Naomi Hernandez-Hama ​October 03, 2018

​ itle- Grade 5
T
Setting: B108 5th grade classroom
Time Frame: 10:25-11:25 (1 hour)
Topic(s): ​Math: Comparing & Ordering Decimals

Essential Question(s):
✓ How can you use place value to compare and order decimals?

(Teacher) ​Objective:
✓ I will provide students with a fun engaging way to compare and order decimals correctly.

(Teacher) ​Goal:
✓ My goal is to deepen students’ understanding of decimals, going over different place values.
(Student)​ Learning Objective:
❖ I will be able to correctly read, write represent, and compare decimals using place value.

Understand Read, write, and compare decimals to thousandths.

Numbers & the place b. Compare two decimals to thousandths based on
Operations value 5.NBT.3b meanings of the digits in each place, using >, =, and <
in Base Ten system symbols to record the results
of comparisons.

(Student)​ Learning Target​​:

❖ I ​can​ compare and order decimals using place value.

(Student)​ Success Criteria​​:

❖ I know I am successful when… 1) I can read decimals using correct vocabulary 2) write
decimals correctly 3) represent them using correct place value 4) order them using the correct
place value.

Conceptual Knowledge: Procedural Knowledge:

● Decimals ● Understanding decimals
● Whole numbers ● Realizing that place value in whole numbers
● Rounding vs. decimals are different.
● Place Value ● Understanding how to go from standard
● Tenths form to word and expanded form.
● Hundredths ● Being able to identify when a decimal is
● Thousandths present, you say “AND”
● Word form ● Ex: 2.178
● Standard form ▪ Two AND one hundred
● Expanded form seventy eight thousandths
● Knowing that two decimals with different
place values can still be compared
● 2.19 VS. 2.372 (add a zero)

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Teacher Resources/Materials: Student Resources/Materials:
▪ Promethean Board ▪ Pencil
▪ Projector ▪ Clipboard
▪ Handouts ▪ Expo Pen
▪ Chart Paper
▪ Various classroom objects
▪ Sheet protectors

Student Preparation: Instructor Preparation:

➢ Be familiar decimals as a whole ➢ Create handouts
➢ Be familiar with rounding ➢ Print handouts
➢ Understanding the difference between ➢ Prepare class by reviewing decimals and the
word, standard, and expanded form. different place values
➢ Understanding place value well enough to
compare decimals

Introduction:
➢ Pre-Assessment –​ Have problems projected on board and have students answer them on clipboard
o Sheet protectors will act as “white-board”
▪ Problems will vary from asking the students to identify place value in decimals, and
comparing them,
➢ Activating Prior Knowledge​ - Standard, word, and expanded form from Chapter 1
o Identifying Place Value
o Comparing using >,<,=
➢ Connecting Prior Knowledge to Activity​ - Using what they know for place value to figure out the
place value in decimals

Procedures:
▪ Prior to Lesson
o Review three different forms
▪ Standard form
▪ Word form
▪ Expanded form
o Review signs used to compare
▪ > greater than
▪ < less than
▪ = equal to
▪ Introduction
o (​Will be used as pre-assessment)
▪ Introduce lesson by starting off with Google Slides
▪ Guided Instruction:
o I DO/WE DO: Modeling
o YOU DO: Independent Practice
▪ Assessment:
● Task cards will be set round the room for students to complete.
▪ My assessment expectations for the students will be
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 o Completed Task Card worksheet
o Able to participate in class discussions
o Able to use prior knowledge to apply the different forms but using decimals instead of
whole numbers
o Able to order them
o Able to compare them using correct signs

Time Notes Instructor

3 min Go Over Objectives: (Teacher) ​Objective:
(Allows students to ✓ My goal is to deepen students’ understanding of decimals,
know expectations) going over different place values.
o And to use the correct symbols when comparing
Success Criteria:
(Always post (Student)​ Learning Objective:
somewhere so you are ✓ I will be able to correctly read, write represent, and compare
able to refer back to it) decimals using place value.

(​WRITE LEARNING (Student)​ Learning Target​​:

TARGET & SUCCESS ✓ I ​can​ compare and order decimals using place value.
CRITERIA ON BOARD​)
(Student) ​Success Criteria:
✓ I know I am successful when… 1) I can read decimals using
correct vocabulary 2) write decimals correctly 3) represent
them using correct place value 4) order them using the correct
place value.

12 min (Students will be on ● Go over directions

carpet) ○ Students will need clipboard, sheet protector, expo pen,
Pre-Assessment: pencil, and tissue
■ I will have sheet protectors and tissue ready
(Able to see what prior to lesson
students know and ○ I will have a Google Slides set up to have different
which areas might questions students will need to answer using their
need more focusing) white-boards
● Google Slides:
https://docs.google.com/presentation/d/18kfmmvNgKOensC
PbwgDUg14PNAsvVa33iA0tN6WRViM/edit#slide=id.gc6f75fc
eb_0_0
○ Will monitor who is struggling
■ (DON’T FORGET TO TRACK WHO IS MISSING
WHICH PROBLEM)

5​​ min Activating Prior ● Turn & Talk about activity we just did
Intro. Knowledge: ■ SHOWING MONITORING COMPREHENSION
● (Harvey & Goudvis)
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 (What is standard, ● Have class discussion on different forms
word, and expanded
form, how is it related
to decimals?)
Connecting Prior
Knowledge to
Activity:
(Why is it important to
understand the
relation between using
the forms for whole
numbers and
decimals?)
5 ​min INTRODUCTION: ▪ Introduce lesson by going over Share & Show on page 165 in
(Time to go over
instructions so each
student is aware of
what is expected)
15 ​min Guided Instruction: ▪ Guided Instruction:
(I DO/WE DO)
Guided (In order for students
Instru. to do, they need to see
and hear, which is why
I chose to MODEL)
(LAY OUT TASK
CARDS WHILE
STUDENTS ARE
CONVERSING)
30 Independent Work ▪ YOU DO: Independent Practice
min. (YOU DO)
(Time to assess and see
which students are
struggling/not)
○ Transition into diff. forms using Anchor Chart
■ Using different symbols when comparing
● < greater than
● > less than
● = equal to
Math Workbook
o Relationship between the two decimals
▪ Comparing the two
o Naming the greatest place value where the two decimals
differ from each other
▪ Notice: If you make the decimals have the same
number of place values, it’ll be easier to compare.
● 21.156 VS 21.15
o Changing 21.15 and adding a zero
▪ 21.165 VS 21.150
o I DO/WE DO: Modeling
▪ Once completed, transition into Anchor Chart
● Anchor Chart will go over steps used to
determine how to compare decimals
o 1. Copy down 2 decimals
o 2. Evaluate the numbers
o 3. Cross out if any numbers are
equal and repeat evaluation
process
o 4. Determine which is greater
o Task Cards #31-60
▪ Will be placed at desks
o Comparing decimals
● Will be given sheet to record answers
▪ Have students finish as much as they can
● Will give more time if they do not finish
▪ To eliminate students scrambling, have them
start at their “special number”
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Differentiation: o Well Below and Developing Proficiency Students:
(Easier way to reach o Allowing them to work in pairs to complete task cards
the different types and o Pull kids if necessary
levels of students while ▪ For this lesson and future lessons
teaching the same o Having answers listed as multiple choice for Slides
lesson) o Accelerated Students:
o Allow them to complete more task cards if they want
▪ Very capable of doing this
● Also allow them to assist other students
o Early Finishers:
o Autumn coloring - comparing decimals practice
▪ Fun & engaging
o iReady Math
▪ Always a good tool
▪ Will assign lessons relating to comparing
decimals

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Anchor Chart:
https://i.pinimg.com/originals/aa/ae/cb/aaaecb4f3562d015332f8d6fdda6205c.jpg
(adapted from Google Images - recreated poster)

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Examples of Task Cards used