Name: Kelly Gaffney

Grade Level/Subject: 5th Grade Math-Place Value

Prerequisite Knowledge: The students have been working on place value with whole numbers in the weeks
leading up to this lesson.

Approximate Time: 50-60 min.

Conceptual Goal:
• Students will be able to compare numbers by evaluating the place value of each digit

Behavioral Objectives:
• Students will be able to order numbers accurately by determining the value of the number with
consideration of place value
• Students will be able to accurately round numbers that involve decimals by displaying his or her
knowledge of when to round up or down

Language Objectives:
• Students will have a firm understanding of the following vocabulary terms: compare, order, and round.

Common Core State Standards, Mathematics, Grade 5, Number & Operations in Base Ten
Understand the place value system.
• 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.
• 2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10,
and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a
power of 10. Use whole-number exponents to denote powers of 10.
• 3. Read, write, and compare decimals to thousandths.
◦ Read and write decimals to thousandths using base-ten numerals, number names, and expanded
form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
◦ Compare two decimals to thousandths based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
4. Use place value understanding to round decimals to any place.

Principles and Standards for School Mathematics

Number and Operations Standard: Understand numbers, ways of representing numbers, relationships among
numbers, and number systems
In Grades 3-5 all students should-
• understand the place-value structure of the base-ten number system and be able to represent and
compare whole numbers and decimals
Communication Standard: instructional programs from pre-kindergarten through grade 12 should enable all
students to-
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Materials/Resources/Technology:
• Worksheet 1.7
• Smartboard
Implementation:
5 min Opening of lesson: (Objectives, hook, behavior expectations)

BEFORE

• Revisit the idea of the meaning behind “compare”, “order”, and “round”.
• ELL students may add these words to their “word walls” in order to enhance
understanding and build vocabulary
• Ask for students to give definitions and/or examples of each operation
• Review the “creative” ideas behind how to remember which direction the
the symbol should point for greater than or less than (i.e. alligator mouth)
• Be sure to visually demonstrate with your hands/arms the idea of greater than or less than
using the “alligator mouth”
Continue to accept responses from students until you feel as though they have a firm
understanding of the mathematical operations that are being presented in this lesson.

20-25 min Procedures: Warm-up Activity

• Sometimes the Smartboard may be difficult for some students to see. Begin
by inviting any student who is having difficulty seeing the board to move
up to the front tables in the room.
• Begin the lesson by executing the warm-up activity which is intended to
help students “switch gears” to start think about number sense
• Instruct each student to take out his or her math notebook and a pencil (hold up
notebook and pencil as a visual to clarify expectation)
• Read the number riddle out loud and instruct the students to silently and independently
come up with a number for both riddles and write this number down in his or her math
notebook (put finger over mouth to signify silently and hold up the number “1” so
students can understand that this a “one-person” activity)
• Request a “thumbs up” from each student once they have come up with an
answer for each riddle
• Once it looks like most students have found an answer, randomly call on a
student to come up to the Smart Board to share his or her answer with the class
• Ask for a “thumbs up” or “thumbs down” from the class to see if they agree
with the student.
• Then literally tap the blue box on the screen to reveal the correct answer
• Repeat the same process for the answer to the second riddle

DURING

Compare
• Ask for a volunteer to announce the two numbers that are being compared. Making
sure that they say each number correctly (thirty-five hundredths, four tenths)
• Explain that in order to compare the numbers, one approach would be to line
up the digits in order to determine where the differences between the numbers occur
(visually show this explanation by demonstrating on Smart Board how to line up
differences, and circle or underline differences as well as announcing them)
• Once the difference is determined, then evaluate which number is bigger (show
Order
• Again ask for a volunteer to announce the three numbers being considered.
Make sure they say each number correctly (six, six and forty-nine hundredths, and six
hundred forty-nine thousandths)
• Explain that an easy approach to order the numbers would be to line up the
numbers (making sure to correctly line up the decimal points) in order point out the
differences between the numbers
 This lesson plan specifically accommodates for ELL students through multiple strategies that
are intended to increase understanding. First, all of the directions within the lesson are communicated both
orally and through the use of visual clues and manipulatives. Additionally, the lesson explicitly teaches
vocabulary by going over key vocabulary words as well as instructing ELL students to continue to build a word
wall. Finally, students are encouraged to use their native language when providing an answer for the class.
However, it should be noted that they are never forced to give an answer and always given the option because
some students may not feel comfortable speaking in the front of the class if they have not fully mastered the
language.