Lesson Plan Outline Student Teacher: Mary McCullough School: Heards Ferry Elementary Grade: 5th Subject: Math Lesson Plan on Comparing Decimals, Rounding Decimals and Adding Decimals Date: October 4, 2013 Goal(s) and Objective(s) 1) Students will be able to compare decimals and use place value to round decimals to the hundredths place. 2) Students will understand how to add decimals. MCC.5.NBT.4: Use place value understanding to round decimals to any place. Students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. MCC5.NBT.7: Add, subtract 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. (> 10 minutes) Hook: Problem of the day Individually, students will solve the problem of the day Teacher tells students that when you add decimals, make sure you line up the places and the decimals when adding. Think of money adding dollars (whole numbers) and cents (tenths, hundredths) Show and explain to students the math handout on the board that says, “When adding decimals, line up the places and the decimals in the problem. Add columns from the right to the left. Procedures :
Transcript
Lesson Plan Outline
Student Teacher: Mary McCullough School: Heards Ferry Elementary
Grade: 5th Subject: Math Lesson Plan on Comparing Decimals, Rounding Decimals and Adding Decimals
Date: October 4, 2013
Goal(s) and Objective(s)
1) Students will be able to compare decimals and use place value to round decimals to the hundredths place.
2) Students will understand how to add decimals.
MCC.5.NBT.4: Use place value understanding to round decimals to any place. Students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round.
MCC5.NBT.7: Add, subtract 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.
(> 10 minutes) Hook: Problem of the day
Individually, students will solve the problem of the day Teacher tells students that when you add decimals, make sure you line up the
places and the decimals when adding. Think of money adding dollars (whole numbers) and cents (tenths, hundredths)
Show and explain to students the math handout on the board that says, “When adding decimals, line up the places and the decimals in the problem. Add columns from the right to the left.
Procedures:
Open Lesson: Small Groups
(15-20 min) Alvarez Group:, Comparing Decimals and Expanded Form Sheet, How do the Decimal Numbers Compare Sheet
MCC.5.NBT.4: Use place value understanding to round decimals to any place. Students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round.
Students will fill out Comparing Decimals and Expanded Form sheet and How do the Decimal Numbers Compare sheet
(15-20 min.) McCullough Group: Rolling Around with Decimals Sheet, Rolling Around with Decimals Recording Sheet
MCC5.NBT.7: Add, subtract 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.
With partners, students will play a revised version of Rolling Around with Decimals with addition.
Students will get 3 dice and 10 rolls to add to get to the number 25 without going over 25.
(15-20 min) Independent Group: 3 in a Row Game
MCC5.NBT.7: Add, subtract 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.
Individually, students will roll dice and record their results in their journals.
Extensions: How do the Batting Averages Compare Sheet, Batting Averages’ Questions Sheet
Close Lesson: Assessment Problem
Revisit Lesson, review adding decimals and rounding decimals to the nearest hundredth
TEACHING AIDS AND MATERIALS1) Mathematics for Elementary Teachers 3rd Edition. – Sybilla Beckmann pg. 1192) Rolling Around with Decimals Sheet: Georgia Department of Education Grade 5: Unit 2: Decimals3) How do the Decimal Numbers Compare Sheet4) Comparing Decimals and Expanded Form Sheet5) Rolling Around with Decimals Sheet,6) Rolling Around with Decimals Recording Sheet6) Dice 3 in a Roll Game7) How do the Batting Averages Compare Sheet8) Questions about Batting Averages Sheet
Accommodations:1) Students will be given extra time to complete their sheets/work if they need extra time.2) Students can write their decimals with markers on the table and tell the teacher their answers3) Students can write their decimals down in their journals
ASSESSMENT OF STUDENT LEARNING1) Formative Assessment – Problem of the day2) Assessment Problem
Problem of the Day
Zachary added 3.4 + 2.7 and got the answer 5.11 How might Zachary have gotten this incorrect answer? Explain to Zachary why his answer is not correct and why a correct
method for adding 3.4 + 2.7 makes sense. Justify your answer.
Comparing Decimals and Expanded Form
1. Write the decimals 0.30 and 0.34 in expanded form.
2. Which decimal is greater? 0.30 or 0.34 Use >, <, to support your answer. Why? Justify your reasoning.
3. Write the decimal 150,876,932.486 in expanded form
4. Write the decimals 0.25, 0.24, 0.30, 0.27, 0.40, 0.34, 0.4, 0.65, 0.42, 0.83, 0.69 in order from least to greatest. Use <, >, or = to support your answer. Justify your response.
How Do the Decimal Numbers Compare?
Write <, >, or = to compare the two decimal numbers.
1. 15.15 15.51
Round 15.15 and 15.51 to the nearest hundredth.
2. 1.33 1.330
Round 1.33 and 1.330 to the nearest hundredth.
3. 10.01 10.009
Round 10.01 and 10.009 to the nearest hundredth.
4. 0.512 0.509
Round 0.512 and 0.509 to the nearest hundredth.
5. 10.05 10.050
Round 10.05 and 10.050 to the nearest hundredth.
6. 0.4106 0.4016
Round 0.4106 and 0.4016 to the nearest hundredth.
Revised Rolling Around With Decimals Addition Sheet
3 in a Row Game
Person Batting Word Expanded Fraction Round to
How do the Batting Averages Compare?
Average Form Form Nearest Hundredth
Jason Heyward
.254 Two hundred fifty-four thousandths
(2x 1/10) + (5 x 1/100) + 4 x (1/1000)
254/1000 254 1000
.25
Chris Johnson
.321
Ramiro Pena
.278
Dan Uggla .179
B.J. Upton .184
Freddie Freeman
.319
Brian McCann
.256
Justin Upton .263
Questions
1. Arrange the players’ batting averages in order from least to greatest.
2. What do the batting averages mean? What number is the batting average based out of?
3. Who has the lowest batting average? Who has the highest batting average?
4. Based on the batting averages given, what generalizations can you make about these Braves players?
Assessment Problem
Jane has 12.5 m of railway track. Gavin has 8.6 m of railway track. Kristy has 4.8 m of railway track. If they put their track together, how long will their
track be? Jane says that when she puts her track together with Gavin and Kristy the total railway track is equal to 12. 5 m + 8.6 m + 4.8 m = 24.7 m of railway track. Is Kristy’s answer correct or incorrect? Explain to Kristy why her answer of 24.7 m of railway track is incorrect or correct. Did she correctly add 12.5 + 8.6+ 4.8 to get the right answer? Justify your answer.
When adding decimals, line up the places and the decimals in the problem.Add columns from the right to the left.
![Logic Models Handout 1. Morehouse’s Logic Model [handout] Handout 2.](https://static.documents.pub/doc/80x56/56649e685503460f94b6500c/logic-models-handout-1-morehouses-logic-model-handout-handout-2.jpg)
