Lesson Plan #1: Place Value up to Thousandths
1. Purpose (Essential Questions):
· How do we read and write decimals in the tenths, hundredths, and thousandths place?
· How do we compare decimals using greater than, less than and equal to?
2. Vocabulary:
· Place Value- the value of a digit determined by its location or place in a number
· Tenths- the first digit to the right of the decimal point; one out of 10 equal parts of a whole
· Hundredths- the second digit to the right of the decimal point; one out of a 100 equal parts of a whole
· Thousandths- the third digit to the right of the decimal point; one out of a 1000 equal parts of a whole
3. Skills:
· Listening
· Identifying
· Applying
· Comparing
· Working collaboratively
4. Objectives:
·Students will explore decimal place value.
· Students will read and write decimals using tenths, hundredths, and thousandths.
· Students will compare decimals using greater than and less than.
5. Common Core Learning Standards:
· Numbers and Operations in Base Ten (5.nBt)
o Understanding the place value system
- Read, write and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, names, and expanded form,
e.g., 347.392 = 3x100 + 4x10 + 7x1 + 3x(1/10) +
9x(1/100) + 2x(1/1000)
b. Compare two decimals to thousandths based on meanings of the digits in each place value, using
>, =, and < symbols to recorded the results of comparisons.
6. Pre-Assessment: Students have previously been practicing how to read and write decimals in the tenths,
hundredths, and thousandths places. They have been practicing how to write these decimals in word form,
expanded form, and standard form. Although they have been practicing these skills they have not yet
mastered them and they need more practice.
7. Lesson Presentation:
· Set-Induction:
o I will start by calling all of the “families” to the rug. I will call them one by one to maintain
management.
o I will activate the students’ prior knowledge by using the large place value chart poster to go over
tenths, hundredths, and thousandths.
- I will ask the students to remind me what the ones place, tenths place, hundredths place, and
thousandths place are.
- I will reiterate what the students tell me by placing a number on my place value chart to show the
given value.
· Procedure:
o I will then use the large place value poster to model how to use the poster correctly and also how to
say the decimals correctly.
o I will then ask the students to help me take decimals and put them correctly in the chart and then I
will ask them to say the decimal correctly.
- The students will have to come and place the correct value on the chart using the digits given.
· The place value chart will range from hundreds to thousandths. The students will be able to select
the digits and come and stick them to the Velcro
to show the correct value.
- Here are the decimals that they will practice with, using the poster:
· 0.4 (four tenths)
· 0.345 (three hundred forty five thousandths)
· 0.075 (seventy five thousandths)
· 1.467 (one and four hundred sixty seven thousandths)
· 2.980 (two and nine hundred eighty thousandths)
· 1.007 (one and seven thousandths)
o After we finish placing all of the decimals on the chart I will then ask the students to put them in
order. They will have to tell me how to arrange the
decimals from smallest to largest.
o We will put the numbers in order using the smartboard. The decimals will all be written on the
smartboard and I will have one student help me rearrange
the numbers from smallest to greatest.
- 0.075, 0.345, 0.4, 1.007, 1.467, 2.980
- Why did you arrange the numbers in this way? How did you figure out the correct order?
o Then I will flip the place value poster over and there will be some equations involving greater than, l
less than, and equal to.
o I will model how to do a problem by using looking at the two numbers and deciding if it is greater
than, less than, or equal to and then assigning the
correct symbol to the equation.
- I will then practice a couple problems with the students using the poster.
· After each one I will ask the students why they think that is the appropriate symbol to use.
o The students will then be asked to return back to their seats according to families.
o Let’s Have Order Game
- I will tell the students that we will now play a game called “Let’s Have Order” to practice place
value.
- I will begin by explaining the rules.
· There will be 5 teams and those teams will be based off of the family that you sit at.
o Ex: Family 1 is group 1.
· I will assign a group leader for the group. This person will be the one who raises his or her
hand to answer the question.
o After they give the answer, I will randomly ask a different person from that group to explain the
answer.
o The teams must get the correct answer and also explain their reasoning.
· I will pass out digits from 0 to 9, greater than, less than, and equal to symbols and a place
value chart.
· I will give you a number or a problem.
o Example: I will say four hundredths and you have to put the correct value in the place value chart.
- I will model this on one of the place value charts.
o Or I will write a problem on the board, 0.03 ____ 0.003 and you will have to determine what symbol
to fill in using greater than or less than.
- I will model this on the back of their place value charts.
· I will give you a few seconds to talk about the answer with our group and then I will say “Let’s
Have Order” and you will put the numbers in the correct order.
o As soon as you think you have the correct answer the leader of the family will quietly raise their
hand.
o Anyone who is loud or gets out of his or her seats will not be called on to answer for his or her
family.
· I will keep track of which family answers the most questions the fastest and the winning table
will receive 2 bee coupons per person.
· Closure:
o Through a grand conversation we will discuss what we liked and disliked about the game.
- Did this help you practice place value?
- How did this help you practice place value?
8. Materials:
· Math notebooks
· Pencils
· Smartboard
· Large Place Value Chart
· Digits 0 through 9
· 5 place value charts for game
· Greater than, Less than, and equal to symbols
· Worksheets
9. Follow Up Activity:
· Following the game I will ask the students whether or not they think learning about decimals is important.
· I will start with a story about how one time I had to compare decimals in a grocery store so that I could
find the cheapest price for buying bread.
o How do we use decimals in our everyday lives?
· I will then have the students brainstorm ways that we use decimals in our everyday lives.
· Students will then be given their homework, which has word problems, that relate to their everyday lives.
Stapled to their homework is an index card.
o They will be asked to write the question used above and answer it using examples from their own lives
for homework.
10. Evaluation/Assessment:
· The students will be asked to complete a worksheet for homework, which helps the students practice their
place values. This will be completed at home and collected and reviewed the next day to determine
whether or not they understood the concepts. The worksheet will include decimals from tenths through
thousandths. The worksheet will also ask the students to compare decimals using greater than or less than
and place them in order specific orders.
11. Differentiated:
· For ESL learners, the students will be able to physically place the digits in the place value chart and also
they will have help from their classmates when they are playing the game.
· The advanced students will help their classmates with the game and will also be asked to explain their
reasoning on how they arrived at a certain answer.
·Visual
o Students will be able to visually use the place chart to place the correct digits in the corresponding
place value column.
· Intrapersonal
o Students will be allowed to work alone on their worksheet.
· Interpersonal
o Interpersonal learners will enjoy this activity because they can work together on communication skills
to figure out how to arrange the correct decimal using
place value when we are playing lets have order.
12. Resources:
· Definitions: www.dictionary.com
· Let’s Have Order Game: http://www.teachervision.fen.com/tv/printables/tv00019s3.pdf
· Understanding Place Value: http://www.teachervision.fen.com/decimals/activity/3153.html?detoured=1
· Common Core Learning Standards: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
· Worksheet: http://www.mathnook.com/worksheets/worksheets.php
· How do we read and write decimals in the tenths, hundredths, and thousandths place?
· How do we compare decimals using greater than, less than and equal to?
2. Vocabulary:
· Place Value- the value of a digit determined by its location or place in a number
· Tenths- the first digit to the right of the decimal point; one out of 10 equal parts of a whole
· Hundredths- the second digit to the right of the decimal point; one out of a 100 equal parts of a whole
· Thousandths- the third digit to the right of the decimal point; one out of a 1000 equal parts of a whole
3. Skills:
· Listening
· Identifying
· Applying
· Comparing
· Working collaboratively
4. Objectives:
·Students will explore decimal place value.
· Students will read and write decimals using tenths, hundredths, and thousandths.
· Students will compare decimals using greater than and less than.
5. Common Core Learning Standards:
· Numbers and Operations in Base Ten (5.nBt)
o Understanding the place value system
- Read, write and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, names, and expanded form,
e.g., 347.392 = 3x100 + 4x10 + 7x1 + 3x(1/10) +
9x(1/100) + 2x(1/1000)
b. Compare two decimals to thousandths based on meanings of the digits in each place value, using
>, =, and < symbols to recorded the results of comparisons.
6. Pre-Assessment: Students have previously been practicing how to read and write decimals in the tenths,
hundredths, and thousandths places. They have been practicing how to write these decimals in word form,
expanded form, and standard form. Although they have been practicing these skills they have not yet
mastered them and they need more practice.
7. Lesson Presentation:
· Set-Induction:
o I will start by calling all of the “families” to the rug. I will call them one by one to maintain
management.
o I will activate the students’ prior knowledge by using the large place value chart poster to go over
tenths, hundredths, and thousandths.
- I will ask the students to remind me what the ones place, tenths place, hundredths place, and
thousandths place are.
- I will reiterate what the students tell me by placing a number on my place value chart to show the
given value.
· Procedure:
o I will then use the large place value poster to model how to use the poster correctly and also how to
say the decimals correctly.
o I will then ask the students to help me take decimals and put them correctly in the chart and then I
will ask them to say the decimal correctly.
- The students will have to come and place the correct value on the chart using the digits given.
· The place value chart will range from hundreds to thousandths. The students will be able to select
the digits and come and stick them to the Velcro
to show the correct value.
- Here are the decimals that they will practice with, using the poster:
· 0.4 (four tenths)
· 0.345 (three hundred forty five thousandths)
· 0.075 (seventy five thousandths)
· 1.467 (one and four hundred sixty seven thousandths)
· 2.980 (two and nine hundred eighty thousandths)
· 1.007 (one and seven thousandths)
o After we finish placing all of the decimals on the chart I will then ask the students to put them in
order. They will have to tell me how to arrange the
decimals from smallest to largest.
o We will put the numbers in order using the smartboard. The decimals will all be written on the
smartboard and I will have one student help me rearrange
the numbers from smallest to greatest.
- 0.075, 0.345, 0.4, 1.007, 1.467, 2.980
- Why did you arrange the numbers in this way? How did you figure out the correct order?
o Then I will flip the place value poster over and there will be some equations involving greater than, l
less than, and equal to.
o I will model how to do a problem by using looking at the two numbers and deciding if it is greater
than, less than, or equal to and then assigning the
correct symbol to the equation.
- I will then practice a couple problems with the students using the poster.
· After each one I will ask the students why they think that is the appropriate symbol to use.
o The students will then be asked to return back to their seats according to families.
o Let’s Have Order Game
- I will tell the students that we will now play a game called “Let’s Have Order” to practice place
value.
- I will begin by explaining the rules.
· There will be 5 teams and those teams will be based off of the family that you sit at.
o Ex: Family 1 is group 1.
· I will assign a group leader for the group. This person will be the one who raises his or her
hand to answer the question.
o After they give the answer, I will randomly ask a different person from that group to explain the
answer.
o The teams must get the correct answer and also explain their reasoning.
· I will pass out digits from 0 to 9, greater than, less than, and equal to symbols and a place
value chart.
· I will give you a number or a problem.
o Example: I will say four hundredths and you have to put the correct value in the place value chart.
- I will model this on one of the place value charts.
o Or I will write a problem on the board, 0.03 ____ 0.003 and you will have to determine what symbol
to fill in using greater than or less than.
- I will model this on the back of their place value charts.
· I will give you a few seconds to talk about the answer with our group and then I will say “Let’s
Have Order” and you will put the numbers in the correct order.
o As soon as you think you have the correct answer the leader of the family will quietly raise their
hand.
o Anyone who is loud or gets out of his or her seats will not be called on to answer for his or her
family.
· I will keep track of which family answers the most questions the fastest and the winning table
will receive 2 bee coupons per person.
· Closure:
o Through a grand conversation we will discuss what we liked and disliked about the game.
- Did this help you practice place value?
- How did this help you practice place value?
8. Materials:
· Math notebooks
· Pencils
· Smartboard
· Large Place Value Chart
· Digits 0 through 9
· 5 place value charts for game
· Greater than, Less than, and equal to symbols
· Worksheets
9. Follow Up Activity:
· Following the game I will ask the students whether or not they think learning about decimals is important.
· I will start with a story about how one time I had to compare decimals in a grocery store so that I could
find the cheapest price for buying bread.
o How do we use decimals in our everyday lives?
· I will then have the students brainstorm ways that we use decimals in our everyday lives.
· Students will then be given their homework, which has word problems, that relate to their everyday lives.
Stapled to their homework is an index card.
o They will be asked to write the question used above and answer it using examples from their own lives
for homework.
10. Evaluation/Assessment:
· The students will be asked to complete a worksheet for homework, which helps the students practice their
place values. This will be completed at home and collected and reviewed the next day to determine
whether or not they understood the concepts. The worksheet will include decimals from tenths through
thousandths. The worksheet will also ask the students to compare decimals using greater than or less than
and place them in order specific orders.
11. Differentiated:
· For ESL learners, the students will be able to physically place the digits in the place value chart and also
they will have help from their classmates when they are playing the game.
· The advanced students will help their classmates with the game and will also be asked to explain their
reasoning on how they arrived at a certain answer.
·Visual
o Students will be able to visually use the place chart to place the correct digits in the corresponding
place value column.
· Intrapersonal
o Students will be allowed to work alone on their worksheet.
· Interpersonal
o Interpersonal learners will enjoy this activity because they can work together on communication skills
to figure out how to arrange the correct decimal using
place value when we are playing lets have order.
12. Resources:
· Definitions: www.dictionary.com
· Let’s Have Order Game: http://www.teachervision.fen.com/tv/printables/tv00019s3.pdf
· Understanding Place Value: http://www.teachervision.fen.com/decimals/activity/3153.html?detoured=1
· Common Core Learning Standards: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
· Worksheet: http://www.mathnook.com/worksheets/worksheets.php