Lesson Plan

Lesson: Equate and Compare Thousandths

Subject: Mathematics
Grade Level: 5th Grade
Time Frame: 1 hour 15 min

California State Standards: 5.NBT.1 Recognize that in a multi-digit number, a

digit in one place represents 10 times as much as
it represents in the place to it’s right and 1/10 of
what it represents in the place to its left. 5.NBT.3
Read, write, and compare decimals to
thousandths. 5.NBT.3a Read and write decimals
to thousandths using base-ten numerals, number
names, and expanded form. 5.NBT.3b Compare
two decimals to thousandths based on meanings
of the digits in each place, using >, =, and <
symbols to record the results of comparisons.

California ELD Standards: SL.5.1 Exchanging information and ideas with

others through oral collaborative discussions on a
range of social and academic topics. SL.5.5
Listening actively to spoken English in a range of
social and academic contexts.

Student take away from the lesson:
There are many different assets that can be seen
throughout the class. One asset that many of the
students possess is problem solving. The students
are able to problem solve both inside the
classroom and out. Being able to problem solve
allows students to look at problems and
determine the best way to solve them. They use
that same problem-solving strategy when they are
working in the classroom on classwork. Another
asset that the students have is family
relationships. Many of the students have strong
family relationships which are important. The
students show care in their work as they want to
show their families how well they are doing. The
strong family relationship is important because
many of the parents to these students work hard
to help their students succeed. Many of the
parents are very involved in their child’s learning
and often work with them at home to help further
 their child’s learning of a concept. After this
lesson students are expected to retain the skills
and ability to compare and equate decimals.
These skills and abilities will be used in the next
couple of lessons. In the next lesson students will
take their knowledge of decimals and use it to add
and subtract different decimals together. Each
lesson is specifically designed to build from the
previous lesson.

After engaging in the lesson students will have

knowledge, skills and abilities with decimals.
Students will be able to use the knowledge and
skills learned during the lesson to equate and
compare decimals to each other. The knowledge
and skills will be used throughout the unit. Each
lesson in the unit builds on these skills and
fluencies as they continue to work with decimals.
When the lesson is completed students will have
the ability to compare decimals and know the
place value they hold. The knowledge, skills, and
abilities obtained from this lesson will help
students with the next lesson where they will be
adding and subtracting decimals.
Assessment: To show if students are not meeting, meeting, or
exceeding the learning goal by completing the
problems in their workbooks. There are 16
problems and students will have 30 minutes to
complete them. Once students are finished, they
will turn in the problems to be graded. In order
for students to pass they will need 80 percent of
the math problems correct. In addition, there will
be a formative assessment question in their work
which students will be asked to describe the
method they used when comparing decimal
numbers. This formative assessment question will
allow me to know if students understood the
content of the lesson.

To demonstrate achievement of content during

the lesson students will have 80 percent of their
math work correct. Students will complete lesson
2-3 in their math workbook which consist of 22
problems. The first 5 math problems in the
workbook will be modeled for the students during
the whole class lesson. The remaining math
problems will be graded to assess the students
understanding of the math content.
 Students workbook will be graded as an indicator
of their understanding of the content. Students
will need to receive 80 percent or higher on their
math problems to show they understood the
content of the lesson. The problems in the
student’s workbooks ask students to model and
identify equivalent decimals. Students will also be
asked to show their work as they model decimals.
Learning Activities: During the lesson students will receive whole class
instruction where math problems will be modeled
for them. Students will also play a math game.
The math game is designed so that two students
are called up to answer a math question just like
the ones that were modeled for them. The two
students face away from the board while the
problem is being put up. When told to go the two
students will turn around and start answer their
problem on their clipboards. When finished they
will hold their clipboard up in the air to signal,
they have solved the problem. The rest of the
class will be solving the same math problem on
their desktop using an expo marker. After students
will get out their workbooks and begin answering
the problem set that has been assigned.

Students have been grouped according to their

MAPS score. There are three groups below grade
level, at grade level, and above grade level.
Students that are working above grade level will
receive the same type of math problems as the
rest of the class the problems will just be more
challenging. Students that are below grade level
work together at a back table with the teacher.
Students at the back table will also have a place
value decimal chart that they can use as a
resource to help them with their math problems.
Students at grade level will work at their desk but
are given the option to join the back table if they
need additional help with the math problems.

During the math game where students are holding

up their answer, they will be asked to explain how
they worked the problem. This allows students to
think about the steps they took in order to answer
the problem. The explanation they give will also
help the students that might have made a mistake
or not received the right answer. It models the
steps they need to take in order to answer the
 problem correctly. With more exposure to math
problems from this lesson students will have a
better understanding when they are working the
problems in their workbooks. This understanding
will be evident in the amount of correct math
problems. At the end of the math lesson students
will learn the importance and how the problems
they just completed will be used in future lessons.
Supporting Learners: Students have many different modalities of
learning that need to be taken into consideration
when teaching lessons. For this lesson the visual
learners will be shown how to draw and use
models to represent the math problems. This will
serve as a visual representation that can be used
to solve the math problem. For Auditory learners
the math problems will be modeled both visually
and auditorily. As the math problem is modeled
the steps taken to solve the problem will be
verbalized. This information will be repeated
through multiple problems as they are modeled
and explained to the students. For tactile learners
in the class there will be a decimal place value flip
chart that they will be able to use as a
manipulative. This flip chart will act as a hands-on
experience to help the students solve the math
problems in their workbook. For the kinesthetic
learners the lesson has a game incorporated into
it. The math game incorporated into the lesson
will allow students to get out of their seats and
answer math problems. Students will work
problems on their clipboards and then present the
answer and how they arrived at the answer to the
class. Throughout the lesson students will be able
to learn through the different modalities placed
into the lesson.

The materials that will be used for this lesson are

the 5th grade California Math Expressions Common
Core Book, Student Math Expressions workbook,
expo markers, clipboards, and desktops which will
be used as a writing surface. The technology that
will be used during this lesson is a projector and a
docucam. This will allow the teacher to model the
math problems to the students and have it
projected on the board so that all students can see
the steps taken to solve the problem. The
resources that will be used during this lesson is a
decimal place value flip chart which will act as a
manipulative for tactile learners. Gate students
will use California Mathematics Course 1 book
which consist of more advanced math problems.

Two of the focus students need extra support in

organization. During this lesson it will be
important for student to line up the math
problems according to their place value. Focus
student 2 and 3 will need to keep the numbers
from the math problem lined up in the proper
place value column or they will arrive at the wrong
answer. One accommodation to help FS2 and FS3
is the decimal place chart manipulative will allow
students to double check their answer and will
also allow them to see where they may have made
a mistake. Focus Student 1 is an ELL student but is
above grade level in math so to accommodate for
their math level they will use the California
Mathematics Course 1 math book which has math
problems that are more appropriate for their math
level. Other students who may struggle with math
will have the problems modeled for them multiple
times throughout the lesson and will also be
shown different ways to solve the problems.
Modeling different ways of solving the math
problems allows the students to find a way that
works best for their learning needs.