Carlos Velez-Osorio
Decimals Math Workshop Lesson Plan
Title of the Lesson and Grade Level - Decimal Place Value Review Stations, 5th Grade
Lesson Essential Question: How is place value related to the number 10?
Standards:
● Recognize place value in decimals and based on Base-Ten concepts
● Recognize that in a multi-digit number, a digit in one place represents 10 times as much
as it represents in the place to its right and 1/10 of what it represents in the place to its
left.
Learning Objectives and Assessments:
➔ Students will be able to identify the value of a digit in a place value from the millions to
the thousandths place.
➔ Students will be able to compare digits in neighboring place values as 10 times greater
than or 1/10 of the value of the digit.
Assessments:
Students' homework has been used as formative assessment for making groups and
creating station activities to reinforce math concepts.
Students Math Mystery is independently completed and used as a summative assessment.
Materials
● Chromebooks ● Pencils
● Task Cards ● Math Folders
● Clip Boards ● Tape
● Worksheets ● Projector
○ Math Mystery ● Computer
○ Task Card Responses ● Math Notebook
Pre-lesson assignments and/or prior knowledge:
Students have gained an understanding of base-ten value to see that a digit in one place
value in a whole number has ten times the value it would have in the place to its right. They used
place-value strategies to perform multi digit calculations. They have also studied tenths and
hundredths decimals as fractional parts of a whole.
Students have spent the week exploring the place value of decimals in lesson 6 of 5th
grade iReady. They extend their understanding to include decimals to the thousandths place. Just
like the whole number, the decimal place value has ten times the value it would have in the
palace to its right but also one-tenth of the value it would have in the place to its left. They’ve
explored connecting these two and dividing by 10 to find 1/10 of a number. Students come into
the lesson with all sessions completed and are reinforcing the concepts through multiple means.
Lesson Beginning:
Students will participate in a number sense problem and find what is the same and what is
different with four numbers. After a discussion, students will be presented with their stations for
the day and rotate among the three stations.
Instructional Plan:
Station #1 - Task Cards Station #2 - Computer Station #3 - Math Mystery
Task Cards -
Students will take a clipboard and rotate to complete task cards around the classroom.
There are two sets of task cards that match the two sides of the worksheet for the students to
reply on. Students will write their answers on the side that reflects the color of the task card.
Students will have questions they must answer that are highlighted on their worksheet. After they
answer the must do’s ,students may cycle through and answer the remaining questions of their
choice. They must continue working until their station timer is over.
Computer -
Students at the computer station will complete their iReady flight first (improving their
fluency facts in addition, subtraction, multiplication, division). After they finish the Day 3 or 4
goal, they are free to play Prodigy. Prodigy, a math rpg game, has been tailored this week to
review the place value of decimals and introduce our next unit on rounding decimals.
Math Mystery -
The Math Mystery station is where students must solve a crime and use the clues from
the math riddles to find the culprit. Each riddle involves the student to use what they’ve learned
to decode a riddle and then use the clue to eliminate suspects from a list. The focus of this math
mystery is on place value and decimals and this is used to assess their understanding of what we
have explored thus far.
Differentiation:
The groupings of students are heterogeneous, meaning students of all levels are united.
Students are allowed to ask each other for help or assistance during task cards. This will always
allow a student to seek help before coming to a teacher. Additionally, my ESL students are paired
up with other students who speak their native language as an additional support if needed.
The student with an IEP has his task card worksheet tailored to meet his educational
needs. The student with an 504 is working toward the front of the classroom to remain focused
and will be checked in by me to endure understanding.
My early finishers in the task cards station have the opportunity to finish the remaining
task cards outside of their selected ones. There are two complete carousels to finish, so these
students will work to complete all of them.
Classroom Management:
On the morning meeting slides, students are tasked to bring the materials they will need
for math. These are ready at their desks for them to participate in each station. Clipboard and
worksheets for the task card station are placed at the beginning of the station. Students will
retrieve a clipboard and worksheet to complete the task cards and turn them in the red bin when
completed.
Transitions:
There is a single beep during the 15 minutes timer to warn students that a station is
ending soon. After the continuous beeps, students will clean up and rotate to the next station.
Closure:
At the end of the stations, students will turn in all remaining work and keep their math
musterts in their red folder for next week. I will call groups to clean up their desks and prepare
for music.
