Professional Documents
Culture Documents
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
● Accurately place decimal numbers to the hundredth on a number line (A)
● Explain my reasoning for where I placed numbers along the number line (C)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Do Students will be assessed based on their Students will submit the number lines at
creation of the number line and the placement the end of the period.
of specific students and their jumps.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
● studied the 5th-grade fraction curriculum
● used fractions during bellwork
● reviewed fractions in the previous lesson
● Practiced converting mixed and improper fractions
● Explored equivalent fractions
● Placed fractions on a number line
● Found fractions of a whole number using manipulatives/drawings/division
● Completed independent and group problem-solving tasks.
● Explored the multiplication of whole numbers by 0.1, 0.01, 0.001 and decimal numbers by 10, 100, 1000
I.E.P. program implications: Accommodations, Modifications
Students will have extensions or alternative work to practice depending on their IEP. Some students will have a reduced amount of
work they are expected to produce.
Differentiation: Content, Process, Product, Environment, Assessment
Process: Students may choose to place the numbers on the number line in any order.
Environment: Students will have the opportunity to work in the hallway or in the classroom
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Responsibility: Students will demonstrate appropriate work ethic throughout all aspects of the lesson.
Initiative: Demonstrate interest in the topic and task. Ask questions when and where appropriate.
Vocabulary: (for word wall addition or reference and/or to develop a schema for this lesson. To be addressed in the lesson)
decimal number a number that has a decimal point followed by digits that show a value smaller than one.
denominator the bottom number in a fraction showing the total number of equal parts in the whole
difference the result of subtracting one number from another.
estimate to find a value that is close enough to the right answer, usually with some rounding or calculation involved.
fraction part of a whole.
hundredths one part in a hundred equal parts.
numerator the top number in a fraction showing how many parts of the whole there are.
part a portion of a whole
percent a fraction or ratio, where the denominator is 100.
sum The result of adding two or more numbers.
tenths one part in ten equal parts.
thousandths one part in one thousand equal parts.
unit fraction a rational number written as a fraction where the numerator is one and the denominator is a positive integer
fraction circles a circular manipulative divided into a variety of fraction sizes
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide the lesson.
Time: 20-30 minutes (Indicate time breakdown of instructional elements)
Bellwork 10-20 minutes
Use the document camera to project the Daily Math Practice Students will enter the classroom and immediately retrieve their
page for the day. Provide 10 minutes for the students to bellwork books. They will quietly begin solving the problems in
complete questions 1-5 as well as the repeating question their books.
____ x ____ = _____ - 5 + ______
Stop the students and take up each question using the Students will participate in taking up the problems by presenting
Smartboard. their solutions and strategies.
Strings 10 minutes Students will use strings and prior knowledge in an attempt to
Project the appropriate page from Minilessons for complete all multiplication lessons before the three minutes are
Extending Multiplication and Division. Allow the students 3 finished. Students will participate in a brief discussion of the
minutes to complete as many questions as they can. problems by sharing the solutions and the strategies they used
Review the answers and strategies with the students. when completing the problems.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 40 minutes (Indicate time breakdown of instructional elements)
Activity 30 minutes
Introduce the group problem solving activity. Students will be
working on groups of 2-3 to place the distance of their peers
jumps (in metres) on a number line from 0-2. Example distances:
0.97 metres, 1.25 metres.
Project the distance of the students jumps using the document Students will divide into their provided groups. Students will select
camera, but also photocopy a list for each group. Groups should a group role. The manager will pick up the number line and
place the numbers on the number line. When that task is instructions.
complete, they will convert the meters to centimeters to check
their work. Finally, students can begin to recognize the Students will begin to work on placing the decimals on the number
relationship between decimals and fractions by converting the line. Students should recognize that there are 10 blocks between
meter distances (decimals) to fractions (ie 0.97m = 97/100, 0-1 and 1-2. Each block represents 0.1 or 1/10.
1.25m = 125/100 or 1 25/100 or 1 ¼). When students complete the first part of the activity, they will
move on to questions two and three.
While students are working, circulate the classroom to provide
guidance and assistance where necessary.
Discussion 7 minutes
● Did you notice any groups that had numbers in different
spots than you? Students will participate in a class discussion and point out things
● Does anything stand out to you about how other groups that they found interesting/different about the work of other
completed this activity? groups. Students will recognize that the relationship between
● What was the relationship between the decimals metres and centimetres including how you can take the decimals
(metres) and centimetres? (metres) and convert them to centimetres.
● What is the relationship between the decimals and
fractions?