rounding to
estimate the totals of two decimal numbers in 5 out of 6 prompts.
Materials/
Activities
Time #
Lesson Plan
Motivation
board
Scaffold
Feedback
OT
&
Adaptations
Pre-game: Expectations/goals
3
mins
Whiteboard
&
Markers
8
mins
Decimal
Grids
small cards
with
decimals
written on
them
(either
numeric or
word
format)
Practice
5
worksheet in mins
Tic Tac
Math
format
Assessment
6
worksheet in mins
Tic Tac
Math
format
Student Progress
Student Progress
Quantitative:
Quantitative:
3 out of 5
2 out of 2
Qualitative:
Qualitative:
J said he was confused on one but got close to J did seem to get a little frustrated with this,
the right answer. He felt better after getting the but stayed calm and asked good questions.
next three correct (indicated by his facial
expression and enthusiasm for the tasks).
Instructional Decision:
Instructional Decision:
What?
What?
I felt everything was planned well from
teaching instruction to assessment.
Why?
Changes?
Guided practice:
What?
Why?
I had everything ready to go and knew exactly
what I wanted to say. Even though I thought
my instruction could have been better, my
planning was good.
Why?
Changes?
Changes?
Delivery:
Independent practice:
What?
What?
Why?
Why?
Changes?
Changes?
Evaluation:
What?
Why?
Changes?
Management Plan
StudentCentered
and/or DI
Elements
Lesson Transitions
Motivational
Chart
w/Goals
Self-Esteem
Activity
J really likes
basketball
so we have
framed our
work as if it
were the
parts of a
Basketball
game.
Week #3
The
motivational
board we
designed
uses the
basketball
theme
throughout
using
basketball
stickers,
scoring, etc.)
To monitor
his progress
each day J
places
stickers of
Basketballs
(with the
name of the
skill learned)
on a score
chart.
Week # 3
stickers:
As a
continuation
of a
successful
self-esteem
activity in
weeks 1 & 2,
we played a
question &
share
information
basketball
game. We
took turns
shooting a
foam
basketball
into a small
basket while
asking each
other fun
questions or
sharing
thoughts.
This
continues to
a successful
activity that
J is eager to
do.
Date: 3/24
15
x
15
x
Quantitative Data
Summary
100
J seemed to get this from the start and was eager to demonstrate
his knowledge.
Date: 3/25
15
x
15
x
Quantitative Data
Summary
100
J loved the competition part of the War card game, but did get
not get upset or argue if he happened to lose. Towards the end of
the game he was the one reading all the cards and saying if it was
mine or his that was larger.
Date: 3/27
15
x
15
x
Quantitative Data
Summary
100 %
Date: 3/28
15
x
15
x
Quantitative Data
Summary
100 %
J did seem to get a little frustrated with this, but stayed calm and
asked good questions.
Graph 1 (of 2)
Daily Objectives
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
3/4
3/5 3/6
3/7
3/25
3/27
3/28
Comparing
Decimals
Rounding
Decimals
Estimating
decimals
Date
Skill
Identifying
Decimals
Graph 2 (2 of 2)
On-Task Behavior
100
90
80
% of intervals
70
60
50
40
30
20
10
0
3/4 3/5 3/6 3/7 3/10 3/11 3/13 3/14 3/24 3/25 3/27 3/28
Date