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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.
CCSS.Math.Content.5.NBT.A.4
Use place value understanding to round decimals to any place.
Objective (Explicit):
TSWBAT properly estimate decimal sums and differences in order to correctly answer questions #1-9 on the
worksheet.
TSWBAT understand the concept of the place value and the difference between each one.
Evidence of Mastery (Measurable):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
I will review past learning by doing two problems with the students, estimating a decimal by rounding to the
nearest tenth and to the nearest hundredth.
The skills that the students need to master this lesson are adding and subtracting decimals and
understand the differences between each place value.
The objectives are relevant to the student because decimals and rounding are two essential mathematical
skills. These skills are not only useful in a math class but in real life situations as well.
Key vocabulary: Estimate, decimals, place value,
Materials: Pencil, scratch paper, 2-8 worksheet,
tenths, hundredths, thousandth.
estimate flow map and math notebook.
Opening (state objectives, connect to previous learning, and make relevant to real life)
I will activate the students interest by praising the work he has done previously (worksheet 2-7) then I will
make the connection to past learning by reviewing place value and rounding by following three important
steps (estimate flow map).
I will present the objective in an engaging way by making connections to the students interests (money,
shopping, etc.).
Teacher Will:
Instructional Input
Student Will:
Co-Teaching Strategy
Guided Practice
The student and teacher will sit at a table towards the front of the classroom.
The teacher will be walking around to make sure that she is helping each student. I do anticipate
that a student will have a harder time than the others understanding the concepts.
Teacher Will:
Student Will:
Co-Teaching Strategy
Independent Practice
The students will be allowed to use their math notebooks and the estimate flow chart as
references.
I anticipate that a student will need extra guidance from the teacher and will require more time to
understand the concept, especially when solving a problem on their own.
Teacher Will:
Student Will:
The students will be allowed to use colored pencils to distinguish each step taken to solve
each problem.
The students will be allowed to use their math notebook and the estimate flow chart as
resources.
I anticipate that a student will need extra help from the teacher to complete the worksheet.
How will students summarize and state the significance of what they learned?
Why will students be engaged?
The student wills summarize and state the significance of what they learned by completing the worksheet
and having the correct answers.
The students will explain to the teacher what were the most challenging problems and why.
The teacher will have the students explain the steps they took to solve the problems.
The students will be engaged because the teacher will use real life connections to make the problems
relatable to each student.
The teacher will summarize the main ideas of the lesson and identify the future tasks the students will have
to complete on 2-9 (Read and construct graphs with decimals).