Name: Kelsey Schunter Date: -Grade: 5th

Messiah College Instructional Plan for Middle Level Education Subject: Mathematics Topic: Using <, >, = School: Mooreland Elementary School

A. Instructional Goal and Learning Outcome Students will be able to compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results. Students will also be able to read comparison problems with words, correctly saying or writing the words greater than, less than or equals to in place of these symbols. B. Common Core Standards 5.NBT.A.3B: Compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results. C. Essential Content Declaratively, students will need to know that > means greater than, < means less than, and = means equals. Students will need to be able to discriminate, identifying which number is higher than the other (or that they are equal). This is covered in previous lessons about place value. Procedurally, students will need to correctly apply the three symbols to new situations. Ex: 12.345 > 12.335 Process used: 1. Put your finger on the decimal point in each number. 2. Are the whole numbers bigger, smaller, or the same? --Watch out for the amount of digits there are! 3. If whole numbers are the same, look at the decimals. ---Start at the digit next to the decimal point, and move right until you find a number that is different. 4. Make a decision. D. Instructional Objective (description of Summative Assessment Strategy) Content: Performance capability: Given a Quick Quiz at the end of class (but not given a cheatsheet of the steps or meanings of the symbols) Students will be able to compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results. Students will also be able to read comparison problems with words, correctly saying or writing the words greater than, less than or equals to in place of these symbols. By independently and correctly writing those symbols in the spaces given on the quick quiz, and also by writing out a sentence interpretation of the numbers and symbols. Students are successful when they have correctly completed all four problems on the quick quiz

Performance action:

Quality:

E. Instructional Sequence (60 minutes total) 1. Pre-instructional Phase (preparation) Welcome students, remind them of our work in decimals, reciting as a class the name of each place value from a wall chart. (activation, 5 minutes) Use a do-now activity from the day before, remembering place value. Use the smart board to manipulate base 10 blocks to model a decimal that extends to the thousandths place. Have the problem up, students solving on own papers. Ask one student to come solve it on the board. (recall, 5 minutes) Today were going to be working on comparing decimals. Have four big complicated numbers written on large cards, magnetized to the board. These numbers are big and scary, but by the end of today, were going to be able to place them in order and even learn a special notation to help us order them, even when theyre printed on a page and we cant move them around. (expectancy, 2 minutes) 2. Instructional Phase (engagement) The first thing we are going to learn is how to quickly and efficiently figure out which number is larger when comparing two of them together. o Have a smartboard presentation, starting with two simple, whole numbers. Ask a student which one is larger. Ask them how they knew that. o Then have two decimals of 1/10ths place. Emphasize how with decimals, the number on the left is larger (more important) than the number on the right of it. Practice comparing decimal-only numbers on smart board, then have students white-board response so I know theyre getting it (informal assessment) o Once students are answering correctly there, add some mixed numbers (wholes with decimals). Start with one digit to the left of the decimal, then move to bigger numbers. Do this on the smart board, and call on students with Popsicle sticks, reminding them that it is OK to not know the answer. Probably their peers dont either, thats why were learning. (10 minutes) o Use individual response white-boards also to make sure that students are following. Then put up two of the big numbers from the board. (10 minutes for this section) Set up need for a strategy: Looking at these numbers, I see a lot of digits. Im getting a little lost already. If I just start comparing from the left, what problem am I going to run into? (there may not be equal number of digits to the left of the decimal) In order to help me solve this problem, I wrote myself some directions. (Have the procedure written on a chart. Hand out cheatsheets to students) Model the procedure. Practice as a class (Now compare these decimals, complete step one and look up when youre done) Introduce symbols. Have them on the smartboard between two numbers, and ask students if theyve ever seen them before. Ask for guesses as to what they mean (one at a time). (10 minutes for this) Intentionally: YES. Reading from left to right, we say (number) is GREATER THAN (number) Have the phrase appear written next to the symbol. Do this for each of the three.

Encode: I remember the symbols because I think of a fish eating other fish (have a great image of this on the smartboard). Always go for the bigger school of fish! Use arm motions to help kids encode as well (I need to use mirror motions so left/right isnt confused). Say, Greater than, less than, equals to! and put arms right, arms left, arms parallel in front, then put your head down on them Indian style. Practice that till they shout it back with joy. (This is Total Physical Response strategy) o We are going to use these symbols to write what we discover about these numbers. So, we found out before that (use an example we just decided) What symbol would we put between these two, knowing that THIS one is larger than THAT one? (This section, 15-20 minutes) o Practice a bit together, then pass out the worksheet. On the worksheet, have a graphic picture of the fish eating fish to guide students. Also have the words greater than less than and equal to written above. Have a number problems with a blank between the two numbers for children to fill in. Also have some problems where students need to write out with words what their results were. (using greater than, less than, or equals to) Go around the class and monitor how students are doing, and answer questions. Remind students that they will need to be able to do this without referring to the chart or their own cheat sheets. 3. Post-instructional Phase (strengthening) Before students leave, have them put always all materials except a pencil. Also cover the procedure and Pass out a Quick Quiz sheet. Have them copy the pairs of big numbers from the board, and place the correct symbol in between the numbers, and then write out in words what their answers say. Collect the quizzes for a grade. (5 minutes) If students didnt finish their worksheets, that is for homework. They will also need to teach their parents the hand motions, greater than, less than, and equals to. Leave the procedure chart and a poster with the symbols and their word definitions up on the wall. Next period, ask students do repeat this capability for a warm-up. Also repeat the hand motions for fun. F. Summative Assessment (Consistent with Instructional Objective) Students will correctly place the symbols >, <, or = between two decimals provided on a worksheet at the end of the lesson. They should be able to do this even with numbers that vary in the whole numbers or in the decimals, or numbers with different amounts of significant digits.

G. Modifications and Accommodations Theres a lot of left/right issues in the lesson. Those with dyslexia, ESL, or mild sleep deprivation might struggle. Have an obvious sign in on the board to remind myself and students which way is left and which is right. Some students may need extra reinforcement (extra worksheet) and some may need the procedure and definitions of symbols on a handout. In fact, all students would benefit from that. Ill hand one out to be stored in their binders. Notes for behavior management: make sure to call on as many students as possible using Popsicle sticks, to keep them all engaged. Also continue to move around the room. If students are getting disengaged, quit the Popsicle thing. Ask students to move to the side of the room of the larger number, or make the shape of the appropriate symbol with their arms. (Kinesthetic learners) Another idea would be to allow students to act out the greater than and less than signs. (Have a group of a 2 students to the right, 3 students to the left, and the human sign has to make an arm motion to show which group he is going to eat) H. Resources 1. Materials smartboard presentation, pairs of big numbers for board (4), chart of the written procedure, worksheets, Quick Quizzes. 2. Advance Preparations Prepare the above. 3. References None. I. Daily Lesson A 1. Time Estimate 30 minutes 2. Expectancy, Motivation, Interest, Attention (Anticipatory Set) Do all of the Pre-Instructional 3. Specific Learning Activities (list from Part E) Do the first half of learning activities (everything up to the introduction of the symbols) 4. Review, Wrap-up (Closure) Make sure that students are answering correctly on white-board responses. Review the steps of the procedure verbally. Tell students that tomorrow, well introduce some symbols and language that scientists and mathematicians use to help keep records of all this stuff. Begin transition to next activity. II. Daily Lesson B 1. Time Estimate 30 minutes 2. Expectancy, Motivation, Interest, Attention (Anticipatory Set) Remind students of work yesterday; solve a few problems on the smart board together. 3. Specific Learning Activities (list from Part E) Begin instructional phase where we left off, introducing the symbols. 4. Review, Wrap-up (Closure) Complete the whole post-instructional phase.