Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kelsey McFarland Date: 11/10/21 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  Rounding quiz
 Friendsgiving projects
V. A. Introduction Review rounding rules for the first few minutes of class.
B. Procedures Students will take the rounding quiz on their iPads.

Group A:
This group will consist of five students today. These students will
take the first version of the quiz. Read the questions to students
and point out the place value they are rounding. Give students a
blank place value chart.

Group B:
This group consists of two students. One student will be online to
take the quiz. The cooperating teacher will work with these two
students. Read the questions and point out the place value they
are rounding. Students will use the place value chart given on the
test.

Students will work on IXL multiplication facts while they wait

for others to finish their quiz.
C. Differentiation Process: Students will be completing the Friendsgiving project.
They are applying their math knowledge and skills to real-life
concepts. They will be looking through grocery store flyers to
find the item they will be ‘bringing’ to Friendsgiving. Students
have to figure out the amount needed to feed twelve people and
the total cost.
D. Closure Conclude the class with working on the Friendsgiving project.
Students will search through the grocery store flyers to look for
 their food items. They will figure out how much money their item
costs. Then they will solve for how much of each item will be
needed for twelve people.
VI. Assessment The rounding quiz will be used to assess students’ ability to
round numbers to the hundreds, tens, ones, tenths, hundredths,
and thousandths. This will also show if students know place
value.
VII. Modifications and/or There are two versions of the quiz. One will have students
Accommodations rounding to hundreds, tens, ones, tenths, and hundredths.
Students will have one less answer choice. The key words in each
question are capitalized and bolded. Questions will be read aloud
to students. The second quiz will only require students to round
the nearest whole number. There are less questions for these
students. They are still struggling with place value. This test will
assess students’ ability to identify the ones place and round to
that place. Students will be given a blank place value chart for the
test.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation I began class with the rounding quiz. I gave each student a
laminated place value chart and an expo marker. I instructed
students to write each number on the chart and underline the
place value they are rounding. Students were able to take the quiz
up to five times until they were satisfied with their score. Several
students scored a low score for their first attempt. I told these
students to take the quiz again.

I sat with three different students to guide them through the quiz.
One student was just clicking random answers for his first
attempt. He took the second adapted version of rounding the
nearest whole number. I made him retake the test and write the
number on his place value chart. He was then able to pick the
whole number. I had him draw the arrow to the neighbor number
and check if he would round up or keep the number the same.
After this instruction, he was able to determine the correct
answer. He received a higher score the second attempt.

I sat with the virtual student for his second attempt and read each
question to him. His first attempt he missed most questions
because he rushed through. I asked which number was the whole
number. He was able to tell me the correct number each time.
Then I asked if the number to the right would make it round up or
stay the same. He occasionally would get them confused. I asked
if the number is five or above if he would round up or keep it the
same. He remembered that it would round up. Then he was able
to select his answer. His second attempt was much better.

The third student I worked with was using her place value chart
for each question. She was able to round up or keep it the same
with little to no error. The problem she was having was
distinguishing between tens, tenths, hundreds, and hundredths.
She would switch up the words and round the incorrect number. I
made her check the question on the test and match it to her place
value chart. I told her to underline the place value she was
rounding. She was then able to complete the rest on her own.

Two of the students had failing scores. They will retest on Friday.
I will give them place value and rounding practice during MTSS.
We will review and reteach these skills. The other two students
scored a passing score. They were satisfied with their scores.
Most of these students almost need a one-to-one testing
environment. This is difficult because of the ratio of students to
teachers. Next time, I will provide more practice and exposure of
the skill that is the same as the test.

Each student worked on their Friendsgiving projects. They

searched their food item on the internet. They had to figure out
the cost of their item. Then they had to determine how much of
their item they would need to feed twelve people and find the
total price. Students subtracted this price from their given budget.
With the leftover money, they decided to buy plates, cups,
napkins, or silverware. Again, they had to search these items and
find the prices. I helped two of the students find this information.
The one was shopping for pumpkin pie. We discovered how
many pieces one pie would provide and the price. Then we
determined that she would need to buy two pies to feed twelve
people (8 pieces per pie). The price of one pie is $3.98. For two
pies she would pay $7.96. Her budget was $12.00. She subtracted
the price of two pies from her budget and found she had about
$4.00 left over. She then searched for silverware and napkins to
bring to the dinner. We found a 48 count of assorted silverware
for $2.88 and a 24 count of napkins for $1.00. We subtracted
these prices from her leftover money, and she was left with
$0.16. She decided that she was done buying items and chose to
save her $0.16.

The other student bought her food items but had $4.00 leftover.
We looked at plates and cups to bring to the dinner. She found
both items for one dollar each. She had $2.00 left and decided to
save that leftover money.