5thGradeStudentTeachingLessonPlan

TeachByVowels
A Awareness:UsethestatisticsfromthepreviousweeksRedskinsgame,statethat
theythrewwith79.3342%accuracybuttheirwebsitenowsaysonly79.3%,why
isthat?(WholeGroup)
EExplorethetopic:Askthestudentstowriteadecimalontheirwhiteboard,then
turntotheirneighborandtalkabouteachoftheirdecimalnumbers.
IInvestigatethetopic:Studentswillinvestigateroundingbyturningandtalkingto
theirneighboraboutwhyweneedtoroundnumbers.Iwillpromptthestudentsto
thinkaboutsituationsthatmayrequireustoround.
OObserveandassess:Observethestudentsaccuracyandabilitytorounddecimals
ontheirexitticket.
UUtilizetheirknowledge:Askstudentstothinkabouthowandwhenweround
decimalsonadailybasis.
YYou
LessonPlan
11/13/2015
1. GoalStudentswillinvestigateandunderstandhowtorounddecimalstothe
nearestones,tenths,andhundredths.
2. ObjectivesSOL5.1
a. Studentswillaccuratelyrounddecimalstotheexpressedplacevalue.
3. MaterialsNeeded
a. Prometheanboard
b. Eightwhiteboards,markersanderasers
c. ExitTickets
d. Roundingcardsandrecordingsheets
4. IntroductiontonewmaterialUsethestatisticsfromthepreviousweeks
Redskinsgame,statethattheythrewwith79.3342%accuracybuttheirwebsite
nowsaysonly79.3%,whyisthat?(WholeGroup)
5. Warmupandreview:(SmallGroup)Investigateroundingbyturningandtalking
totheirneighboraboutwhyroundingisimportantandwhatsituationsmight
requiretheuseofrounding.Emphasizeandexplainthatroundingdecimalsis
differentfromroundingwholenumbersbecauseyoudonotaddzerostotheend
ofyourroundeddecimalnumber.
6. Presentation(SmallGroup)
a. Studentswillthenorderthemselvesbaseduponthenumbertheywroteon
theirwhiteboard.Thiswillhelptoactivatetheirpriorknowledgeabout
decimalsandtopicswehavealreadycovered,suchasorderingand
readingdecimals.
b. Introducethestoplinemethodofroundingbygoingthroughafew
numberstogether.

TheStopLineMethod
o Underlinetheplacevalueyouareroundingtoanddraw
alineafterdigitinroundingplace.Drawalooking
arrowtothedigittotheright.Comparethisnumberto
5.Returntounderlinedplaceroundingtoadd1more
orstaythesame.Underthenumberyouarerounding
writeroundednumber.Remembernonumbersare
allowedpastthestopline.
**Whenroundingawholenumberstopline
goesthroughthedecimalpointandthedecimal
pointwillgoaway.
c. Oncethestudentshaveagraspofrounding,Iwillsaythenumberaloud,
thestudentswillwriteitontheboardsandIwillaskthestudentstoround
ittodifferentplacevaluesontheirwhiteboard,startingwithtenths,then
hundredths,etc.
7. PracticeNewSkills
a. Studentswillcompleteroundingtaskcardswithapartnertodemonstrate
theirunderstanding.Studentswillflipoveraroundingcard,completethe
roundingonawhiteboardandrecordtheirresponseonasheetofpaper;
theywillthencomparetheiranswerswiththeirpartner.
8. Applicationatahigherlevel
a. Studentswilldescribehowweusedecimalsinoureverydaylife.
9. Differentiation
a. Smallgroupswillaccommodatedifferentiation,thegroupsarearranged
byability,typicallyallthreegroupscompletethesameactivitybutasthe
lessonprogresseswiththefirsttwogroupsIwilladjustthelessonas
needed.TheadjustmentIwouldmaketoaccommodategroupswhoare
strugglingishavingtheroundingcardsbecomeawholegroupactivity.
i. AsIamteachingthemainlessoninsmallgrouptheotherstudents
willbedividedintotwodifferentgroups.Onegroupwillbe
workingwithMrs.Axtonadecimalgame,whichallowsstudents
toplaytogetherandworkonconceptssuchascomparing,
ordering,andreadingdecimals.Theothergroupwillbeworking
onDreambox,whichisaselfguidedmathprogramavailablein
LoudounCounty.
10. FinalEvaluation
a. AsafinalevaluationIwillevaluateeachstudentsexitticket,rounding
taskcards,aswellastheiractionsandvocabularydisplayedthroughout
thelesson.