Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kelsey McFarland Date: 11/8/21 Time: 8:35-9:50
th
Subject: Math Grade Level: 5
I. Topic & General Goal Rounding Decimals: Round to tenths, hundredths, and
thousandths.
II. Reference to PA or CC.2.1.5.B.1 Apply place value to show an understanding of
Common Core operations and rounding as they pertain to whole numbers and
Standards decimals.

III. Lesson Objectives TSWBAT round numbers to the nearest whole number.
TSWBAT round numbers to the tenths, hundredths, and
thousandths place.
IV. Materials  Tenths rounding practice
 Rounding quiz
 Lesson 47 worksheet
V. A. Introduction Write the agenda for the day on the board. Split the class into two
groups. Explain to students that one group will begin the class
with independent work. The other group will receive direct
instruction for the first half of class. Then students will work on
their Friendsgiving projects.
B. Procedures Group A:
Students will take the rounding quiz. This group will be moving
up to the next level of math skills. Students will complete
worksheet 47 with assistance from the cooperating teacher.

Group B:
Introduce rounding to the tenths place. Explain to students that
when rounding to the tenths place, they need to look at the
number to the right of the decimal. Remind them that if the digit
is 5 or higher then they will round up. If the digit is 4 or lower,
then they will round down.

Project the tenths rounding worksheet 1 on the board. Model for

students how to round 3.47 to the nearest tenth. Underline the
digit in the tenths place (4). Tell students this number is their
target digit. Draw an arrow from the digit to the number on the
right. This shows students which number they must look at for
rounding. Think out loud and tell students that the number next to
the target digit is bigger than 5 so the number will round up.
Write the answer 3.5 for number one. Emphasize that the answer
 ends in the tenths place because the question asked for the nearest
tenth.

Complete number two as a group. Ask students which number is

in the tenths place for 2.41 (4). Underline the four. Ask students
which direction the arrow should be drawn (right). Draw the
arrow. Tell students to neighbor number is a one. Ask if this
means rounding up or down (down). Explain that rounding down
just means leaving the number the same. Write the answer 2.4 on
the line for number two.

Students will complete the rest of the problems and check their
answers after. Students will complete the rounding quiz.
C. Differentiation Process: The Friendsgiving project extends the rounding skill.
Students are figuring out the amount of food items needed and
the cost. They must round the totals.
D. Closure After students finish their quizzes and worksheets, they will work
on their Friendsgiving projects. Students will look through
grocery magazines and flyers to find the prices of their food
items.
VI. Assessment The google form quiz will assess students’ ability to round to the
nearest whole number. Students’ scores will be available on the
google form.
VII. Modifications and/or Group A: Teacher-led direction on the Friendsgiving projects.
Accommodations Examples of how to figure out the amount of an item will be
modeled.
Group B: I will model self-talk to rounding decimals and students
will practice this on their own.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation I had each student in group B solve a problem. We rotated turns
and I began with modeling three problems for them. Then I asked
students to tell me what number the target number was. I
underlined that number and emphasized using the place value
chart. I had the student who was virtual share their screen so I
could make sure they stayed on task.

Each student had the chance to round several numbers. I made

them use the same steps to complete the problem. They had to
underline the number in the tenths and draw an arrow to the
neighbor number. Then they had to decide if the number would
round up or down. Students then wrote the correct answer on the
board. We completed half of the worksheet as a group and
submitted it to Schoology. I wanted to leave enough time for
students to take the practice quiz.

During the quiz, I reminded students they were rounding to the

nearest whole number, or the ones place. I left the place value
chart on the board and wrote the rounding rules (0-4 round down,
5-9 round up). Based on the results of the quiz, students are still
struggling with place value. This was the biggest issue. For
Wednesday, I will provide a place value chart for students to
reference and write on. I will bold and highlight the key words in
the questions, so students know what place value to round.

Group A was able to complete the quiz and lesson 47 worksheet.

The cooperating teacher reviewed rounding with students prior to
the quiz. After finishing, the students worked on their
Friendsgiving projects. They figured out how much of their
required food item would be needed for twelve people. They
began to figure out the cost of the items.

I am going to continue to add place value practice during MTSS

on math days. The students are still struggling with this and need
additional practice. This basic skill will be built on with 5th grade
level skills.