UbD/DI Lesson Planning Template for EDUC 345

Teacher: Michael Gotte

Grade: Fifth

Subject: Math and Health/PE

Date: Friday November 4th (30 min)

Desired Results

CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):

Common Core- Standards for Mathematical Practice #2- Reason abstractly and quantitatively
Common Core- Standards for Mathematical Content- 5.NBT.A.3 and 5.NBT.A.4
5.NBT.A.3-Read, write, and compare decimals to thousandths.
a. 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.
Key Ideas- Understand the place value system in order compare two decimals and to round decimals.
Learning Standards for Health, Physical Education, and Family and Consumer SciencesStandard #1- Personal Health & Fitness
Elementary Key Idea #1- Students will understand human growth and development and
recognize the relationship between behaviors and healthy development. They will understand ways to
promote health and prevent disease and will demonstrate and practice positive health behaviors.
Essential Questions (Rubric Line 36):

Why is it important to compare two decimals?

How do we compare two decimals?
Why is it important to round decimals?
How do we round decimals?

Enduring Understandings(Rubric Line 36):

Students will understand that

When comparing two decimals to the thousandths, identify the thousandths place in both
numbers and decide which of the two numbers has the largest number in the thousandths place.
When comparing any two numbers, you use the > symbol if the number on the left is greater
than the number on the right; you use the < symbol if the number on the left is less than the
number on the right; you use the = symbol if the number on the left is equal to the number on
the right.

Revised 1/20/16

When comparing two decimals to the thousandths place, you ignore all other place values to the
left of the thousandths place.
When rounding decimals to any place value, you look at the place value directly to the right of
the given place value. If the place value on the right is 5 or more, you round the identified place
value number up and know off all of the place values that are to the right. If the place value on
the right is 4 or less, you leave the place value identified alone and knock off all the place values
that are to the right (or make them zeros).

Objectives (Rubric Line 31):

Students will be able to ...

Students will be able to compare two decimals to the thousandths place and correctly use the >,
<, and = symbols to record the results of the comparisons.
Students will be able to round decimals to any place value (up to the thousandths) using their
understanding of place value.

Assessment Evidence (Rubric Line 32)

Performance Assessment Tasks:
To assess student ability to compare two decimals to the thousandths place and to round decimals to any
place value (to the thousandths), I will give an exit ticket (please see attached exit ticket) at the
conclusion of the lesson.
Scoring Rubric for exit ticket:
Check-plus: All three words problems are correct and all four rounding problems are correct. The word
problems show that the student is using their understanding of place value (student circles or makes
marks on the decimals, draws the place value boxes, etc.)
Check: Two of the three word problems are correct and/or three of the four rounding problems are
correct. Some of the word problems show that the student is using their understanding of place value
(student circles or marks on the decimals, draws the place value boxes, etc.)
Check-minus: One or zero word problems are correct and/or two, one, or zero of the rounding problems
are correct. The student does not show that they have an understanding of place value.
Other Evidence:
Areas of Child Development (Rubric Line 28)

Revised 1/20/16

Physical development is supported because students are critically thinking about why physical activity
is important and how regular physical activity improves your overall health.
Linguistic development is supported because students must be able to explain orally how they solved
the word problem. It is also developed through students having the opportunity to orally explain their
answers in the anticipatory set in the whole-class discussion.
Social development is supported because students work in pairs to solve the word problem in whatever
way makes sense to them.
Cognitive development is supported because students are reviewing how to mathematically (using their
understanding of place value) compare two decimals to the thousandths place and round decimals to any
place value.

Learning Plan
Classroom Arrangement:
Students will remain in their assigned seats for the entire 30-minute lesson.
Materials:
1.
2.
3.
4.
5.
6.

Each student will need their math notebook

Each student will need a pencil
A copy of the exit ticket for each student
SMARTBoard Access with slides for word problem, directions
Internet game- http://www.hbschool.com/activity/decimal_rainstorm/
Internet game- http://www.math-play.com/baseball-math-rounding-decimals/rounding-decimalsbaseball-game.html

Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):

Anticipatory Set (Rubric Line 38): (8:50-8:55)
I will ask the students the following 3 questions (taps into interests & motivation):
1. What is your favorite sport & why?
2. Would you want to compete in the Olympics? Why or why not?
3. Why is it important to be physically active? (integrating math & health/PE)

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I will give students 2.5 minutes to discuss these questions with a peer and I will ask for responses for
2.5 minutes. For differentiation purposes, I will allow students to either write out their responses OR
they can discuss them with a peer, OR they can do both.
Procedure
Story Problem (Rubric Line 40):
Andrew and Chris love to swim and hope to qualify for the Summer Olympics in 2020. Andrew and
Chris have been practicing in order to improve their times. Andrew swam the 100-meter in 54.6587
seconds and Chris swam the 100-meter in 54.6525 seconds. Using the thousandths place, compare
the two times and put a <, >, or = in the circle in between the two numbers:
54.6567
54.6525
Please round both numbers to the nearest hundredths place.
**Blooms Taxonomy (analysis)- Students are asked to compare two decimals- they must critically
examine the two decimals in order to compare them.
**Blooms Taxonomy (application)- The word problem allows students to think about how the
concept of comparison of decimals can be used in real-life scenarios.
The above story problem will be displayed on the SMART Board and students will be directed to take
out their math journal at their desk. On a clean page, students will be asked to copy the above story
problem. In pairs (the student sitting to the right of them), the students will need to solve the word
problem in any way that makes sense to them. (8:55-9:00)
As some pairs finish early, they will be directed to find another, different way to solve the problem. If
the pair(s) find a second way before time is up, they will be directed to find as many ways as possible
to solve the problem.
Once all pairs have found a minimum of one way to solve the problem, we will reconvene as a whole
group. I will call on pairs to share the strategy that they used to solve the problem. I will ask if any
other pair used a different strategy until all possible strategies have been shared. (9:00-9:02)
After students have shared possible strategies, I will show the mathematical ways of solving the word
problem: (9:03-9:10)
Comparison of two decimals to the thousandths (review from previous lessons):
1. First things first, review the meaning of > (greater than), < (less than), = (equal to)
2. Identify the thousandths place in each decimal number- one way to help identify is to draw the
Revised 1/20/16

place value boxes, write out the number by placing each digit into its own box. After you have
done this, you label each digit with its corresponding place value. It often helps to underline,
circle, or highlight the number in each of the thousandths places. It is also easier to compare
the two decimals as they are written in the comparison expression (which decimal is on the
left side of the circle and which decimal is on the right side of the circle). (Sowder, 1997)
3. Once you have identified the thousandths in each decimal number, look at the number in the
thousandths place and determine if the second decimal numbers thousandths place is greater
than, less than, or equal to the first decimal numbers thousandths place. (Sowder, 1997)
4. Once you have made this determination, determine which symbol makes the comparison
expression true (<. >, or =) and place that symbol in the circle that is in between the two
decimal numbers.
5. Potential errors/misconceptions- (Steinle, 2012).
Students generally think a longer decimal is a larger number than a shorter decimal
Students generally think a shorter decimal is a larger number than a longer decimal.
Both of the above potential misconceptions will be discussed and reviewed through the
practice problems in the SMART Board game. We will examine examples that dispute
these two misconceptions.
***Students will have a 1-minute stretch break before moving on to the next part*** (I will monitor
student restlessness and will build in 30-second stretch breaks periodically throughout the lesson if
necessary. ***
Rounding to any place value (review from previous lessons): (Sowder, 1997)
1. Identify the place value that you are asked to round to- one way to help identify is to draw the
place value boxes, write out the number by placing each digit into its own box. After you have
done this, you label each digit with its corresponding place value. Example- round to the
nearest hundredth, so you would identify the hundredths place.
2. After you have identified the value that you are asked to round to, identify the place value
directly to the right of the given place value (now that you have drawn the box as per #1, you
can easily identify it) example- round to the nearest hundredth, so you would look to the place
value directly right to the hundredths place and identify it has the thousandths place.
3. Next, determine if the number in the place value to directly to the right (as identified in #2) is
5 or more, or 4 or less.
4. If the place value directly to the right is 5 or more, you round the identified place value
number up by one and knock off all of the place values that are to the right.
5. If the place value directly to the to the right is 4 or less, you leave the place value identified
alone (dont decrease or increase it) and knock off all the place values to the right (or make
them zeros)
6. Rewrite the decimal so that it is rounded to the place value as identified.
7. Potential errors/misconceptions- When rounding decimals, you look at the place value to the
left and not to the right- emphasis will be drawn to reasoning behind looking at the right place
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value and not the left.

Practice examples through SMART Board games- (9:10-9:25)
I found two neat games online that give examples of comparison problems and rounding decimals to
any place value. (Student motivation and interests)
http://www.math-play.com/baseball-math-rounding-decimals/rounding-decimals-baseballgame.html (rounding decimals to any place value)- I will break up the class in half (8 and 8).
Each team will take turns and someone new will come up from each team to the SMART
Board for each round. We will play this game for 10 minutes.
http://www.hbschool.com/activity/decimal_rainstorm/ (comparison problems)- There are 8
examples in which the student comes up and places the correct symbol in the circle. I will call
on 8 different students to come up to the SMART Board and complete the example. We will
play this game for 5 minutes.
Purposeful use of technology- Both activities get students up and out of their seats and are
nice interactive ways to use technology to support and review the learning objectives.

Assessment (Rubric Line 32): To assess student ability to compare two decimals to the thousandths
place and to round decimals to any place value (to the thousandths), I will give an exit ticket (please
see attached exit ticket) at the conclusion of the lesson.
Closing Activity:
I will hand out the exit ticket for students to complete. Students will be required to complete the exit
ticket without assistance from anyone and no notes will be allowed. (9:25-9:30)
**Blooms Taxonomy (application)- the comparison problems on the exit ticket are word problems.
Students will be applying the concept in real-world situations.
Use of childrens literature- here is where I would probably use childrens literature. However, my
teacher only gave me 30 minutes for my lesson, and I am going over as it is without the inclusion of
childrens literature. Therefore, I have decided to focus on the initial word problem, reviewing the two
concepts, and using technology to review the concepts. If I had given students paper-and-pencil
review problems in place of the SMART Board games, I would have had time for childrens literature.
However, I feel that the use of technology and games to practice the concepts trump the importance of
childrens literature in this lesson. Had I had more time, I would have loved to incorporate childrens
literature by finding a math-related book in which I could have had students practice rounding or
comparing decimals within the book. It would have also been cool to find a book related to my
health/PE standard that explains how/why exercise is important, and maybe content on the Olympic
games.

Revised 1/20/16

Evaluation of Teaching *done after the lesson is taught*: TBA

References
Sowder, J. (1997). Place value as the key to teaching decimal operations. ERIC, 3(8), 448-453.
Steinle, V. (2012). Summary of misconceptions about decimal numbers. Retrieved from
https://extranet.education.unimelb.edu.au/DSME/decimals/SLIMversion/tests/miscon.sht
ml#apparent
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Checklist for Additional Items on Lesson Plan Rubric
__yes__ Childrens Literature? (Line 30a)
__yes_ Technology use justification or explanation of no technology? (Line 30b)
__yes__ Blooms Taxonomy? (Line 37)
_yes_ Integration of subjects (art or health or physical education)? (Line 39)
___yes__ Use of Problem-Focused Lesson Template (in math) or Inquiry Template (in science)
Lines 33 and 40)

Revised 1/20/16