David Knapp

Comparing Decimals
Daily Lesson Plan for: J
Lesson # 9

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.
Goal(s):
Given a number (as either a verbal or visual/written prompt) with decimals (to the hundredth
place), J will be able to read and write decimals to the tenths and hundredths and illustrate the
place value of any digit in the number in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals (to the hundredth
place), J will be able to represent and order decimals by using a number line in 5 out of 6
prompts.

Materials/
Activities

Time #

Lesson Plan
Attention Cue: Are we all set to go J?

Motivational
board

4
mins

Review:
Review definition of area (vocabulary),
why/when we would want to know the
measurement of how to cover the
surface (real life connection) and how
you solve for the area of a shape/location
(computation).
Review ways in which perimeter and area
are similar and different.

Advanced Organizer:
Motivation board elements of each
quarter placed in game board, stickers
specific to skill(s) for board score/graph

Scaffold
Feedback
&
Adaptations

OT

3
mins

Pre-game
Identifying everyday uses of fractions and
decimals; such as measuring ingredients
for recipes, measuring how far you ran (ex.
or .5 of a mile), using money, etc.
1st Quarter: Teacher Instruction:

Whiteboard

Place Value
Chart

4
mins

Part 1
Write 0.1 on the board and have J practice
saying it, this number is commonly read
both as one tenth and as point 1.
Ask:
1. What is one-tenth more than 0.1? What
is 0.2 more? What is 0.5 more? What is 1
more?
Write each answer on the board. Ask J to
compare each sum with 0.1. Which places
have the same digits? Which do not?
2. Write 0.2 on the board and have J
practice saying it (this number is
commonly read both as "two tenths" and
as "point 2.")
What is one-tenth more than 0.2? What is
0.2 more? What is 0.5 more? What is 1
more?
Write each answer on the board. Ask
students to compare each sum with 0.2.
Which places have the same digits? Which
do not?
Part 2
Demonstrate how decimals are parts of
a single whole unit.

Paper number
line
(whole
numbers 1-3)
marked with

4
mins

*Use the number line and the grid/box

with decimal/parts identified.
2nd Quarter: Guided Practice:

decimal
measurements
to the tenths
place

Using a whiteboard we will take turns

choosing a card with a decimal and then
draw a picture to represent it.
8
mins

Whiteboard
with number
grid (tenths),
small cards
with decimals
written on
them (either
numeric or
word format)

Discuss how decimals and fractions are

similar (parts of a whole, etc.), yet
different (fractions can be divided in many
different sized parts while decimals are
always aligned with base 10 place values)

3rd Quarter: Independent Practice:

5
mins

Given a sheet of paper with blank grids, a

list of decimals to the tenths or hundredths
and colored pencils, J will shade in the
grids to represent the decimals.

4th Quarter: Assessment/Evaluation:

Paper number
grids: whole,
tenths,
hundredths
Plain paper,
colored pencils

5
mins

Given a worksheet with 6 decimals in

either written, numeric or picture format J
will be able match them correctly to (1)
other formats or (2) equivalent fraction in
5 out of 6 prompts.

Post-game: Lesson Closure:

Review how decimals fit in the base ten
place value system.

Worksheet
2
mins

Other review/extension skills:

To convert fractions to decimals divide
denominator into the numerator.

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

6 out of 6

2 out of 2

Qualitative:

Qualitative:

J seemed to get this from the start.

On task

Instructional Decision:

Instructional Decision:

Move on to rounding and comparing decimals

Continue as planned

Teacher Reflection for Instruction/Assessment

Teacher Reflection for Management

Instruction:

Planning:

What?

What?

I felt on this lesson I had very strong direction Why?

instruction. J seem to understand clearly what I
was doing and the possible real world Changes?
applications.
Why?
Delivery:
I took my time and emphasized key points.
During guided practice J rarely needed any What?
help from me. He seemed to get it almost
instantly.
Changes?
Why?
My ideal goal is that all my future instruction
phases go like this one did.
Changes?
Guided practice:
What?
Why?
Changes?
Independent practice:
What?

Why?
Changes?
Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #10

Daily Lesson Plan for: J
Lesson # 10

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. NBT.A.4 - Use place value understanding to round decimals to any place.5.NBT.B Perform
operations with multi-digit whole numbers and with decimals to hundredths.
Goal(s):
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able to read and write decimals to the tenths, hundredths and thousandths, as
well as illustrate the place value of any digit in the number in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able to compare decimals to the tenths, hundredths and thousandths, as well as
illustrate the place value of any digit in the number in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able round decimals to any place in 5 out of 6 prompts.

Materials/
Activities

Time #

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

Whiteboard

4
mins

Using a whiteboard we will take turns choosing a card with a

decimal and then draw a picture to represent it.
Discuss how decimals and fractions are similar (parts of a whole,
etc.), yet different (fractions can be divided in many different sized
parts while decimals are always aligned with base 10 place
values)

Advanced Organizer:
Motivation board elements of each quarter placed in game
board, stickers specific to skill(s) for board score/graph

Motivational
board

Pre-game
3
mins

Today we are going to work on identifying, representing, and

comparing numbers that include tenths and hundredths.

1st Quarter: Teacher Instruction:

Place Value
Chart

Whiteboard

8
mins

Comparing:
Demonstrate that to compare the value of a decimal number you
examine like place value positions (e.g., tenths to tenths,
hundredths to hundredths, and thousandths to thousandths).
Demonstrate that - if both decimals have the same digit in the tenths
place, then we must compare the hundredths, and if those digits are
the same, we must compare the thousandths.
Rounding:
Review place value positions of whole numbers and decimals to the
thousandths.
To round a decimal you must determine the digit that is to be
rounded according to the specified place value.

Identify the two possible answers (benchmarks) to which a

number is closest.
Use place value understanding to compare the given number
to the possible benchmarks. For example, when rounding
14.235 to the nearest tenth, you must recognize that the
possible benchmarks are; tenths thus, it is either 14.2 or
14.3. Therefore: 14.235 is closer to 14.2 (14.200) than to
14.3 (14.300).

2nd Quarter: Guided Practice:

10
mins
Decimal
Games
(including
decimal
cards

Comparing:
Play one or more of the following decimal games:
Decimal Compare; Smaller to Larger; Decimals Between
Rounding:
Using the whiteboard continue demonstrating how to round to
any specified place by working together.
(* Use basketball game format if progress indicates)
Rounding with decimals: When rounding numbers involving
decimals, there are 2 rules to remember:

Whiteboard

Rule One: Determine what your rounding digit is and look to the
right side of it. If that digit is 4, 3, 2, or 1, simply drop all digits to
the right of it.
Rule Two Determine what your rounding digit is and look to the
right side of it. If that digit is 5, 6, 7, 8, or 9 add one to the rounding
digit and drop all digits to the right of it.

3 baskets
Small foam
basketball

Alternative explanation:
This rule provides more accuracy and is sometimes referred to as
the 'Banker's Rule'. When the first digit dropped is 5 and there are
no digits following or the digits following are zeroes, make the
preceding digit even (i.e. round off to the nearest even digit). E.g.,
2.315 and 2.325 are both 2.32 when rounded off to the nearest
hundredth. Note: The rationale for the third rule is that
approximately half of the time the number will be rounded up and
the other half of the time it will be rounded down.
Examples:
765.3682 becomes:
1000 when asked to round to the nearest thousand (1000)
800 when asked to round to the nearest hundred (100)
770 when asked to round to the nearest ten (10)
765 when asked to round to the nearest one (1)
765.4 when asked to round to the nearest tenth (10th)
765.37 when asked to round to the nearest hundredth (100th)
765.368 when asked to round to the nearest thousandth (1000th)

3rd Quarter: Independent Practice:

Worksheets

8
mins

Given a worksheet, with decimal measurements on number

lines J will correctly identify and/or fill-in specific decimal
points in at least 4 out of 5 prompts.
Given a worksheet, with lists of decimals, J will correctly
arrange the decimals in either increasing or decreasing order in
3 out of 4 prompts.
Given a worksheet with lists of decimals, J will correctly identify
the place value(s) to the tenth or hundredth place as directed in
5 out of 6 prompts.
Given a list of decimals J will round the number off to either a
whole number or the nearest tenth as directed in 5 out of 6
prompts.
4th Quarter: Assessment/Evaluation:

worksheet

5
mins

Given a worksheet with 6 decimals in either written, numeric or

picture format J will be able to compare each and place them in
order in 5 out of 6 prompts.
Given a worksheet with 6 decimals J will be able to round each to
the tenth, hundredth or thousandths place in 5 out of 6 prompts.

Post-game: Lesson Closure:

3
mins

Review how decimals fit in the base ten place value system and how
this relates to comparing the decimal numbers and/or rounding
numbers off to specific decimal places

Other review/extension skills:

220:174g Instruction/Assessment Self-

220:170g Management Self-Reflection

Reflection
Student Progress

Student Progress

Quantitative:

Quantitative:

J correctly read and wrote decimal number in 5 2 out of 2

out of 5 prompts
Rounded 4 out of 5 decimal prompts accurately
Correctly Compared 5 of 5 decimal numbers
Qualitative:
Qualitative:
On task
First J had a problem understanding
instructions. (I take the blame for not writing
clearer questions) J eventually got it and then
we moved quickly though the assessment.

Instructional Decision:

Instructional Decision:

Move onto more complex work with fractions

and decimals (rounding and converting).

Continue as planned

Teacher Reflection for

Instruction/Assessment
Instruction:
What?

Teacher Reflection for Management

Planning:
What?

Why?

Why?

Changes?

Changes?

Guided practice:

Delivery:

What?
Played a decimal rounding game that J really What?
enjoyed; the game helped him compare
decimals by using the skill of rounding to Why?
compare values
Changes?
Why?
J loved the competition part of the War card
game, but did get not get upset or argue if he
happened to lose. Towards the end of the game

he was the one reading all the cards and saying

if it was mine or his that was larger.
Changes?
Have J take the leadership role in more
games/activities, so towards the end of guided
practice he is leading me.
Independent practice:
What?
Why?
Changes?

Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #11

Daily Lesson Plan for: J
Lesson # 11

Date:

Goal(s):
5. NBT.A Understand the place value system. 5. NBT.A.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 its right
and 1/10 of what it represents in the place to its left. 5. NBT.A.4 Use place value understanding
to round decimals to any place. 5 NBT.B Perform operations with multi-digit whole numbers
and with decimals to hundredths.
Goal(s):
Given a number (as either a verbal or visual/written prompt) with decimals (to the thousandths
place), J will be able round decimals to any place in 5 out of 6 prompts.
Given a number (as either a verbal or visual/written prompt) with decimals or fractions (to the
thousandths place), J will be able to convert decimals to fractions, or convert fractions to
decimals, in 5 out of 6 prompts.

Materials/
Activities

Time #

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

Motivation
board

5
mins

Rounding with decimals: When rounding

numbers involving decimals, there are 2
rules to remember:
Rule One: Determine what your rounding
digit is and look to the right side of it. If
that digit is 4, 3, 2, or 1, simply drop all
digits to the right of it.
Rule Two Determine what your rounding
digit is and look to the right side of it. If
that digit is 5, 6, 7, 8, or 9 add one to the
rounding digit and drop all digits to the
right of it.

Scaffold
Feedback
OT
&
Adaptations

Advanced Organizer:
Motivation board elements of each
quarter placed in game board, stickers
specific to skill(s) for board score/graph

Place Value
Chart

Pre-game: Expectations/goals
3
mins

Manipulative
representations
of decimals

Decimals and fractions are ways to

represent parts of a whole therefore a
fraction and a decimal may look different
but be equivalent (have the same value).

1st Quarter: Teacher Instruction.

Whiteboard
Dry erase
marker(s)

8
mins

To convert decimals to fractions:

Look carefully at the decimal place
value - this is the denominator.
Example: 0.4 = 4/10
0.63 = 63/100
(* reducing fractions to be covered in future lesson)

To convert fractions to decimals:

(a) if denominator is a multiple of 10 it
is ready to be a decimal without
computation (3/10 = .3)
(b) Otherwise, divide denominator into
the numerator.

2nd Quarter: Guided Practice

Precut cards
with decimals
or fractions

8
mins

Written prompts/precut cards with

conversion prompts:
1. Prompts with decimals to fractions

written on
them

2. Prompts with fractions with multiples

of 10 as denominators
3. Prompts with misc. fractions

Working together and/or taking turns,

model solving the steps to convert
decimals to fractions and fractions to
decimals in game format.

Plain paper,
colored pencils

Played Tic Tac Math - using fractions or

decimals as markers.
3rd Quarter: Independent Practice

Worksheets:
1. rounding
colors

6
mins

Rounding worksheet (color coded)

4th Quarter: Assessment/Evaluation

2. assessment
prompts

6
mins

Given a worksheet with 10 decimals in

either written, numeric or picture format J
will be able to round the decimal to the
tenth or hundreds place in 5 out of 6
prompts.
Given a worksheet with 12 decimals
and/or fractions J will be able to convert
them in 5 out of 6 prompts.

Post-game: Lesson Closure

3
mins

Decimals and fractions are ways to

represent parts of a whole therefore a
fraction and a decimal may look different
but be equivalent (have the same value).
Decimals and fractions can be converted
to the other format by computing the part
of a whole that is being represented.

220:174g Instruction/Assessment Self-

220:170g Management Self-Reflection

Reflection
Student Progress

Student Progress

Quantitative:

Quantitative:

Convert 4 out of 5

2 out of 2

Qualitative:

Qualitative:

J seemed to rush and be a little over confident; J was engaged and on task. He responded
resulting in careless error on one prompt.
eagerly to many activities in the lesson.
Instructional Decision:

Instructional Decision:

Progress to working on estimating decimals.

Teacher Reflection for Instruction/Assessment

Instruction:
What?

Teacher Reflection for Management

Planning:
What?

Why?

Why?

Changes?

Changes?

Guided practice:

Delivery:

What?
What?
J got to color in boxes with decimals or
fractions written based on their values.
Why?
Why?
He really enjoyed getting to pick the colors and
show what he knew. He loved it when I tried to Changes?
trick him with hard questions.
Changes?
Independent practice:
What?
Why?

Changes?
Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #12

Daily Lesson Plan for: J
Lesson # 12

Date:

Goal(s):
5. NBT.A.4 - Use place value understanding to round decimals to any place.
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:
Given decimals to the tenths and/or hundredths place value, presented either vertically or
horizontally in the format of adding 2, 3, or 4- digit numbers, J will use rounding to
estimate the totals of two decimal numbers in 5 out of 6 prompts.

Materials/
Activities

Time #

Lesson Plan

Attention Cue: Are we all set to go J?

Review:
Round decimals to tenth or hundredths place
value; explain/state rules/strategy used.
Whiteboard
4
&
mins
Markers

(Example: Determine what your rounding digit

is and look to the right side of it. If that digit is
4, 3, 2, or 1, simply drop all digits to the right
of it. If that digit is 5, 6, 7, 8, or 9 add one to
the rounding digit and drop all digits to the
right of it.)
Advanced Organizer:

Motivation
board

Motivation board elements of each quarter

placed in game board, stickers specific to

Scaffold
Feedback
OT
&
Adaptations

skill(s) for board score/graph

Pre-game: Expectations/goals

3
mins

Sometimes we dont need to know the exact

amount of an addition problem; instead we
want a fast estimation of the total.
(Ask: do you know what estimate means?)
We are going to use the skills we learned about
rounding decimals to estimate the total when
adding decimal numbers.
1st Quarter: Teacher Instruction

Whiteboard
&
Markers

8
mins

For example, if we go shopping at Scheels and

pick up (1) a new basketball for $17.89, (2) a
Chicago Bulls hat for $25.25 and (3) a pack of
gum for 0.68 cents, will the $45 dollars in our
pocket cover it? To avoid being embarrassed
at the checkout counter we ESTIMATE the
total decimal numbers by rounding them, then
adding the easier whole numbers together
mentally and comparing that total to the money
in our pocket (subtracting mentally).

Decimal
Grids

small cards
with
decimals
written on
them
(either
numeric or
word
format)

We have learned to round decimals to the

hundredths place value we can now use that
skill to make good estimations of decimal
totals before we add or subtract the exact
numbers.

Lets look at some examples together on the

whiteboard.

2nd Quarter: Guided Practice

8
mins

Drawing decimal cards from deck (2 then

eventually 3 at a time) estimate the total by
rounding mentally then draw them in the grid
to check. (Game Close to 1)(Game Decimal
Double Compare) (Game Tic Tac Estimate)

Take turns with the math problem cards.

(*Note: do not solve for exact answers /will do
this next lesson with same prompt cards)
Player responding with correct estimations gets
the cards in modified War.

Practice
5
worksheet in mins
Tic Tac
Math
format

3rd Quarter: Independent Practice

Tic Tac Math worksheet re: decimals/money

4th Quarter: Assessment/Evaluation

Assessment
6
worksheet in mins
Tic Tac
Math
format

Given 9 addition problems with decimals to the

tenths position (with and/or without
regrouping), J will successfully round
individual decimal fractions and provide
correct estimate/approximation of the total in
at least 8 out of 9 prompts.

Post-game: Lesson Closure

3
mins

Understanding place values in decimal

numbers made it possible for us to compare
decimals and learn how to round decimal
numbers.
Understanding how to round decimal numbers
made it possible for us to learn how to estimate
the totals of multiple decimals combined.
Knowing how to estimate the range of what the
total/answer to a decimal math problem should
be will make it easier for us to learn how to
add, subtract -- even multiply and divide with
decimals which is what we will be doing next
week.

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

3 out of 5

2 out of 2

Qualitative:

Qualitative:

J said he was confused on one but got close to J did seem to get a little frustrated with this,
the right answer. He felt better after getting the but stayed calm and asked good questions.
next three correct (indicated by his facial
expression and enthusiasm for the tasks).
Instructional Decision:

Instructional Decision:

Move on, but come back at later date to

solidify this skill as part of extension
activities/review.

Teacher Reflection for Instruction/Assessment

Instruction:

Teacher Reflection for Management

Planning:

What?

What?
I felt everything was planned well from
teaching instruction to assessment.

Why?
Changes?
Guided practice:
What?

Why?
I had everything ready to go and knew exactly
what I wanted to say. Even though I thought
my instruction could have been better, my
planning was good.

Why?
Changes?
Changes?
Delivery:
Independent practice:
What?
What?
Why?
Why?
Changes?

Changes?

Evaluation:
What?
Why?
Changes?

Management Plan
StudentCentered
and/or DI
Elements

Room & Rules

Lesson Transitions

Motivational
Chart
w/Goals

Self-Esteem
Activity

J really likes
basketball
so we have
framed our
work as if it
were the
parts of a
Basketball
game.

Using the basketball

theme, we move from
each section of the
lesson to another as if
it were part of a
basketball game.

Week #3

The
motivational
board we
designed
uses the
basketball
theme
throughout
using
basketball
stickers,
scoring, etc.)

1st Quarter: Teacher

Instruction

To monitor
his progress
each day J
places
stickers of
Basketballs
(with the
name of the
skill learned)
on a score
chart.

Pre-game: goals and

expectations

2nd Quarter: Guided

Practice
3rd Quarter:
Independent Practice
4th Quarter:
Assessment/Evaluation
Post-game: Lesson
Closure

Week # 3
stickers:

As a
continuation
of a
successful
self-esteem
activity in
weeks 1 & 2,
we played a
question &
share
information
basketball
game. We
took turns
shooting a
foam
basketball
into a small
basket while
asking each
other fun
questions or
sharing
thoughts.
This
continues to
a successful
activity that
J is eager to
do.

Momentary Time Sampling of Students Learning Engagement

Date: 3/24
15
x

15
x

Quantitative Data
Summary
100

Qualitative Data Summary

J seemed to get this from the start and was eager to demonstrate
his knowledge.

Date: 3/25
15
x

15
x

Quantitative Data
Summary
100

Qualitative Data Summary

J loved the competition part of the War card game, but did get
not get upset or argue if he happened to lose. Towards the end of
the game he was the one reading all the cards and saying if it was
mine or his that was larger.

Date: 3/27
15
x

15
x

Quantitative Data
Summary
100 %

Qualitative Data Summary

J got to color in boxes with decimals or fractions written based on

their values. He really enjoyed getting to pick the colors and show
what he knew. He loved it when I tried to trick him with hard
questions.

Date: 3/28
15
x

15
x

Quantitative Data
Summary
100 %

Qualitative Data Summary

J did seem to get a little frustrated with this, but stayed calm and
asked good questions.

Graph 1 (of 2)

Daily Objectives

Instructional Management Plan for: J

Week of: March 24-28, 2014

100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
3/4

3/5 3/6

3/7

3/10 3/11 3/13 3/14 3/24

3/25

3/27

3/28

Comparing
Decimals

Rounding
Decimals

Estimating
decimals

Date
Skill

Identifying
Decimals

Graph 2 (2 of 2)
On-Task Behavior

On-Task & Student Engagement Progress Monitoring Chart for: J

Week of: March 24 - 28, 2014

100
90
80

% of intervals

70
60
50
40
30
20
10
0
3/4 3/5 3/6 3/7 3/10 3/11 3/13 3/14 3/24 3/25 3/27 3/28
Date