David Knapp

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

Attention Cue: Are we all set to go J?

Review:
Name at least one important thing to
remember when putting decimals in order
3
mins 2 (starting at farthest left digit; evaluating
place value, moving right place by place
and comparing place value, adding zeros to
the right of the decimal to make it easier to
compare, using estimation to check, etc.)

Advanced Organizer:

Motivation
board

Motivation board elements of each

quarter placed in game board, stickers
specific to skill(s) for board score/graph

Scaffold
Feedback
OT
&
Adaptations

Pre-game: Expectations/goals

Place Value
Chart

3
mins

Today we want to look back at what

strategies we can use to put decimals in
order (either from least to greatest or
greatest to least) we want to be able to
explain the process we use and be able to
justify why we put any specific number in a
certain order compared to another.
Since fractions like decimals are used to
represent parts of a whole number we will
also look at putting fractions in order.

Whiteboard

1st Quarter: Teacher Instruction:

Decimal Grids
tenths,
hundredths,
thousandths,
ten
thousandths in
erasable
pockets
Dry erase
markers

Demonstrate that to compare the value of a

decimal number you examine like place
8
1 value positions (e.g., tenths to tenths,
mins
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.

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).

2nd Quarter: Guided Practice

Staring at 3
number
then
moving to 4
than 5

10
mins

Decimal Game: Decimal InBetween

Play decimal cards correctly in-between
the 3 guideposts of 0; ; 1.

Decimal
Preprinted
cards

3rd Quarter: Independent Practice

2

Preprinted
Fraction
cards

6
mins

Place shaded fraction cards in order; write

the fractions in order on paper.

4th Quarter: Assessment/Evaluation:

Worksheet

Given a worksheet with 5 decimals or

fractions - in either written, numeric or
picture format J will be able to compare
6
0 each and place them in order in 4 out of 5
mins
prompts.

Post-game: Lesson Closure:

3
mins

Explain a strategy you could use to mentally

picture a comparison of 0.8 and 0.125 (i.e.
imagining the amount of shaded whole).

Lesson Plan/Reflection #22

Daily Lesson Plan for: J
Lesson # 22

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

Name at least one important thing to remember

when putting decimals in order (starting at
farthest left digit; evaluating place value,
moving right place by place and comparing
place value, adding zeros to the right of the
decimal to make it easier to compare, using
estimation to check, etc.)

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

will be ready for the unit test in class tomorrow.

Be sure to ask questions about ANYthing you
arent quite sure you understand!
1st Quarter: Teacher Instruction:

Place Value
Chart

Whiteboard

Note: This is the End of the unit review (Js

class will be taking the unit assessment
tomorrow).
8
mins

Discuss and review strategies for

comparing/ordering decimals.
Discuss and review strategies for adding
decimals.
* One of the most important things to
remember is that in this case NEATNESS
counts.
It is most important to keep the decimal
points in a very straight line to make sure
your answer has all digits in the correct
place values.
Lets look at a few addition problems
watching our decimal point very carefully.
**Also notice that sometimes there is an
open place in one of the numbers
(example: 2.23 + 3.4__). To keep our place
we can fill in a zero to any place on the far
right side of a decimal point: (example: 2.23
+ 3.40)
Adding these zeros on the far right can
help us keep our decimal places aligned.

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).

2nd Quarter: Guided Practice:

Decimal Game(s):

Decimal
Games:
Decimal
Double
Compare
Close to 1

Decimal Double Compare

1
8
mins

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

3rd Quarter: Independent Practice:

Worksheet

8
mins

&

Given a table of 5 columns (labelled by

increments of fourths from 0 to 1) and 10
decimal numbers preprinted on small cards, J
will correctly place the decimal in the column
representing the decimal value(s).

Starting with 3
numbers - then
moving on to 4
than 5

Preprinted
decimal
numbers

Provided decimal hundredths grids, J will

add two and/or three 2, 3 or 4- digit numbers
decimals and show the values represented by
each sum in the grid.

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.

4th Quarter: Assessment/Evaluation:

Worksheet
4
mins

Worksheet with 3 decimal problems given

(decimals numbers to the tenths and/or
hundredths place value), presented either
vertically or horizontally, J will be able add
two and/or three 2,3 or 4- digit numbers
decimals in 2 out of 3 prompts. (*Show all
work)

Post-game: Lesson Closure:

3
mins

Explain the process of adding decimals in your

own words.

Other review/extension skills:

Using decimal cards, with decimals numbers
to the tenths and/or hundredths place value,
compare 2 or 3 decimals and determine which
is the greater/lesser. (Decimal card game
War)

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

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:

We need more work on comparing the values

represented by decimals and fractions.

Teacher Reflection for

Instruction/Assessment
Instruction:
What?

Teacher Reflection for Management

Planning:
What?
Why?

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?

Lesson Plan/Reflection #23

Daily Lesson Plan for: J
Lesson # 23

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

Attention Cue: Are we all set to go J?

Review:

3
mins

Name at least one important thing to remember

when putting decimals in order (starting at
farthest left digit; evaluating place value,
moving right place by place and comparing
place value, adding zeros to the right of the
decimal to make it easier to compare, using
estimation to check, etc.)

Advanced Organizer:
Motivation
board

Motivation board elements of each quarter

placed in game board, stickers specific to skill(s)
for board score/graph

Scaffold
Feedback
OT
&
Adaptations

Pre-game: Expectations/goals

Place Value
Chart

3
mins

Today we want to look back at what strategies

we can use to put decimals in order (either from
least to greatest or greatest to least) we want to
be able to explain the process we use and be
able to justify why we put any specific number
in a certain order compared to another.
Since fractions like decimals are used to
represent parts of a whole number we will
also use some of these strategies when putting
fractions in order.

1st Quarter: Teacher Instruction:

Whiteboard

Dry erase
markers

10
mins

Fractions are parts of a whole -- the

denominator tells you how many pieces the
whole is divided into (is your pizza cut into 8
regular size pieces or 4 large pieces or 12
smaller slices).
The numerator tells you have many of those
pieces we are talking about . I took 2 out of
the 8 slices.
Equivalent fractions are fractions which have
different denominators but represent the same
value of the whole.

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:

Lets look at a few fraction pairs and see how

we can create equivalent fractions.

Preprinted
fraction
pairs with
missing
numerator
in 2nd
number

2nd Quarter: Guided Practice:

Part One:
Decimal Game: Fraction Dominoes

Preprinted
Fraction
cards

10
mins

*** Similar to game Dominoes

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)

*** Similar to card game War

3rd Quarter: Independent Practice:

Worksheet

6
mins

Given a worksheet, with fractions pairs

where the 2nd fraction is missing the numerator J will correctly find the value that would
represent an equivalent fraction in 4 out of 5
prompts.

4th Quarter: Assessment/Evaluation:

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.

Post-game: Lesson Closure:

Explain the strategy you would use in creating
equivalent fractions.
3
mins

Explain a strategy you could use to mentally

picture a comparison of 1/5 and 1/2 (i.e.
imagining the amount of shaded whole).

Management Plan
StudentCentered
and/or DI
Elements

Room & Rules

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.

Using the basketball

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

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.

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.

Pre-game: goals and

expectations

2nd Quarter: Guided

Practice
3rd Quarter:
Independent Practice

Momentary Time Sampling of Students Learning Engagement

Date: 4/14
15
X

15
X

Quantitative Data
Summary

Qualitative Data Summary

J was on-task and engaged throughout the lesson.

100 %

Date: 4/15
15
X

15
X

Quantitative Data
Summary

Qualitative Data Summary

J stayed on task and participated completely 100% of the lesson.

100 %

Date: 4/17
15
x

15
x

Quantitative Data
Summary
100 %

Qualitative Data Summary

J was really focused today; he really liked the activity in guided

practice.

Date: N/A <school holiday>

15
15
5
5

Quantitative Data
Summary
%

Qualitative Data Summary

Graph 1 (of 2)
Daily Objectives

Instructional Management Plan for: J

Week of: April 14--April 17, 2014

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

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

Week of: April 14 April 17, 2014

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

Instructional Management: (Motivational Tools Used and Results/On-Task Behavior/Other)

One of the things J and I have talked about is how sometimes he rushes through a
harder problem and gets an incorrect answer even when he knows how to work the math steps.

We have discussed creating a way for J to

remember to slow down.

Since J really likes sports we will be using the

cue of a 3 point (step) SCORE.