Lesson Plan Title: On the Move!

Concept/Topic to Teach: Rounding 5th grade

Standards Addressed: Math: 5. 1.) Demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths.

E/LA 15.) Select appropriate voice tone, gestures, and facial expression to enhance meaning.

• Using active listening skills Example: "Stop, Look, and Listen" technique

• Retelling stories and events in logical order • Remaining on topic when speaking • Using visual aids, props, and technology in oral presentations Examples: poster, puppet, slideshow

• Using appropriate grammar and word choice in oral presentations and in conversations NETS2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a

variety of media and formats.c. develop cultural understanding and global awareness by engaging with

learners of other cultures.d. contribute to project teams to produce original works or solve problems.

Specific Objectives: The students will be able to round numbers up or down to the place value designated.TSWBAT work cooperatively to solve problems.TSWBAT read and infer feelings of character in works of fiction

Required Materials: AMSTI game piece Game 3 sets of numbers Pencil Smart by Shel Silverstein Base 10 blocks AMSTI tile manipulative Math journals

Anticipatory Set (Lead-In): The students will do the bell ringer, See Math Journal TTW ask, “What is place value?” TTW record responses on the board TTW will tell the class that they are going to play a game to help them to

better understand place value.

Step-By-Step Procedures for Teaching the Lesson: TTW read Smart by Shel Silverstein. TTW lead the class in a grand discussion of what the poem is about. TTW explain the objectives of the game is to get as close to the number in

the center as you can TTW will divide the class into groups of 2 to play the game. TSW play the game using only one person’s set of numbers TSW use base ten blocks to justify answers to game.

Guided Practice/Monitoring: TTW explain and review place value chart and regrouping. TTW model conversion from one place value to another place value TTW explain the base 10 blocks as a way to compare numbers and

decimals. (0.4<1.0; 17>0.95).

The teacher will ask the students to tally up their game sheets. The person with the lowest sum is the winner. The teacher will award gold stars for the winner.

The students will retell the poem in sequential order and draw picture to illustrate it.

Closure (Reflect Anticipatory Set): The teacher will ask for volunteers to come to the board and convert

numbers into various place values. Discuss Smart. How could the little boy have managed his money if he understood place value?

The students will go to the board to list money values in descending order.

Assessment Based on Objectives: The students will be able to round numbers up or down to the place value designated on a set of 30 math problems placed on flash cards in groups of six with 80% accuracy. The students will check their own papers and turn them in at the end of the class session.

Adaptations (For Students with Special Needs): Jarvis M. is developmentally delayed. I will place him with a higher student

such as Tishay who will be able to assist him.Extensions (For Advanced Students):

Johnneshia is gifted in writing. I will ask her to complete a poem illustrating the importance of place value.

Possible Connections to Other Subjects: Language Arts- write a different type of poem for the little boy illustrating

how he could have handled his money better. Art- illustrating Smart Character Education- cooperation

Reflection: I feel that the lesson went well. The children were very excited about the game. They are usually working in their math books, so the game was a welcome change. I used cooperative groups as a way to facilitate the lesson. The class was divided into groups of two. Each group was given one game board and a Ziploc bag filled with a set of numbers. After I explained that the object of the game was like playing a game of darts. The number in the middle is the bull eye.

The closer you get to the number in the center, the closer you are to a bull eye. I feel that one area of improvement is in the future to allow more time; because, some of the children did not finish the game. I feel that the poem reading took up too much time because I had to re-read it several times so that the students could sketch it correctly in their journals. I will probably have it already written out on strips next time that can be pasted into their journals. One area of strength was that the children really seem to enjoy the game. After they understood what the objectives of it were, healthy competition was sparked among the partners in the game. The partnering was a good idea, because I had mixed ability partnerships. I also separated the girls and boys to change the makeup of the groups so that they would stay on task instead of socializing as they played the game.

Math Journal

Problem of the Day: Write 387,392 in expanded form. (Revised 10/28/09)

Smart By Shel Silverstein

The students illustrated the lines of the poem in their journals as I read it:

Students drew a dollar bill 1.00Students drew two quarters .50Students drew three dimes .25Students drew four nickels .20Students drew five pennies .05

A Student volunteer also illustrated the poem on the board.

We discussed the last stanza of the poem. I asked them how the father may have felt when his son returned home. Some of their responses were: disappointed, angry, embarrassed, and sad.

Rounding Whole Numbers Name:_____________________

1.Round to the nearest thousand:

1) 14 389 _________ 4) 9 520 _________2) 29 610 _________ 5) 56 239 _________3) 3 492 _________ 6) 89 743 _________

2. Round to the nearest ten thousand:

1) 24 987 _________ 4) 24 033 _________2) 37 096 _________ 5) 295 474 _________3) 145 302 _________ 6) 77 330 _________

3. Round to the nearest ten:1) 89 _________ 4) 514 _________2) 2 673 _________ 5) 97 _________3) 265 _________ 6) 2 753 _________

4. Round to the nearest hundred:1) 847 _________ 4) 333 _________2) 2 978 _________ 5) 5 496 _________3) 5 048 _________ 6) 555 _________

5. Round to the nearest hundred thousand:1) 929 689 _________ 4) 754 300 _________2) 103 232 _________ 5) 222 678 _________3) 965 123 _________ 6) 449 987 _________