Daily Lesson Plan

Name: Jennifer Miller

30, 2016
Subject: Math
Decimals Review
Grade: 6th
Lesson: 55 minutes

Date: September
Topic:
Length of

Introduction (Essential Question):

How can decimals be compared?
This lesson will be spent reviewing the last two lessons.
Standard: Math
Cluster: Numbers & Operations - Fractions
Objective:
M.4.17
Use decimal notation for fractions.
M.4.18
Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record
the results of comparisons with the symbols >, = or <, and justify the conclusions
by using a visual model.
Specific Objective:
Successful students will complete the mini quiz with 80% accuracy.
Method(s):
Review
Whole group discussion
Whole group problem solving
Mini-quiz
Materials:
Decimals powerpoint (decimals.pptx)
Greater than, less than, and equal to signs
Direct Instruction:
Draw a place value chart on the board. This will be needed later on.

Thousands

Hundreds

Tens

Ones

Tenths

Hundredths

Thousandths

Remind students that decimals, like whole numbers, are based on the
number ten. In a place-value chart, the place to the right of the ones place
has a value of one tenth. The next place has a value of one hundredth.
Numbers that have digits in the tenths place and beyond are called decimals.
Point to each place on the place value chart and read the names. Have the
students repeat each name.
Next, remind students that decimals can be written in two different forms.
Ask, What are these forms? (Standard and word). Ask, What is the
difference of these? (Word form is written using words; standard form is
written using numbers.
Also, remind students that comparing decimals is similar to comparing whole
numbers.
Show students that the signs >, <, and = are used to compare decimals.
Explain that > is used to show greater than, < is used to show less than, and
= is used to show equal to. Also, explain that > and < are used to write
inequalities and that Inequalities are mathematical sentences indicating that
two quantities are not equal.
Guided Practice:
Have students draw a place value chart on their own paper. As they do this,
write the following decimals on the board: 12.65, 103.6, 0.425 and 32.9.
Have students take each decimal and place them in the place value chart,
then write them in word form.
Thousands

Hundreds
1

Tens
1
0
3

Ones
2
3
0
2

Tenths
6
6
4
9

Hundredths
5

Thousandths

12.65 = twelve and sixty-five hundredths

103.6 = one hundred three and six tenths
0.425 = four hundred twenty-five thousandths
32.9 = thirty-two and nine tenths

Before class, designate three separate areas to be greater than, less than,
and equal to. Make signs that establish these areas.

Open the decimals powerpoint and skip to slide 13. Explain to students that
you are going to show them several slides. They are to determine whether

the sign in the middle should be >, <, or =. Once they decide, they are to
move to the appropriate area in the classroom. Have students stand up.

Show each slide and have students move to the sign of their choosing. After
each slide, discuss with students how they know which sign to choose.
Encourage students to use the names of the place values when discussing
these decimals.

Independent Practice
Students will complete the questions on the powerpoint (slide 23 27) as
independent practice.
Lesson Closure:

Have students hand in their powerpoint questions paper. Have a discussion

with students. Ask, What did we learn today? Also, ask Does anyone have
any questions so far about decimals?

Assessment:
For assessment, students will complete the questions on the powerpoint.
Successful students will complete these questions with 80% accuracy.
Reflection
I was really pleased with this lesson. The students enjoyed participating in the
activity, getting them up out of their seats. They also seemed to enjoy the
Powerpoint. Displaying it on the smart board allowed all students to see the
decimals easily. I also liked displaying the quiz questions on the board. I could read
them aloud and students could easily follow along. The discussion that I had with
students after the lesson was good too. Students were eagerly volunteering their
answers, and a few even asked questions. I was happy to see their engagement.
What I Would Do Differently:
1. I would incorporate think time before students switched places. I noticed that
a couple students seemed to just follow other students that they thought
would know the answer. When these students were asked why they chose
their answer, they couldnt tell me. Allowing for think time would give those
students a chance to pick an answer without following the group.
2. I would type the quiz questions and hand them out. Although I really liked
the quiz on the Powerpoint, I think that some students still benefit from
having them written down. I want to accommodate those students.
3. Instead of having students draw their own place value chart, I would supply
them with one. I noticed some students really struggled with drawing one
and it caused them to fall behind. By providing them with one, we could save
valuable class time.