UNIVERSITY OF NEW HAVEN
2010 - 2011 Lesson Plan Format
Student Teacher Grade Level 5
Date of lesson September 28, 2010
Subject Math
Length of lesson 75 minutes
Lesson Topic: Decimals
Overall Goal:
(Broad statement using non action verbs) “Students will understand that….”
Students will understand the concept of place value in decimals to the thousandths place.
Students will realize the value of individual digits in decimals in various contexts.
Learner Background: (This addresses why the lesson is being taught.)
Describe the students’ prior knowledge or skill related
to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
For the past week and a half the students have been learning about place value in decimals. They have
learned about the names of the places to the thousandths place, how to write the decimals in word and
expanded form, and the value of each place. As seen in class and previous assignments, most of the
class have learned these skills and are ready to master them with practice.
Curricular Standards:
Identify the primary state standard(s) this lesson is designed to help students attain. (If required, include
the national and/or local standards as well.)
National Council of Teachers of Mathematics Principals and Standards
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems.

Understand the place-value structure of the base-ten number system and be able to represent
and compare whole numbers and decimals.

Recognize equivalent representations for the same number and generate them by decomposing
and composing numbers.
2010 Connecticut Prekindergarten–Grade 8 Mathematics Curriculum Standards
Standard: 2.1 Understand that a variety of numerical representations can be used to describe
quantitative relationships.
 Construct and use models, number patterns and pictorial representations to extend place value
concepts and patterns to decimals. For example: 0.1 is one-tenth of one and 0.01 is one onehundredth of one and one-tenth of one-tenth.
Milford Public School Mathematics Curriculum Grade 5
Standard: 2.1 Understand that a variety of numerical representations can be used to describe
quantitative relationships.

Extend whole number place value patterns, models, and notations to include decimals, which
are fractions that have denominators that are multiples of ten
July 2010 University of New Haven
2010 - 2011
UNIVERSITY OF NEW HAVEN
2010 - 2011 Lesson Plan Format
Student Learning Objective(s):
Identify specific and measurable learning objectives for this lesson. Use action verbs.
“Students will be able to….”
Students will be able to recognize the tenths, hundredths, and thousandths places in decimals.
Students will be able to identify the value of digits placed in each of the decimal places.
Assessment:
Part I: How will you check for student understanding during the lesson?
(Formative)
Students will be observed while doing their work during the lesson. Students will mainly be observed
while doing work in small groups with the teacher, though they will be monitored while in the other
two stations as well.
Part II:
How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment
materials you will use, along with assessment criteria/rubric. (Formative or summative)
The teacher will collect all of the worksheets completed during the lesson. These will be used to assess
the students’ level of mastery of the subject.
Materials/Resources:
List the materials you will use in each learning activity including any technological resources.
SMART Board activities for each group, SMART Board matching game for initiation, worksheet for
low students, worksheet for middle students, decimal place value worksheet, hundredths blocks
worksheet, directions for Group C Station 3, and directions for Group C Station 2.
The Lesson
Initiation:
Part I - Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning.
(This is intended to motivate students.)
Students will be invited to play a matching game on the SMART Board. The game will require
students to match decimals in standard form to decimals in both word form and expanded form.
Students have already been exposed to these forms of decimals, and should be able to match them
when given options.
Part II – (This is intended to bridge to the lesson:
set expectations for learning, articulate to learners what they will be
learning in this lesson and why this is important).
The teacher will explain to the class that they will be separated into three groups for today’s lesson.
Each group will rotate between three stations at fifteen minute intervals. Station 1 will be working with
the teacher. Station 2 will be doing an activity on the SMART Board. Station 3 will allow the students
to practice their acquired skills through the completion of worksheets. Students will then be told to
think about the following question while they are working at the various stations: What is a useful
strategy in identifying the value of a digit within a decimal? The students will be told that they will
revisit this question later on. They should be creating an answer to the question during the lesson so
that they can contribute to the discussion later on.
July 2010 University of New Haven
2010 - 2011
UNIVERSITY OF NEW HAVEN
2010 - 2011 Lesson Plan Format
The teacher will then split the class into three groups. Group A will consist of the lower achieving
students. Group B will be made up of middle level students. Group C will include the higher achieving
students. Students will then be sent to their first station.
Lesson Development: Describe how you will develop the lesson:
what you will do to model or guide practice and the
learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning
objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups,
pairs, individuals) for each lesson segment, and include the approximate times for each. Include reference to Bloom’s
taxonomy to identify higher levels of thinking.
In the first session (15 minutes), Group A will be at Station 1, Group B will go to Station 2, and Group
C will work at Station 3.
 Group B will be playing a game of concentration on the SMART Board. The cards in the game
will require the students to match decimals in standard form to those in either word or
expanded form. Students will click on two cards to flip them over and try to match the
decimals. This activity will allow the students to apply their knowledge of place value in an
alternative setting (application).
 Group C will create five word problems each regarding place values in decimals (synthesis).
These questions can be regarding converting decimals between standard, expanded, and word
form, naming the value or certain digits in a decimal, rounding decimals, or shading in
hundredths blocks to match decimals. The problems that they create will be used when Group
C meets with the teacher.
 Group A will work with the teacher to review place value of decimals. This group will be given
the decimal place value worksheet to help them line up their numbers when solving the
problems. Using this worksheet, the teacher will review the various topics of decimal place
value, focusing the students’ attention on understanding what each place represents. Examples
of the topics to be covered will include identifying the place of underlined digits, converting
decimals from standard form to word form, and identifying the value of certain digits in a
decimal (knowledge and application). The teacher will give the group various examples of
these questions to model how to use the place value chart and how to apply it to the questions.
The teacher will show students how to do so at first, and will allow the students to try some
examples on their own by the end of the session.
Once 15 minutes have passed the teacher will ask students to stop what they are doing and switch to
their next station. In this session, Group A will move to Station 3, Group B will move to Station 1, and
Group C will move to Station 2.
 In this session, Group A will be doing independent work. They will be given a worksheet that
covers the topics that were discussed during their meeting with the teacher. The time spent in
this session will allow the students to apply the method of using the place value chart to
complete the questions on the worksheet (application).
 Group C will be doing an activity on the SMART Board. They will be playing a pre-made
game of Decimal Relay. They will need to split up so that there are two through four teams. In
this game, the students will roll a dice six times per turn and record the numbers in a place
value chart ranging from the hundreds place through the thousandths place. The object of the
game is to create the largest number out of the six numbers they rolled (synthesis). The first
player to reach the finish box on the game board wins.
 Group B will work with the teacher in this session. During this time, they will be given the
option of whether or not they want to use the place value chart to complete their work. The
July 2010 University of New Haven
2010 - 2011
UNIVERSITY OF NEW HAVEN
2010 - 2011 Lesson Plan Format
teacher will review with the students how to convert decimals from standard form to expanded
form. Students will be able to show the teacher that they have mastered this skill by converting
the numbers on the whiteboard (knowledge). The teacher will then show students how the
value of a decimal changes if one of the digits is replaced with a new number. An example of
this type of problem is: The value of 14.23 would change by how much if the 3 were replaced
with a 7? The teacher will model for the students how to answer this type of question, and then
allow the students to answer examples with help of the teacher (comprehension). The teacher
will field any questions the students may have during the session.
After 15 minutes, the teacher will ask the students to move on to the final session. Group A will move
to Station 2, Group B will move to Station 3, and Group C will move to Station 1.
 Group A will play a matching game on the SMART Board. They will be playing a game of
concentration where they will need to click on two cards to turn them over and match similar
cards. The game will require the students to match decimals in standard form to those in word
form (application).
 Group B will work on a worksheet to develop the skills they worked on while meeting with the
teacher in the previous session. The worksheet will ask the students to convert decimals from
standard form to expanded form as well as determine how the value of a decimal changes when
one digit is replaced by a new one (application). If the students finish the worksheet early, they
will correct it together.
 Group C will work with the teacher in the final session. This group will use the word problems
that they created in the first session. Each student will be asked to share a few of their created
questions with the group. They will test the others in the group with their questions
(evaluation, application). The students will be able to ask each other questions about the
problems, or ask the teacher any questions they might have.
Closure: Briefly describe how you will close the lesson, help students understand the purpose of the lesson, and show how
it will connect to future learning. (Rather than an administrative closure, interact with learners to elicit evidence of student
understanding of purpose(s) for learning and mastery of objectives)
After the final session has ended, the teacher will ask the students to return to their desks with any
papers or worksheets they used during the sessions. The students will then be redirected to the question
asked in the beginning of the lesson: What is a useful strategy in identifying the value of a digit within
a decimal? Students will do a think-pair-share to discuss the question. The teacher will direct students
to talk to a partner about the strategy they use, and will then share their thoughts with the class.
Individuals Needing Differentiated Instruction: Describe students with learning differences. These students may be
special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or
achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in
lessons included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement
differentiated instruction in order to meet the needs of students at both ends of the learning spectrum.
Remember: differentiation means “different”, not more; differentiation should focus on
learning, not behavior.
Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
July 2010 University of New Haven
2010 - 2011
UNIVERSITY OF NEW HAVEN
2010 - 2011 Lesson Plan Format
Students in
Group A
Learning need related to
this lesson:
Students in Group A have
trouble identifying the
value of digits in decimals.
Evidence:
Students in Group A
struggle to identify the
value of a digit without the
help of a place value chart.
Although they have the
ability to identify the value
of certain digits, they need
help breaking the decimals
down into their individual
parts.
Students in Group A will be given direct instruction in a small
group on how to use the place value chart effectively. For the
purposes of the worksheet they will complete for Station 3, their
group will meet with the teacher first so that they can use what
they learned about the chart on the worksheet.
Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
Students in
Group C
Learning need related to
this lesson:
Students in Group C have
mastered the skill of
identifying the value of
digits in a decimal.
Evidence:
Students in Group C have
been the first students to
finish their work when
assigned in class. Once
their work is complete,
they are encouraged to
offer help to the students
around them who are
struggling with the work.
Students in Group C will be creating their own word problems
when doing independent work. They will not only be assessed
on their ability to answer the questions asked of them, but also
on the quality of the questions they create.
Notes from conferences
July 2010 University of New Haven
2010 - 2011
UNIVERSITY OF NEW HAVEN
2010 - 2011 Lesson Plan Format
July 2010 University of New Haven
2010 - 2011