Lesson plans should be written on this template.

Piedmont College
Lesson Plan ​Template
Teacher’s Name: Grade: 5th
Blake Byington

Lesson Title: Using Centers to explore tenth-place decimals. Date: 11/18/19

Anticipated Time-Frame of Lesson:

60 minutes

GSE(s):
MGSE.5.NBT.1 ​Recognize that in a multidigit 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.

Classroom/Lesson Context (Check the Following that Apply):

__x__ Whole Group __x___ Small Group _____ One-on-One _____ Students with IEPs
_____ Students with 504 Plans ____ ELL Students ____ Other (Please specify: _____________________)

Specify the Number of Students:

___10__ Girls ___10__Boys

Individual Education Plan Goal(s) and Benchmarks Specific to this Lesson:

N/A

Learning - Focus Strategies

Essential Question(s)
How does the place value of a number impact the size of the object(s) it represents?

Central Focus/Lesson
Objective(s)
I can tell the relationship between a whole number and a number in the tenths place.

Academic Language Language Function: Recognize, Evaluate, Translate, Compare, Measure

Language Vocabulary: Fractions, Decimals, Whole Numbers, Number Line, Place Value

Academic Language Demand: Reading and Minimal Writing

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Materials &
Technology Four Tables for Centers, Centers Papers, scissors, pencils and paper

Introduction to Language Syntax: Opening Mini-Lesson, Anchor Chart

Lesson/
Language Discourse: Oral

Modifications/Accommodations: Students will be seated close to the teacher if visual or

hearing impairment. Students will be able to stand or sit comfortably at centers.

Differentiation: Students will be able to work with their groups. Students have centers
that activate different learning strategies. Models and manipulatives are used. Not all
questions have only one correct answer. Given time to reflect on each assignment.

Management Plan: PBIS, groups and seating chart are organized to maximize
engagement.

Activating Strategy: 5-10 minutes

Ok class, would you rather have a dime or a dollar? *Teacher waits for answer.* What about 4
dimes or 4 dollars?*Teacher waits for an answer.* What about 9 WHOLE dimes for only ONE
dollar? *Teacher waits for an answer.* Why? Because a dollar hold a higher value than a dime.
How many dimes are worth one dollar? How would you write the value of one dime on paper or
on a computer? *Teacher will wait until someone mentions a decimal or dot.* That’s right! You
would write “.1” Does anybody know what the place value is of any number that is ​right behind
the decimal? *Teacher waits for answer.* It is called the tenths place. How can we remember
that? *Teacher waits for answer.* Because it takes 10 dimes to make a dollar!

Body of Lesson, Language Syntax: Centers

Instructional
Strategies & Language Discourse: Oral and Written
Learning Task
Modifications/Accommodations: Students will be seated close to the teacher if visual or
hearing impairment. Students will be able to stand or sit comfortably at centers.

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Differentiation: Students will be able to work with their groups. Students have centers
that activate different learning strategies. Models and manipulatives are used. Not all
questions have only one correct answer. Given time to reflect on each assignment.

Management Plan: PBIS, groups and seating chart are organized to maximize
engagement.

Teaching: 45 minutes
​Today we are going to look at four different centers. You will need to take a piece of paper and
a pencil to each center. At each center, the instructions are printed at the desk. I want you to
follow the instructions and record your answers on your paper. Your paper will be a ticket out
of the door. You will have 10 minutes to complete each center and 2 minutes to write a
reflection on each center before we transition. Here is a sample reflection on the anchor chart on
whether I would rather have 9 dimes or a dollar. “I would rather have a dollar because although
there are more dimes, the place value for the dimes is lower. .9 < 1.00” Would everyone write
that same reflection for the question? NO! But this is how it makes sense in my head so that’s
what I wrote. 10 minutes may be too short to complete some of the centers but I want you to get
an opportunity to do each one. Try your best to get all of it completed but do not rush so fast
that it risks accuracy. I’d rather see most of it done with all right answers than all of it done with
wrong answers.

Student Application: I included the centers with instructions and student application in
the attached powerpoint :).

Closure/ Language Syntax: Opening Mini-Lesson, Anchor Chart

Summarizing
Strategies Language Discourse: Oral

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Modifications/Accommodations: Students will be seated close to the teacher if visual or

hearing impairment. Students will be able to stand or sit comfortably at centers.

Differentiation: Students will be able to work with their groups. Students have centers
that activate different learning strategies. Models and manipulatives are used. Not all
questions have only one correct answer. Given time to reflect on each assignment. Given
time to share with whole class for auditory learners

Management Plan: PBIS, groups and seating chart are organized to maximize
engagement.

Closing Activity:
Students will go back to their seats.

Class, share with me one center that you liked. What did you like about it?

Which one do you think was the most challenging for you? How did you overcome those
challenges?

Would anyone like to share a reflection that they wrote for any center? Make sure you tell us
what center that was for.

I have a bonus question. How much would you have to multiply one dime by to get one dollar
(Writing on the board as well for visual learners? What about 4 dimes for 4 dollars? What
would I need to multiply by 10 to get seven dollars?

Look how the same digit can be moved from the right of the decimal to the left of the decimal
by multiplying 10.

Assessment/
Evaluation Assessment for IEP Goals or 504 Plans: N/A

Assessment for Learning Objectives: Students will turn in their centers guide at a ticket
out of the door. The teacher will look at the guides and what they wrote in the reflection
sheet. The teacher will check for accuracy and understanding.
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Reflection/Analyzing Teacher (Natalie) gives reflections. Can be bullets or paragraphs.

Teaching ● Lesson promotes critical thinking by having students conceptualize parts of a whole
Effectiveness using multiple representations (i.e. fractions, decimals, money).
● Lesson is differentiated and promotes creativity in that there are multiple possible
solutions to some centers.
● Reflection questions require students to synthesize learning in order to facilitate
meaningful classroom discourse as a closing activity.
● All center activities are purposeful in addressing standard ​MGSE.5.NBT.1.
● Do you think 10 minutes is enough time for each station? Is it too long for any? How
will you manage students who finish early/don’t finish in time?
● What will your “teacher moves” be as students circulate? Will you be at one station in
particular, or will you be available for questions?
● Explain more about the evaluate pizzas center-- is this is students’ ZPD? Is there a
different way that you could use this visual that would promote a higher level of critical
thinking?
 
This lesson planning structure reflects current best practice in curriculum planning and supports effective instructional delivery.
Though you will not likely be able to plan in this comprehensive fashion for every lesson you teach, you MUST practice with this
structure so that you begin to think about planning this way automatically. Use this template for lesson planning during your
Internship EVEN IF YOUR HOST TEACHER USES A DIFFERENT FORMAT. Use of this format is as much a thinking exercise as it
is a tool for good curriculum design. An electronic version is available for you to download and use as you plan your lessons.

*** This Piedmont College template is adopted from other sources shared by Tennessee State University, Stanford Center
for Assessment, Learning and Equity (SCALE), and Columbus State University.