Lesson Plan

Lesson Title: Placing Decimals on a Number Line Grade: 6

Subject/Strand: Math - Number Sense and Numeration Unit: Fraction and Decimal Relationships
Location: Classroom & Hallway Times: 100 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In this lesson, students will be exploring the placement of decimals on a number line. The educator will introduce a mini lesson
discussing representing decimals as fractions. This is the 10th lesson in the unit.
Students will build on their understanding of decimal amounts to thousandths and students will extend their
understanding of fractions by representing, comparing, and ordering fractions with unlike denominators,
improper and mixed numbers; and make connections between fractions, decimals, and percents.

STEP 1: CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)
Quantity Relationships - read, represent, compare, and order decimal numbers to thousandths, proper and improper fractions, and
mixed numbers
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation: Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
● Represent, compare, and order decimal numbers from 0.001, using a variety of tools (e.g., number lines with
appropriate increments, base ten materials for decimals) (A)
● demonstrate an understanding of place value in decimal numbers from 0.001, using a variety of tools and
strategies (e.g. use base ten materials to represent the relationship between 1, 0.1, 0.01, and 0.001) (K)
● solve problems requiring conversion from larger to smaller metric units (e.g., metres to centimetres, kilograms to
grams, litres to millilitres) (Sample problem: How many grams are in one serving if 1.5 kg will serve six people?) (A)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
We are learning to compare decimal numbers to hundredths using a number line.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [X] FOR [X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
● Accurately place decimal numbers to the hundredth on a number line (A)
● Explain my reasoning for where I placed numbers along the number line (C)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Do Students will be assessed based on their Students will submit the number lines at
creation of the number line and the placement the end of the period.
of specific students and their jumps.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
● studied the 5th-grade fraction curriculum
● used fractions during bellwork
● reviewed fractions in the previous lesson
● Practiced converting mixed and improper fractions
● Explored equivalent fractions
● Placed fractions on a number line
● Found fractions of a whole number using manipulatives/drawings/division
 ● Completed independent and group problem-solving tasks.
● Explored the multiplication of whole numbers by 0.1, 0.01, 0.001 and decimal numbers by 10, 100, 1000
I.E.P. program implications: Accommodations, Modifications
Students will have extensions or alternative work to practice depending on their IEP. Some students will have a reduced amount of
work they are expected to produce.
Differentiation: Content, Process, Product, Environment, Assessment
Process: Students may choose to place the numbers on the number line in any order.
Environment: Students will have the opportunity to work in the hallway or in the classroom
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Responsibility: Students will demonstrate appropriate work ethic throughout all aspects of the lesson.
Initiative: Demonstrate interest in the topic and task. Ask questions when and where appropriate.
Vocabulary: (for word wall addition or reference and/or to develop a schema for this lesson. To be addressed in the lesson)
decimal number a number that has a decimal point followed by digits that show a value smaller than one.
denominator the bottom number in a fraction showing the total number of equal parts in the whole
difference the result of subtracting one number from another.
estimate to find a value that is close enough to the right answer, usually with some rounding or calculation involved.
fraction part of a whole.
hundredths one part in a hundred equal parts.
numerator the top number in a fraction showing how many parts of the whole there are.
part a portion of a whole
percent a fraction or ratio, where the denominator is 100.
sum The result of adding two or more numbers.
tenths one part in ten equal parts.
thousandths one part in one thousand equal parts.
unit fraction a rational number written as a fraction where the numerator is one and the denominator is a positive integer
fraction circles a circular manipulative divided into a variety of fraction sizes
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

● Daily Math Practice

● Minilessons for Multiplication and Division
● Number Lines
● Smartboard/Document Camera
● Instruction sheets
● Base 10 blocks
● Metre stick

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide the lesson.
Time: 20-30 minutes (Indicate time breakdown of instructional elements)
Bellwork 10-20 minutes
Use the document camera to project the Daily Math Practice Students will enter the classroom and immediately retrieve their
page for the day. Provide 10 minutes for the students to bellwork books. They will quietly begin solving the problems in
complete questions 1-5 as well as the repeating question their books.
____ x ____ = _____ - 5 + ______
Stop the students and take up each question using the Students will participate in taking up the problems by presenting
Smartboard. their solutions and strategies.

While students are coming in and working on the bellwork,

individually call them to the side of the classroom and have
them do a horizontal jump as far as they can. Measure the
distance of the jump and record this on a class tracking sheet.
This will be used for the action portion of the lesson.

Strings 10 minutes Students will use strings and prior knowledge in an attempt to
Project the appropriate page from Minilessons for complete all multiplication lessons before the three minutes are
Extending Multiplication and Division. Allow the students 3 finished. Students will participate in a brief discussion of the
minutes to complete as many questions as they can. problems by sharing the solutions and the strategies they used
Review the answers and strategies with the students. when completing the problems.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 40 minutes (Indicate time breakdown of instructional elements)

Mini Lesson 5-10 minutes

Discuss with students that decimal numbers are often less than 1
whole ie 1 vs 0.75. Show a few examples of how we can take
decimal numbers and turn them into fractions. One place value =
10ths, 2 place values = hundredths. Use base 10 blocks as a
example.
Students will participate in providing examples of decimals to
fractions. Students should recognize the use of base 10 blocks in
these relationships.

Activity 30 minutes
Introduce the group problem solving activity. Students will be
working on groups of 2-3 to place the distance of their peers
jumps (in metres) on a number line from 0-2. Example distances:
0.97 metres, 1.25 metres.

Project the distance of the students jumps using the document
camera, but also photocopy a list for each group. Groups should
place the numbers on the number line. When that task is
complete, they will convert the meters to centimeters to check
their work. Finally, students can begin to recognize the
relationship between decimals and fractions by converting the
meter distances (decimals) to fractions (ie 0.97m = 97/100,
1.25m = 125/100 or 1 25/100 or 1 ¼).
While students are working, circulate the classroom to provide
guidance and assistance where necessary.
Students will divide into their provided groups. Students will select
a group role. The manager will pick up the number line and
instructions.
Students will begin to work on placing the decimals on the number
line. Students should recognize that there are 10 blocks between
0-1 and 1-2. Each block represents 0.1 or 1/10.
When students complete the first part of the activity, they will
move on to questions two and three.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 15 minutes (Indicate time breakdown of instructional elements)

Gallery Walk 7 minutes

Bring the students back. Have each group place their number
line at a group of tables. Students will move with their group to
view the work of their peers. Spend 1-2 minutes at a group
before having the class rotate to view another number line.
Complete 2-3 rotations.
Students will return to the classroom and place their number lines
at a table group. Each group will rotate to view another number
line. Students will use accountable talk to discuss what the other
groups did with their number lines.

Discussion 7 minutes
● Did you notice any groups that had numbers in different
spots than you? Students will participate in a class discussion and point out things
● Does anything stand out to you about how other groups that they found interesting/different about the work of other
completed this activity? groups. Students will recognize that the relationship between
● What was the relationship between the decimals metres and centimetres including how you can take the decimals
(metres) and centimetres? (metres) and convert them to centimetres.
 ● What is the relationship between the decimals and
fractions?

Extension Activities/Next Steps (where will this lesson lead to next)

● Students will explore decimals.

● Students will complete independent and group problem-solving questions.
● Students will compare fractions, decimals, and percents.
● Students will order fractions, decimals, and percents.
● Students will complete a unit test.