Number and Operations: Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals.

Problem Solving: Apply and adapt a variety of appropriate strategies to solve problems.

PA Math Standards Addressed:

Standard 2.1.5 D - Use models to represent fractions and decimals.

Standard 2.5.5 F – Use appropriate problem-solving strategies.

Standard 2.11.5 A – Make comparisons of numbers (e.g., more, less, same, least, most, greater than, less than).

Math Assessment Anchors Addressed:

M5.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems.

Reading Assessment Anchors Addressed:

R5.A.2 Understand nonfiction text appropriate to grade level.

Objectives:

The student will be able to compare and order decimals through the thousandths place.

The student will be able to use appropriate strategies to solve problems.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

DAY 1

Prior knowledge of coin identification and decimal value as well as decimal place value to the thousandths is required.

Introduction:

Activate students’ prior knowledge of decimals. Use students’ understanding of money to prepare them for work with decimals.

1) Students play “Money Grab Activity” in pairs. (see attached sheet)

Note: Money bags should contain only one quarter and one half dollar. Quantities of other coins can vary.

2) Discuss results and review vocabulary.

Developing the Lesson:

1) Pass out a tenth and hundredth decimal square to each student. The student will identify the decimal number and write it on an index card. The student will attach the index card to his decimal square.

2) With teacher guidance students will individually read their decimal number and place their decimal square on a clothesline beginning with the benchmark decimals.

3) Pass out blank number lines and guide students through labeling benchmark decimals. Help students compare decimals. Monitor student progress and assess for understanding.

4) Provide student worksheet allowing independent practice labeling the number line and using the number line to compare decimal values to the hundredths.

DAY 2

Introduction:

1) Review student homework sheet.

2) Pass out a bag containing digit cards 0 thru 9, a decimal

point, a greater than symbol, a less than symbol, and an equal symbol. Have students work in pairs to create 3 digit whole

numbers according to teacher direction. (Ex: make the largest

number possible, smallest number, etc.) Discuss how students made their selections.

Developing the Lesson:

1) Have students make the largest number using 3 digits this time using the decimal point. Discuss placement and continue with

more examples.

2) Develop the steps for ordering decimals.

3) Use computers to reinforce the concepts and skills using

Picture Perfect activity at www.quia.com/pp/10912.html. Check for student understanding.

4) Assign “Where’s My Spot?” homework activity. (See attached- This activity needs to be copied double-sided. Mystery word is decimal point)

DAY 3

Introduction:

1) Review student homework sheet.

Developing the Lesson:

1) Students will work in small teacher assigned groups to complete ordering and comparing decimals activity using problem-solving strategies. If necessary teacher may review rules for rounding. (See the EdHelper Activity)

2) Have students discuss what they have learned about comparing and ordering decimals.

3) Assess and close. (See attached Assessment)

Materials/Resources: pennies, nickels, dimes, quarters, half dollars, score sheet, container, index cards, clothesline, clothespins, pencil, place value chart, number line, decimal squares, digit cards, Activity Sheets

Interdisciplinary Connections:

· Reading – Vocabulary, Reading Strategies for Problem Solving

· Technology – Computers, websites, overhead projector

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson): Observation, “Picture Perfect Activity”, “EdHelper Activity

· Summative Evaluation (How will it be determined that the objectives were achieved?): Final Assessment, Student Self-Reflection

Correctives/Remediation:

Use decimal place transparency and student copies if necessary.

Extra practice for the lesson available at the following sites:

www.aaamath.com/dec.html with the “Comparing Decimals Activity”

www.gomath.com/htdocs/lesson/decimal_lesson1.htm

Extensions/Enrichment:

Add additional quarters and half dollars to the bags in the “Money Grab Activity” so student totals will be greater than $1.00.

Have students investigate sports statistics involving decimals.

Relate to Science by having students collect and organize various data such as amounts of precipitation, etc.

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

A male student who does not attend classes regularly. He comes to school, but often cuts his classes. He loves reading and writing but the teachers are unable to assess his abilities because of his poor attendance.

· Accommodations to use with this student:

The teacher could contact the student’s parents for assistance and support in improving attendance. Provide reinforcement or a reward when he achieves an attendance goal.

Name ________ Date

Assessment: Comparing and Ordering Decimals

Compare. Write >, < or = for each.

1. 0.58 0.72 2. 0.098 0.98 3. 0.9 0.853

4. 0.063 0.034 5. 0.119 0.45 6. 0.3 0.300

Order the numbers from greatest to least.

7. 0.6; 0.625; 0.78; 0.08

8. 0.90; 0.275; 0.4; 0.009

9-10. Many libraries use the Dewey Decimal System to order books. Books are shelved from lowest numbers to highest numbers. Four books are numbered 0.957, 0.99, 0.949, and 0.91. Which book should be last on the shelf? Explain how you know your answer is correct.

Student Reflection: Comparing and Ordering Decimals

Please reflect on your understanding of comparing and ordering decimals by considering the following questions:

The thing I found most difficult about comparing and ordering decimals was ______________________________________________________________________________________________________________________________________________________________________________________________________

The activity I enjoyed most was ________________________________________ because ____________________________________________________________ ____________________________________________________________________________________________________________________________________

Using a scale of 1 to 5, with 1 being not at all and 5 being very well, please evaluate your group’s cooperative work during the Track Team Activity.

1. My group worked well together. 1 2 3 4 5

2. My group listened to everyone’s ideas. 1 2 3 4 5

3. I contributed to the group. 1 2 3 4 5

Please use the space below for any additional comments or suggestions you may have.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sample:

Name _____________________________

Date _______________

The EdHelper track team has six members: Samuel, Madison, Samantha, Brandon, Jacob, and Katherine. Today, they each walked and ran. The coach calculated the distance each walked (2.023, 2.038, 2.100, 2.623, 2.203, and 2.23 miles) and ran (4.38, 3.57, 9.51, 6.87, 11.66, and 7.71 miles). The coach forgot to write down the names next to the distances.

Figure out the distance that each person walked and ran.

1.		Katherine walked less than two and two hundred three thousandths miles.
2.		The person that walked two and twenty-three hundredths miles, ran eleven and sixty-six hundredths miles
3.		Jacob walked less than two and two hundred three thousandths miles.
4.		Madison walked two and twenty-three hundredths miles.
5.		The person that walked two and two hundred three thousandths miles, ran seven and seventy-one hundredths miles
6.		The number of miles walked by Samantha, rounded to the nearest tenth, was two and six tenths miles.
7.		The person that walked two and thirty-eight thousandths miles, ran three and fifty-seven hundredths miles
8.		Jacob ran less than four and thirty-eight hundredths miles.
9.		The person that walked two and six hundred twenty-three thousandths miles, ran six and eighty-seven hundredths miles
10.		The number of miles walked by Brandon, rounded to the nearest tenth, was two and one tenth miles.
11.		Samuel was not the one who walked two and thirty-eight thousandths miles.
12.		Brandon walked more than two and twenty-three thousandths miles.
13.		Samuel was not the one who ran nine and fifty-one hundredths miles.
14.		Madison ran more than seven and seventy-one hundredths miles.
15.		The person that walked two and twenty-three thousandths miles, ran nine and fifty-one hundredths miles

0	1	2
3	4	5
6	7	8
9	.	=
>	<

Name ________________________________ Date _____________________

Money Grab

You and your partner have been given a bag which contains half dollars, quarters, dimes, nickels, and pennies. You will play a game according to the following rules:

· Write your name in one column and your partner’s name in the second column on the recording sheet below.

· Pick four coins from the bag. Count the money and write, under your name, the total value of the four coins in decimal form. Return the coins to the bag.

· Your partner picks four coins, and writes the total value of the four coins in the other column.

· Compare the values. Whose handful of coins is worth more? Circle that value.

· Continue playing for five more rounds, comparing scores, and circling the greater value for each round.

· The player with the most circled values is the winner!

· Do you have a tie? Find the value of the coins from all six rounds and compare your sum with your partner’s sum. The greater value breaks the tie!

Name
Round 1
Round 2
Round 3
Round 4
Round 5
Round 6
Grand Total

Extra time? Write the value of your coins from each round in order from least to greatest.

_________ _________ _________ _________ _________ _________

Name ____________________________________________-

Where’s My Spot?

· Cut apart the decimal cards.

· Compare the value of each numeral, and arrange the cards in order from least to greatest.

· Then, carefully flip the cards over to reveal the Mystery Word.

0.632	0.47	0.16
0.05	0.248	0.67
0.545	0.99	0.35
0.140	0.2	0.7

Name ____________________________________________-

Where’s My Spot?

· This needs to be Xeroxed on the back of the Decimal Cards for Where’s My Spot.

· The letter D needs to appear on the back of the 0.05 card.

O	L	C
D	M	I
P	T	A
E	I	N

Name ____________________________________________-

Where’s My Spot?

· Cut apart the decimal cards.

· Compare the value of each numeral, and arrange the cards in order from least to greatest.

· Then, carefully flip the cards over to reveal the Mystery Word.

0.632	0.47	0.16
0.05	0.248	0.67
0.545	0.99	0.35
0.140	0.2	0.7

Name ____________________________________________-

Where’s My Spot?

· This needs to be Xeroxed on the back of the Decimal Cards for Where’s My Spot.

· The letter D needs to appear on the back of the 0.05 card.

C	L	O
I	M	D
A	T	P
N	I	E

Home Forums Grades Pre K-2 Grades 3-5 Grades 6-8 Grades 9-12

Name ________________________________ Date ________________________

Assessment: Comparing and Ordering Decimals

Compare. Write >, < or = for each.

1. 0.58 0.72 2. 0.098 0.98 3. 0.9 0.853

4. 0.063 0.034 5. 0.119 0.45 6. 0.3 0.300

Order the numbers from greatest to least.

7. 0.6; 0.625; 0.78; 0.08

________ ________ ________ ________

8. 0.90; 0.275; 0.4; 0.009

________ ________ ________ ________

9-10. Many libraries use the Dewey Decimal System to order books. Books are shelved from lowest numbers to highest numbers. Four books are numbered 0.957, 0.99, 0.949, and 0.91. Which book should be last on the shelf? Explain how you know your answer is correct.

Student Reflection: Comparing and Ordering Decimals

Name ________ Date