Lesson Plan (25-29/09/2017)

Grade: 6
Unit 3: Place value, ordering and rounding
Teacher: Giovanni Giuseppe Marcano
Week beginning Unit 3: Place value, ordering and rounding Class duration: 90 min
Timing Key words Learning objective Success criteria Activities (description) Resources Evidence of achievement
Warm up: Students stand up and without looking
at the other player’s numbers, writes a number
Use place-value models to create between 2 and 9. The third player calls out the
5 equivalent representations of
NA Student's questions / answers
sum of the numbers and the winner is the person
numbers. who can figure out what number the other
player
has first.
Make clear definitions: Whole numbers, decimal
I can describe the
20 numbers, decimal points, decimal places,
value of each digit in
approximate and estimate.
Use base-ten models and place- a decimal number. List on board whole numbers and decimal Observation and discussion
value charts to represent
numbers. Then, ask the whole clase to identify
numbers to 1,000.
10 I can multiply and them. They can use circles for whole numbers
Decimal number, divide whole numbers and squares for decimal numbers. Emphasize
decimal point, Express numbers to 1,000 in terms and decimals by 10, 100 on decimal places.
Cambridge
decimal places, of place value. and 1000. Draw a place-value table and explain how to
multiply by 10, 100, 1000. (Emphasize on how to Checkpoint Marked classwork
place-value table,
Mathematics
15 round, fill empty spaces in the place-value table. )
Probably Coursebook
approximate, Round a given whole number to the I can write decimals
many examples will be needed and Teacher's
short division, nearest 10, 100, 1000 and so on. in order of size
List on board some whole numbers and ask all Resource
estimate, inverse from the smallest
operation. to the largest and class to organize them from the smallest to the
round whole largest. After that, list on board some decimal
15 numbers to the numbers and ask all class to reorganize them
Round a decimal number to a given nearest 10, 100 again. Finally, compare the whole-number part
number of decimal places. or 1000. of the numbers and highlight it. Some examples
will
I can round decimals, be needed.
including Make clear definitions about approximate values
Compare and order decimals in measurements, to and explain the meaning of the nearest 10, 100
different contexts; know that when the nearest whole and 1000. After that, ask the class to make groups
15 number or one
comparing measurements the and provide some exercises to be rounded. Each
units must be the same. decimal place. group could choose a member to write the
answers on the board.
Brief review of all content. You could pick some
10 NA
students to participate individually.
Class observation: class participation, student engagement, classroom relationships, mistakes made, area of strength/barriers to success, activity description.
Personal feedback: How do I evaluate myself after class and how could I improve next time.