Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Ravyn Dewitt

Date: 10/30/18 Subject/ Topic/ Theme: Place Value (Rounding Decimals)

Grade: 5th________________

I. Objectives
How does this lesson connect to the unit plan?
Students will use their knowledge of place value that they have learned within previous lessons to be able to expand their foundation
and round decimals to the nearest whole number, tenth, and hundredth spots.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Round decimals to the nearest whole number, tenth, and hundredths spots. X (Ap)
 Explain the importance of rounding and why the number 5 is chosen as the designated “rounding number”. X (U)
 Define rounding. X (R)
 Provide real world examples of when we use rounding in our lives. X (An, X
 Write out the new forms of the rounded decimals. Ap)
 Collaborate with groups and share their answers with the class. X (Ap) X X

Common Core standards (or GLCEs if not available in Common Core) addressed:
 N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking
reasonableness. [Core] (not including fractions in this unit).
 N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to
the place to its right, e.g., one is 10 tenths, one tenth is 10 hundredths. [Extended]
 5. NBT.3 Read, write, and compare decimals to thousandths.
 5. NBT.4 Use place value understanding to round decimals to any place. (only the hundredths in this lesson)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this
lesson)
 Students should have some experiences with rounding (whole numbers).
 Students should have a strong understanding of place value through the thousandths.
 Students should know how to write numbers in standard, word, and expanded form.
 Students should be familiar with and be able to use a place value chart appropriately.
 Students should be able to read, write, and evaluate numbers that are greater than or larger than
one another.
Pre-assessment (for learning):
 Students will participate in tasks and follow along with the “follow up” questions provided by the
teacher after the motivational activity.
 Students will be asked to evaluate why we can’t always round based on whole numbers.
 Students will engage in discussion about the importance of rounding and when it is used in daily
life.
Formative (for learning):
 Students ability to know when a number needs to be rounded and when it can remain the same.
 Students knowledge on what “rounding is”. (e.g. Can they explain to their partners what we use
rounding for?).
 Students application of rounding and the real world.
 Students evaluation on why we use 5 as our “rounding number”.
Formative (as learning):
 Students participation in whole group events and activities.
 Students completion of the worksheet as they are continuing with the lesson.
 Students explanation behind why we look to the number to the right in order to determine if we
need to round the number to the left.
 Students can individually round the whole number, tenths, and thousandths of a given number.

1-19-13
 Summative (of learning):
 Students will have completed their worksheet within the group lesson.
 Students completion of problem #5, and ability to correctly round decimals on an individual
level.
 Students shown work when rounding the decimal (e.g. underlining which decimal we are looking
at, and circling which decimal affects how the previous decimal will be rounded).
 Students ability to ask questions and clarify when they do not understand a concept.
 Students participation in the overall lesson and jeopardy.

Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
- Students will go over the I
Can statements and
expectations with their
groups before the lesson.
- Students can reflect on their
work when completing #5
to judge whether they can
independently round
decimals.
- Students can self-assess
their work by comparing it
to that of their peers at their
table.
What barriers might - Teachers will have students
this lesson present? assess themselves by asking
them to show her with their
thumbs how they are
understanding the content.
What will it take –
neurodevelopmentally, Provide options for sustaining effort
experientially, and persistence- optimize challenge,
emotionally, etc., for collaboration, mastery-oriented
your students to do this feedback
lesson? - Students can optimize
challenge by attempting to
round to the thousandths
- Students can see if they can
still understand rounding if
we add more numbers
behind the decimal (they
should still have the same
answer, but having extra
numbers may cause them to
doubt if they’re doing the
problem correctly,
providing more difficulty).
- Students can collaborate in
groups during Jeopardy and
with the class when
discussing how our tasks
relate to rounding.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
- -Students can activate their
knowledge of place value
by referring to their place
value charts.
- -Students can highlight
their knowledge by
expanding their
explanations in class and
providing detailed
reasoning behind their
answers.
- -Students can apply their
knowledge by explaining
how place value affects
how a decimal is rounded.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Students can clarify how
to round by working in
groups and comparing
answers.
- Students can connect
language by explaining
how greater than/less than
symbols are related to
rounding.
- Students can connect place
value language with the
rounding decimal
language.
- Students can clarify
mathematical symbols by
reviewing their place value
charts and looking back at
their symbols from the
previous lesson.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
- Students with behavioral
issues can monitor their
progress by looking at their
“on task” charts.
- Students can monitor their
progress by looking at their
completion of their
worksheet (e.g. Did they
follow the same steps the
teacher did? Did they get
the correct answer?).
- Students can coordinate
their long-term goals by
connecting place value
learned in the previous
lesson to rounding.
Provide options for expression and
communication- increase medium of
expression
- Students can use
whiteboards if they need to
visualize how to round on
a different medium than
paper.
- Students can express how
to round in verbal language
instead of written language
if it’s easier for them.
- Students can draw pictures
of rounding examples
(drawing 5 pieces of pizza
and saying that the pizza is
closer to a whole pizza
than an eaten pizza) to
provide better
representation.

1-19-13
 Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
- Students will remain in - Students can move to the - Students can collaborate in
their desks during the front if they can’t see the Jeopardy with their tables
majority of the lesson to poster board or the to come up with the
problems the teacher is correctly rounded number.
keep away distractions.
writing. - Students can interact with
- Students with behavioral - Students can draw out each other and explain why
issues with have their their own decimal number within the tasks they saw,
“on task charts” and will line on a piece of paper to they could not assess the
be separated from other be able to see when to object as a whole number.
students with behavioral round up and when to - Students can explain real
issues. round down. life examples of when they
- Ms. Zink will take away - Students can utilize their use rounding to the whole
class dojo points if place value charts to group.
understand what number
students are disruptive.
they are rounding.
- Teacher will add blurt - Students can look back in
points to the chart if their rounding packets for
students are speaking out instructions on the steps to
of turn, to encourage round correctly.
students to raise their
hands and realize when
they are speaking out of
turn.
 Overheard board
 Measuring tape/ruler
 Rounding decimals poster board
 Definition of rounding (made by teacher)
 Rounding packets (made by teacher)
 Place value charts (previous lesson)
 Whiteboards
 Dry erase markers
 Erasers
Materials-what  Laptop (for jeopardy)
materials (books,  Screen (jeopardy)
handouts, etc) do you
need for this lesson and Resources:
are they ready to use?
 Rounding Coaster (2018). In PowerSchool Learning. Retrieved October 29, 2018, from
https://tusd.learning.powerschool.com/tlarson/timlarson1/cms_page/view/8103487#
 Place Value Chart (2017). In Teachers Pay Teachers. Retrieved October 30, 2018, from
https://www.teacherspayteachers.com/Browse/Search:place%20value%20chart%20decimals
%20fractions
 Rounding Decimals Jeopardy Game (2017). In Jeopardy Labs. Retrieved October 26, 2018, from
https://jeopardylabs.com/play/rounding-decimals-jeopardy-game
 Rounding Numbers (2015). In Math Is Fun. Retrieved October 30, 2018, from
https://www.mathsisfun.com/rounding-numbers.html

Students will be sitting at their assigned table groups during the lesson so that when we do group
How will your collaboration, they already have their designated partners. The classroom format will remain the same and
classroom be set up for I will be teaching at the whiteboard during the lesson. This will also help eliminate distractions and
this lesson? possible threats.

III. The Plan

Describe teacher activities AND student activities
Tim Components for each component of the lesson. Include important higher order thinking questions and/or prompts.
e
10 Motivation  Teacher will engage students by choosing  Students will raise their hands if they want
(opening/ specific students to help her with different to participate in the tasks.

1-19-13
 tasks (if time, teacher will do 2 tasks, but if
introduction/ not enough time, teacher will only do the
engagement) first task).
 Task 1 = Teacher will have a student come  The students who were not chosen will
up to the overhead board and measure an remain in their desks and watch the task
object for her in inches (e.g. a pencil) for take place. They will be prepared to
the entire class to see. The teacher will tell participate in class discussion about what
the student she wants the measurement in a they saw.
whole number (e.g. Is the pencil 5 or 6
inches?). Teacher will choose an object that
does not have an exact whole number
measurement (e.g. the pencil is 5.4 inches).
Teacher will ask a prompting question after
the student measures (e.g Is it exactly 5 or
6?). Student may possibly reply that the
pencil is not exactly 5 or 6 inches, is it in
between 5-6 inches.
 Teacher will say explain how we can’t
always have whole numbers of things, such
as a pencil, so we need to round to the
nearest available whole number.
 Teacher will ask student to look back at the
length of the pencil and round whether it is  Student doing task will review the length
closer to 5 or 6. and round it to the closest whole number.
 Task 2 = Teacher will choose another
student to tell them what time it is to the  Another student will volunteer to participate
hour. Student will possibly answer that it is in the time task.
neither 9:00 or 10:00, it’s 9:45. Teacher will
ask students about the rounding of the clock
(e.g. If it is 9:45 right now, are we closer to
10 o clock or 9 o clock?).
 Teacher will ask students where they see
rounding in real life (e.g. time on a clock: it  Students will provide answers as to where
is about 6:30, weight: the boy weighs about they see rounding in real life.
100 pounds, distance: a marathon is about
26.2 miles, temperature: the temperature
outside is about 50 degrees).
 Teacher will ask the class why rounding is
important, and what is rounding?  Students will raise their hands and explain
 Teacher puts up rounding definition on the importance of rounding.
board (rounding: changing the value of a  Students will write down the definition of
number to one that is easier to work with). rounding.

1-2  Students will write their names on their

Development packet and get out their place value charts.
(the largest
5 component or
main body of
the lesson)

1-19-13
  Teacher will have hung up her rounding
decimals poster board on the whiteboard  Students will practice with the teacher how
before the lesson. to round decimals by using their packet and
5  Teacher will hand out the rounding packet manipulatives (e.g. the poster and rounding
(2 pages stapled together) and tell students explanation document).
to pull out their place value charts.
 Teacher will go over the rounding decimals
page 1 on how to round a decimal on the
whiteboard (e.g. Find your place, look next
door, five or greater, just add one more.
Four or less, just let it rest). Teacher will
use the poster as a visual to show students  Students will begin filling out problem 1
how any number 4 or less remains the with the teacher.
same, and any numbers 5 or more get
rounded up before beginning the practice
problem.
 Teacher will tell students to flip to page 2 in  Students will engage in the lesson and raise
their rounding decimal packet and look at their hands to answer the teachers follow up
problem 1 (e.g. rounding to the nearest questions to complete the problem.
whole number first, then going over how to
round to the tenths and hundredths).
 During this section, teacher will use 31.693
as her example. Teacher will ask students
questions about what exactly she is
rounding (e.g. If we need to round to the
3 nearest whole number, what number are we
looking at? Are whole numbers before the
decimal? How do we know this? If 31 is
our whole number, what do we round it to?
2 Well, we need to look at the tenths place
like our poster tells us to. Where is the
tenths place located in this number? What  Students decide whether the number gets
number is in the tenths place? Yes, the 6 is rounded up or remains the same. Students
in the tenths place, so would we round up share and compare explanations.
or keep it the same? Remember, anything 4
or less remains the same and anything 5 or
more gets rounded up).
 Teacher allows students to work through
5 the problem with her until they raise their
hands and share whether the number would
get rounded up or remain the same.  Students may ask questions about how the
 The teacher will have students share their teacher got her answer if they are confused
answers how 6 is more than 5 so the 31 about the process.
needs to get rounded up. Teacher will ask
what number comes after 31 in the number  Students will attempt to explain why 5 is
line, and students will tell her 32. used as the “rounding number”.
 Teacher will explain how the answer is 32
and check for any questions before moving
onto learning the tenths and hundredths.
 After problem 1 teacher will ask students
why we use 5 as our “rounding number”.  Students will listen to real world example
(answer: 5 is in the middle of 1-10 so it and answer the teacher’s questions.
could decide to go up or down, but we
needed to find a common answer that
7-10
everyone could agree on).
 Teacher will provide students with real
world example of soccer. (e.g. When we
play soccer, do we want the same amount
of people on a team or different? Would it
be fair to have 4 people on one team and 8
1-19-13
  Teacher will continue to have students work
through problems 1-4 with her as a whole
group.

5 
Teacher will have the students complete
problem 5 on their own, and share their
answers as a whole group when they are
finished. Students will either verbally share
their answers or write it on a piece of paper
and hold it up.
 Students will attempt to complete problem 5
on their own and compare their answers as a
whole group when they are done. Students
will explain the steps they took.

5 Closure  Teacher will go around when students are  Students who got the problem wrong will
(conclusion, working on problem 5 and check over listen to the teacher’s explanation and be
15- culmination, students work and individual ability. able to ask questions.
20 wrap-up)  The teacher will go over the final answer  Students will play decimal jeopardy in their
with students and ask for any questions. table groups. They will go get whiteboards,
markers, and erasers (1 per each table) and
 If time, students will play decimal jeopardy designate a group speaker.
as designed by the teacher to review
content and assess their work. Teacher will
have students create team names based on
their tables, designate 1 student to speak for
their group, and have the students get 1
whiteboard, maker, and eraser for their
group to share their answers during the
game.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13
Today’s lesson was probably one of my favorite lessons from a teaching standpoint. The students were extremely engaged in the
motivation piece, and it went exactly as I had intended. I had several students come up to the overhead board to measure different
objects, and when they couldn’t measure the objects to the nearest whole number, they explained how examples like these are why we
use decimals. We talked about real world examples of rounding, such as time, speed, and length. I was glad that the students took so
well to the motivational piece. Student participation was high today. I think this was because most of the whole group discussion was
student lead which was interesting for me to incorporate into the lesson. I loved asking open ended questions, and having the students
bounce ideas off of each other, and participate in discussion as to why they agreed with or did not agree with their peers’ opinions on
rounding, and why we use it. During the developmental piece, my rounding chart was super useful, especially when using the
rounding packet along with this manipulative. I even brought out my decimal place value chart. The students could visually see which
place needed to be rounded, and use my rounding chart to evaluate if the number was less than or greater than 5. My favorite moment
of the lesson was when a student asked, “Ms. DeWitt, what’s the point of this? I don’t get rounding?”. This created a group discussion
as to why rounding is important. I brought up real-life examples, such as if we have 10 pieces of pizza, and a full piece of pizza is 12
pieces, are we closer to a whole pizza or no pizza at all? The students began to understand the importance of rounding whole numbers,
and why we need to round up or down. We then discussed if we had half of a cupcake, what number would this represent in decimal
form? The students were a little unsure when they had to answer this piece, so I went over how half is equal to .5. After they saw this
representation, they raised their hands and we talked about how we would round up to 1 if the decimal was .5. The students even came
up to my number line and I would ask them individual questions such as, “show me where .35 is”.

This is the part where I saw my students struggle. They did not understand how .35 was in between .3 and .4 on the number line. I
think this would be something I would want to expand on if I taught this lesson again, even though it was not part of my original
lesson plan to incorporate this activity. I think it’s important for the students to be able to point out where individual decimals are on a
number line and have them explain which numbers they fall between. They may have struggled because I know they have not had
much previous experience with number lines, but I think if we had more time to expand upon this topic, they would be able to conquer
the challenge. Another component I think my students struggled with was during the motivational piece. I asked them for which units
we can use to round (I was looking for answers such as weight, time, distance), but my students gave me answers about objects they
can round (they can round the length of hair or the length of scissors), but the units they gave me (length) remained the same. After
some discussion, I began to introduce the units of measurement I had hoped they would say (height, weight, speed) originally, and I
think some students understood the concept, but I’m not quite sure. If I had to re-teach this lesson, I would go back and make sure they
had a clear understanding before moving onto the next task. Providing real-world examples is an important part in my summative
assessment, and I want my students to feel confident they can give me the right answers, instead of just taking random guesses. I want
to see what they’ve learned, and how they can apply that knowledge.

There were positives and negatives to my lesson. We went over concepts, ideas and activities I had not initially implemented into my
lesson, but they seemed to flow naturally into what we were doing. I wasn’t afraid to go “off track” with my students, because we
were still discussing the content, just in different ways and viewpoints. I think from my first lesson to this lesson, I have really
improved my confidence in the classroom, and I hope my final lesson tomorrow goes as smoothly, if not better, than my lesson did
today.

1-19-13