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Ordering Decimals
Daily Lesson Plan for: J
Lesson # 21
Date:
Goal(s):
5. NBT.A Understand the place value system.5.NBT.A.3b - Read, write, and compare decimals
to thousandths. Compare two decimals to thousandths based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
5. NF.B.3 - Interpret a fraction as division of the numerator by the denominator (a/b = a b).
Goal(s):
Given a number with decimals (to the thousandths place), J will be able to compare and order
decimals to the tenths, hundredths and thousandths, as well as illustrate the place value of any
digit in the number in 4 out of 5 prompts.
Given a number with simple fractions J will be able to compare and order fractions of like
denominators in 4 out of 5 prompts.
Materials/
Activities
Time #
Lesson Plan
Advanced Organizer:
Motivation
board
Scaffold
Feedback
OT
&
Adaptations
Pre-game: Expectations/goals
Place Value
Chart
3
mins
Whiteboard
Decimal Grids
tenths,
hundredths,
thousandths,
ten
thousandths in
erasable
pockets
Dry erase
markers
Using
decimal grids
demonstrate,
by shading,
the value of
0.8 versus
0.125
(discuss how
students often
make the
error of
looking at the
number as if
it was a
whole
number and
mistaking
125 as being
larger than
8).
10
mins
Decimal
Preprinted
cards
Preprinted
Fraction
cards
6
mins
Worksheet
Date:
Goal(s):
5. NBT.B - Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.B.7 - Add, subtract, multiply, and divide decimals to hundredths, using concrete models
or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.
Goal(s):
Given decimals numbers to the tenths and/or hundredths place value, presented either
vertically or horizontally, J will be able add two 2, 3, or 4- digit numbers decimals in 5 out of
6 prompts.
Materials/
Activities
Time
Lesson Plan
Attention Cue: Are we all set to go J?
Review:
4
mins
Motivational
board
Advanced Organizer:
Motivation board elements of each quarter
placed in game board, stickers specific to
skill(s) for board score/graph
Pre-game
We are going to use today to review the
decimal concepts of ordering and adding so you
Scaffold Feedback
& Adaptations
2
mins
Place Value
Chart
Whiteboard
Using decimal
grids
demonstrate, by
shading, the
value of 0.8
versus 0.125
(discuss how
students often
make the error
of looking at
the number as
if it was a
whole
number and
mistaking 125
as being
larger than
8).
I will go step
by step
demonstrating
adding
decimals and
thinking out
loud
(cognitive
modeling).
Decimal
Games:
Decimal
Double
Compare
Close to 1
J enjoys the
good natured
competition of
games these
types of
activities work
as academic
review, skill
building and
self-esteem
enhancement.
Preprinted
decimal
cards
Close to 1
Worksheet
8
mins
&
Starting with 3
numbers - then
moving on to 4
than 5
Preprinted
decimal
numbers
J will use
colored pencils
to color in a
graph to add
decimals
during
independent
practice.
* This will be
where J will
show if he
knows it or not
before we try
the assessment.
He will do this
by himself. I
will check
immediately.
Student Progress
Student Progress
Quantitative:
Quantitative:
3 out of 4
2 out of 2
Qualitative:
Qualitative:
J had trouble transferring knowledge of where J stayed on task throughout the lesson.
a number would be located on a number line to
the in between: two listed numbers in each of
the columns.
Instructional Decision:
Instructional Decision:
Why?
Changes?
Changes?
Delivery:
What?
Guided practice:
Why?
What?
Changes?
We played game(s) where J got to see where a
decimal number fell between other numbers
and how to add 3 numbers, with decimals to
the
tenths/hundredths/thousandths
place,
together.
Why?
J got see that the steps/strategies for ordering
and adding are the same no matter what the
specific number is/are.
Changes?
None as always games (especially one which
involve some tactile/kinesthetic movement) are
a good teaching technique to use with J.
Independent practice:
What?
Why?
Changes?
Evaluation:
What?
Why?
Changes?
Date:
Goal(s):
5. NBT.A Understand the place value system.5.NBT.A.3b - Read, write, and compare decimals
to thousandths. Compare two decimals to thousandths based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
5. NF.B.3 - Interpret a fraction as division of the numerator by the denominator (a/b = a b).
Goal(s):
Given a list of 2, 3, or 4 simple fractions J will be able to identify equivalent fractions with
unlike denominators - in 4 out of 5 prompts.
Given a list of 2, 3, or 4 simple fractions OR decimal number to the hundredths place, J will be
able to correctly place them in either ascending or decreasing value in 4 out of 5 prompts.
Materials/
Time #
Activities
Lesson Plan
Review:
3
mins
Advanced Organizer:
Motivation
board
Scaffold
Feedback
OT
&
Adaptations
Pre-game: Expectations/goals
Place Value
Chart
3
mins
Whiteboard
Dry erase
markers
10
mins
Example:
I took 4 out of the 8 slices of cheese pizza you
took 2 out of 4 slices of the peperoni pizza.
The pepperoni slices were cut larger, your 2/4
equals half the pizza but so does my 4/8 of the
cheese pizza .
2/4 and 4/8 are EQUIVALENT fractions
Strategy:
Preprinted
fraction
pairs with
missing
numerator
in 2nd
number
Preprinted
Fraction
cards
10
mins
Have J
Draw
preprinted
fraction pair
cards. Using
whiteboard
AND
cognitive
modeling
(talk out
loud through
strategy to
solve for
missing
numerator)
demonstrate
how to create
equivalent
fractions.
Part Two:
Decimal Game:
Fraction
game(s)
Worksheet
6
mins
Worksheet
6
mins
Given a worksheet with 5 decimals or fractions in either written, numeric or picture format J
will be able to compare each and place them in
order in 4 out of 5 prompts.
Given a worksheet, with lists of fractions, J will
correctly arrange the fractions in either
increasing or decreasing order in 4 out of 5
prompts.
Management Plan
StudentCentered
and/or DI
Elements
Lesson Transitions
Motivational
Chart
w/Goals
Self-Esteem
Activity
Week #6
J really likes
basketball
so we have
framed our
work as if it
were the
parts of a
Basketball
game.
The
motivational
board we
designed
uses the
basketball
theme
throughout
using
basketball
stickers,
scoring, etc.)
To monitor
his progress
each day J
places
stickers of
Basketballs
(with the
name of the
skill learned)
on a score
chart.
As a
continuation
of a
successful
self-esteem
activity in
weeks 1- 5
we played a
question &
share
information
basketball
game.
** We also
started a
token
th
economy this
4 Quarter:
Assessment/Evaluation week with
the target
behavior of
Post-game: Lesson
completing
Closure
written
assignments.
We took
turns
shooting a
foam
basketball
into a small
basket while
asking each
other fun
questions or
sharing
thoughts.
15
X
Quantitative Data
Summary
100 %
Date: 4/15
15
X
15
X
Quantitative Data
Summary
100 %
Date: 4/17
15
x
15
x
Quantitative Data
Summary
100 %
Quantitative Data
Summary
%
Graph 1 (of 2)
Daily Objectives
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
3/4
Date
3/5
3/6
3/7
3/10
3/11
3/13
3/14
3/24
3/
25
3/27
3/28
4/2
4/3
4/4
4/7
4/8
4/1
4
4/15
Graph 2 (2 of 2)
On-Task Behavior
100
90
80
% of intervals
70
60
50
40
30
20
10
0
3/4
Date
3/5
3/6
3/7
3/10
3/11
3/13
3/14
3/24
3/25
3/27
3/28
4/2
4/3
4/4
4/7
4/8
4/14
4/15
4/17