Lesson Planning Form for Differentiating Instruction — Calvin College Education Program

Teacher Rachel Vos and Jared Swanson

Date November 16, 2017 Subject/ Topic/ Theme Rounding Decimals

I. Objectives
What is the main focus of this lesson?
In this lesson, students will be focused on rounding decimals to the nearest tenths, hundredths, and thousandths place.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson will continue to develop students’ understanding of decimals and place value. This will connect their understanding of
rounding whole numbers to rounding decimals. Students will also look at practical applications of rounding decimals (e.g. measuring
with a ruler)
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
1) Students will be able to round decimals to a given place value
2) Students will be able to identify place values within a decimal.
3) Students will be able to use rounding decimals in a practical sense (e.g. measuring with a ruler)
CCSS.MATH.CONTENT.5.NBT.A.4 Use place value understanding to round decimals to any place.

II. Before you start

Prerequisite knowledge and skills.
Assessment
(formative and summative)
Identify those students
(individuals or groups) in your
class who will need special
attention and describe the level of
support you plan on giving them.
Refer back to the survey you did
of your class.
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.
This is the second lesson plan and students should already know about decimals and their place
values. They have already compared decimals and should have an understanding on the
relative size of decimals in relation to each other.
Pre-assessment: circulate while students are doing the number line task with a partner and
observe their work
Formative assessment: making the student decimals
Summative assessment: quiz at the end of the lesson to assess days 1 and 2
In fifth grade, students are looking toward a time of transition. They are thinking about getting
ready for middle school. Many of them are also beginning puberty. In fifth grade, the social
and academic circles may start to overlap more than they previously did. Children begin to
value friendships with those who share common interests. Students also begin to argue more
effectively and think about things from multiple perspectives. Students begin to do tasks that
require both physical and cognitive work.
https://www.verywell.com/5th-grade-skills-for-school-success-621045
Chart paper
Markers
White boards
Numbers for each student
5 number lines for each pair of students
Tape and ball for decimal activity
Tape on the floor to make the large decimal outline

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation - Put students in partners and give each partner a worksheet with number lines. Each number line
(Opening/ will have a dot somewhere on the line.
Introduction/ - Explain to students that with their partner, they need to label the marks on the number line and
Engagement) decide which mark is closest to the dot on the line.
5 - Give students time to work on this with their partners.
- Ask students how they figured out how to round their decimal. (They should say that they looked
at which tick mark was the closest to the dot.)
 - Give students number lines with numbers filled in and give the students a decimal. Have them
mark where the decimal would be. Then, have the students round the decimal to the nearest
5 tenth.
- Ask students how they figured out how to round the decimal.
- Write several decimals on the board and which place value to round to.
- Have the students round the decimals with their partner. They can use the number lines to help
them decide how to round the decimals.

Development - Divide students into 2 groups, one group with each teacher.
- Write a number on the board (158) and ask students how they would round this number to the
nearest ten. Ask students how they figured out how to round this number.
- Write a decimal on the board (1.78) and ask students to round it to the nearest tenth. Ask students
how they figured this out.
15 - As a group, write down student suggestions for how to round decimals on chart paper. (Examples
of suggestions include: using a number line and looking at which number the decimal is closest
to, looking at the numerals and deciding based on the number whether to round up or down.)
- Practice rounding decimals as a group. Each student will have a white board and the teacher will
write a decimal on the board and tell the students which place to round to.
- Students will round the decimal on their whiteboard. When they finish, they should compare
their answer with their partner’s answer.
- As a whole group, have students explain their answers and how they got their answer.
20 - Ask students what they notice about rounding whole numbers and rounding decimals (They are
very similar).
- Give each student a single-digit numeral (some students will be zeros).
- On the floor will be an outline to build a decimal.
- The teacher will say a decimal (44.78) and the students will work together to create the decimal
with their numerals.
- Some students will be up front in the decimal, and those who are not will stand back and look at
the decimal.
- Have the students who are part of the decimal say their number and the place value they are in.
(4-tens, 4-ones, 7-tenths, 8-hundredths)
- Then, tell the students who are not part of the decimal to round the decimal to the nearest
tenth.They can have the students in the decimal move, leave, or change them out with different
numbers.
- After the students have rounded the decimal, ask the students making up the decimal if they think
the number is correctly rounded.
- Repeat this activity with different students and different decimals two-three more times.
- Students will go back to their seats.
15 Closure - Students will complete a summative assessment on comparing and rounding decimals.

Your reflection on the lesson including ideas for improvement for next time.