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 Succes 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
Use base-ten models and place- approximate and estimate.
a decimal number. List on board whole numbers and decimal Observation and discussion
value charts to represent numbers
numbers. Then, ask the whole clase to identify
to 1,000.
10 I can multiply and them. They can use circles for whole numbers
divide whole numbers and squares for decimal numbers. Emphasize on
Decimal number, Express numbers to 1,000 in terms and decimals by 10, 100 decimal places.
decimal point, of place value. and 1000. Draw a place-value table and explain how to
Cambridge
decimal places, multiply by 10, 100, 1000. (Emphasize on how to Marked classwork
Checkpoint
15 place-value table, fill empty spaces in the place-value table. )
Mathematics
round, Probably
Round a given whole number to the I can write decimals Coursebook and
approximate, many examples will be needed
nearest 10, 100, 1000 and so on. in order of size from Teacher's
short division, the smallest to the List on board some whole numbers and ask all
Resource
estimate, inverse largest and round class to organize them from the smallest to the
operation. whole numbers to largest. After that, list on board some decimal
15 the nearest 10, 100 numbers and ask all class to reorganize them
Round a decimal number to a given or 1000. again. Finally, compare the whole-number part of
number of decimal places. the numbers and highlight it. Some examples will
be needed.
I can round decimals,
Make clear definitions about approximate values
including
Compare and order decimals in and explain the meaning of the nearest 10, 100
measurements, to
different contexts; know that when and 1000. After that, ask the class to make groups
15 the nearest whole
comparing measurements the units and provide some exercises to be rounded. Each
number or one
must be the same. group could choose a member to write the
decimal place.
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.