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Joshua Hakimian

Rounding Decimals Lesson Plan


Objective
CCSS:

Students will be able to round decimals to any place, which include the tenth,
hundredth, and thousandth place.
CC.5.NBT.4: Use place value understanding to round decimals to any place.

Key
Concepts

For this lesson, students will need to have an understanding of the place value
system. Previously, students had learned about the place value system that did not
include decimals. Students discovered that as they moved left on the place value
chart, the value of the whole numbers ended up increasing. Recently, the students
learned that, with decimals, the value of the decimals ends up decreasing as they
move to the right on the place value chart.

Materials

Go Math! Student Textbook


Place Value Chart
Rounding Game Spinners (0-9 Spinner, Decimal Place Value Spinner)
Frame Template
Rounding Game Recording Sheet
Pencil
Paperclips

Connection/
Motivation

This math lesson will be a continuation of the previous lessons that students have
had recently in math. Currently, the chapter the children are learning in math
focuses on decimals. Previous lessons that the students have had from this chapter
involved introducing thousandths, reading and writing decimals through
thousandths in many different forms.

Procedure

Engage: The teacher will begin by reading the learning target, and then provide a
math message on the board for the children to complete. The math message is
meant to access prior knowledge that the children will need to be successful in
achieving the objective of todays lesson. The message will ask students to round
whole numbers to a certain place. The teacher will review the problem with the
class.
Teach and Talk: The teacher will begin the mini lesson by using the Unlock the
Problem presented in the students textbook. The problem will ask the children to
round the decimal 0.386 to a certain place. The first way will ask the children to
use a place value chart to round the decimal. The teacher will model this way to the
children. The children will be asked to circle the digit in the place value to which
you want to round. Then, the children will underline the digit to the right of that
place. If the digit to the right is 5 or more than the children will increase the digit in
the rounding position by 1. If the digit to right is less than 5 the digit in the
rounding place will stay the same. The teacher will ask questions to the class to
actively engage the children through the steps of this method. The next method will

ask the children to use place value to compare the different values of the digits
when rounding. The teacher will again ask questions to the class to actively engage
the children through the steps of this method.
Exploration: The children will explore the topic with a math game. The children
will be partnered up, and be provided to spinners. One spinner will be used to
create the numbers and decimals, while the other spinner will be used to see which
place the children will round to when rounding. The children will record their
answers on a recording sheet that will require them to record the number they
create, the place value, they are rounding to, and their rounded answer. Children
will take turns between using the spinner and recording the answers. The teacher
will circulate during this activity to monitor student progress, and to scaffold
instruction. The teacher will also correct any misconceptions the children have on
rounding decimals.
Assessment: The teacher will informally assess students based off the answers
given during the Teach and Talk portion of the lesson. The teacher will also
informally assess the children based off their performance during the rounding
game during the Exploration portion of the lesson. Children will also be assessed
on whether they will need to be retaught the lesson in a small group, or if they can
work on the enrichment worksheet. The children will also be assessed on their
answers to the exit slip, and homework. Lastly, the children will be assessed on
how well they can explain their reasoning behind how they chose to round certain
decimals during the Closure portion of the lesson.
Monitor
Progress:

The teacher will circulate around the room to monitor student progress. The
teacher will correct any misconceptions that the children may have about rounding
decimals, or if the children are not following the directions for their game
correctly. The teacher will also scaffold instruction by asking questions to those
students who do not understand how to round decimals. The teacher will also
ensure that students are working cooperatively with one another while playing their
game.

Differentiate

Based off teacher observation, students who need extra assistance with rounding
decimals to the correct place will be pulled aside to work in small group on the
Reteach worksheet with the teacher. Students who have showed that they excel at
rounding decimals to the correct place will be provided with an Enrich worksheet
that they can work on independently or with a partner. Partnerships are
heterogeneous.
This lesson incorporates Gardners multiple intelligences:
o Interpersonal- Students will work with their partners to round the decimals
they create with the spinner to the correct place.
o Visual- Students will be provided with a place value chart to help organize
the decimals into the right place value column to assist with properly
rounding the decimal to the right place.
o Numerical - Students will be asked to round numbers that will be created
with their spinners to the correct place.

Closure:

Students will share the recording sheets from their game, and explain the process
they took to round some of the decimals from their game. The teacher will also
provide an exit slip to the children, which will ask the children to describe how to
round 3.987 to the nearest tenth.

Possible
Homework

Students will complete page 59 and 60 in their Go Math! Student practice book.

Notes: