Unit Plan Overview
Unit: Place Value and Decimals
Connections to Context:
Students will be able to independently use their learning to…
(How does this fit with students’ experiences,
the school goals, and the larger societal issues?
How does this fit with the broader curriculum-
what has come before and what will come
after?)
 Realizing that place value helps
you understand the meaning of
numbers in real life (prices,
evaluating differences between
two objects).
 Decimals (and the comparisons of
decimals with the use of <, >, =)
are necessary for understanding
money when we make purchases
(e.g. An item that costs $2.65 is
less than an item that costs $2.70).
 We use rounding in our daily lives
(such as with weight, distance,
height, length, speed).
 Not all numbers are whole, so we
need to round them to the nearest
place value in order to evaluate
whether we have enough money
to purchase something or not.
Established Goals
Common Core Math 5th Grade:
 N.ME.05.08 Understand the
relative magnitude of ones, tenths,
and hundredths and the
relationship of each place value to
the place to its right, e.g., one is 10
tenths, one tenth is 10 hundredths.
[Extended]
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Teacher: Ravyn DeWitt
Stage 1- Desired Results
Transfer
 Recall basic place value digits (tens, hundreds, thousands) without decimals (R, U).
 Write the values of the underlined digits of numbers with decimals (An, Ap).
 Write the number of a decimal in 2 other forms besides numerical (E, Ap).
 Demonstrate which digits are in the tenths, hundredths, thousandths (etc.) place (An).
 Apply place value to real world situations (e.g. create a word problem that they must solve involving place value
that relates to their lives). (C).
 Work in groups to collaborate with each other and demonstrate how to solve the problems.
 Quote from a text and pull out key information on what the text is saying when reading mathematical word
problems (ELA cross subject) (An, Ap).
 Match the decimal forms in order (word, standard, expanded) (R, U, C).
 Explain each decimal form and identify them (U).
 Write out all 3 decimal forms (An, Ap).
 Understand that all 3 forms represent the same value of a decimal (just in different ways) (U).
 Apply decimal forms to real world situations and understand when to use them (e.g. we use standard form of
decimals when working with money) (Ap, U).
 Compare the digits in each decimal place value to decipher which digit is greater or smaller (An).
 Utilize the greater than, less than, and equal to signs (An, Ap).
 Work with their table groups and discuss which digit is larger or smaller (E).
 Make group executive decisions and share their answers with the class (E, R).
 Understand place value charts (R).
 Underline and circle specific place value digits (An).
 Understand geographical perspectives when evaluating how the distance between mountain ranges affects their
elevations (Social Studies cross subject) (R, An).
 Round decimals to the nearest whole number, tenth, and hundredths spots (Ap).
 Explain the importance of rounding and why the number 5 is chosen as the designated “rounding number” (U).
 Define rounding (R).
 Provide real world examples of when we use rounding in our lives (An, Ap).
 Write out the new forms of the rounded decimals (Ap).
 Collaborate with groups and share their answers with the class.
 Discuss and work in groups to play jeopardy/kahoot (U).
 Create a 4-digit decimal number (C).
 Identify the different place values within their decimal (U).
 Write out the standard, expanded, and word form of a decimal (An, Ap).
 Draw out the comparing decimals symbols (e.g. <, >, =) (Ap).
 Use their symbols to order the decimals in order from least to greatest (Ap).
  5. NBT.3 Read, write, and compare
decimals to thousandths.
 5. NBT.4 Use place value
understanding to round decimals
to any place.
 N.FL.05.20 Solve applied problems
involving fractions and decimals;
include rounding of answers and
checking reasonableness. [Core]
(not including fractions in this
unit).
Common Core English Language Arts 5th
Grade:
 CCSS.ELA-LITERACY.RI.5.1 Quote
accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
Common Core Social Studies 5th Grade:
 K1.2 Understand historical,
geographical, political, and
economic perspectives (students
will only be evaluating
geographical perspectives in this
lesson).
(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Round the lengths of objects to specific place values (Ap).
 Create real life examples of when to use decimals in everyday context (C).
 Self-evaluate themselves and their unit progress (E).
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… Students will keep considering…
 Place value is linked to decimals.  How does place value work in everyday life?
 Decimals and place value help us infer the  How many place values should we consider?
value of a number.  What patterns can be found when working with
 Standard, expanded, and word form all place value?
represent the same digit.  What are the various forms of a decimal and how
 Not all numbers are whole, they can be can I demonstrate these?
divided into pieces with the use of  How does place value change the size of a number?
decimals.
 Decimals and place value are applicable (What thought-provoking questions will foster inquiry, meaning-
to real-world situations. making and transfer?)
(What specifically do you want students to understand?
What inferences should they make?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive/ Knowledge Objectives Physical Development Objectives Socio-emotional Objectives
The students will be able to… The students will be able to… The students will be able to…
 Recall basic place value digits  Apply place value to real  Work in groups to
(tens, hundreds, thousands) world situations (e.g. create a collaborate with each other
without decimals (R, U). word problem that they must and demonstrate how to
 Write the values of the solve involving place value solve the problems.
underlined digits of numbers that relates to their lives).  Apply place value to real
with decimals (An, Ap).  Write out all 3 decimal world situations (e.g. create a
 Write the number of a decimal forms. word problem that they must
in 2 other forms besides  Underline and circle specific solve involving place value
numerical (E, Ap). place value digits. that relates to their lives).
 Demonstrate which digits are  Write out the new forms of  Apply decimal forms to real
in the tenths, hundredths, the rounded decimals. world situations and
thousandths (etc.) place (An).  Draw out the comparing understand when to use
 Apply place value to real decimals symbols (e.g. <, >, them (e.g. we use standard
world situations (e.g. create a =). form of decimals when
word problem that they must working with money).
solve involving place value
that relates to their lives) (C).
  Quote from a text and pull out (What discrete skills and  Work with their table groups
key information on what the processes should students be able and discuss which digit is
text is saying when reading to use?) larger or smaller.
mathematical word problems  Make group executive
(ELA cross subject) (An, Ap). decisions and share their
 Match the decimal forms in answers with the class.
order (word, standard,  Provide real world examples
expanded) (R, U, C). of when we use rounding in
 Explain each decimal form and our lives.
identify them (U).  Collaborate with groups and
 Write out all 3 decimal forms share their answers with the
(An, Ap). class.
 Understand that all 3 forms  Discuss and work in groups
represent the same value of a to play jeopardy/kahoot.
decimal (just in different
ways) (U). (What values and commitments and
 Apply decimal forms to real attitudes should students acquire or
world situations and wrestle with?)
understand when to use them
(e.g. we use standard form of
decimals when working with
money) (Ap, U).
 Compare the digits in each
decimal place value to
decipher which digit is greater
or smaller (An).
 Utilize the greater than, less
than, and equal to signs (An,
Ap).
 Work with their table groups
and discuss which digit is
larger or smaller (E).
 Make group executive
decisions and share their
answers with the class (E, R).
 Understand place value charts
(R).
 Underline and circle specific
place value digits (An).
 Understand geographical
perspectives when evaluating
how the distance between
mountain ranges affects their
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 elevations (Social Studies
cross subject) (R, An).
 Round decimals to the nearest
whole number, tenth, and
hundredths spots (Ap).
 Explain the importance of
rounding and why the number
5 is chosen as the designated
“rounding number” (U).
 Define rounding (R).
 Provide real world examples
of when we use rounding in
our lives (An, Ap).
 Write out the new forms of
the rounded decimals (Ap).
 Discuss and work in groups to
play jeopardy/kahoot (U).
 Create a 4-digit decimal
number (C).
 Identify the different place
values within their decimal
(U).
 Write out the standard,
expanded, and word form of a
decimal (An, Ap).
 Draw out the comparing
decimals symbols (e.g. <, >, =)
(Ap).
 Use their symbols to order the
decimals in order from least to
greatest (Ap).
 Round the lengths of objects
to specific place values (Ap).
 Create real life examples of
when to use decimals in
everyday context (C).
 Self-evaluate themselves and
their unit progress (E).

(What facts and basic concepts should

students know and be
able to recall?)
Stage 2- Evidence
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Evaluative Criteria Students will show their learning by… (summative assessment)
Unit Evaluation (Overall Progress) PERFORMANCE TASK(S):

Teacher’s Evaluation Criteria of Students: Students will show their learning of the unit by completing a performance task assessment test designed by the teacher.
(Look at assessment portion on Weebly to This test will have various pieces to it. Students will have to identify symbols, place values, write out the forms of place
see full teacher rubric in detail.) values (expanded, standard, word), order decimals from least to greatest, (etc.). They will be asked in different ways to
Explanation: Explanation is detailed and demonstrate their knowledge so the teacher can have a full understanding of what they know (e.g. write, draw, or use
clear. Student can explain manipulatives to solve). In order to achieve this, the students will be given real world problems that are related to their
all his/her answers in regards to which lives. They will have to solve these problems using the manipulatives provided. Students will be able to express
place value belongs to which digit or themselves in multiple ways depending on their specific learning style. The teacher will grade their tests, provide them
which decimal is greater than, less with feedback, and review the content as a whole group, allowing time for questions on specific problems. The students
than or equal to. will not only be evaluated on this summative assessment, they will also be evaluated by the teacher on the following
Usage of symbols: Student always uses criteria to the left of this section. This will evaluate their progress throughout the unit as a whole.
the correct mathematical symbols when
comparing decimals (e.g. <, >, =).
Participation: Student always (How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
actively answers questions,
collaborates within the group, and -
makes group decisions. Student
always asks for help when needed.
Effort: Student always works efficiently in
class and never gets off task. Student did
all of his/her homework outside of
class.
Reading, Writing, and Book Work
Competency: Student can read the
word problems and write the correct
corresponding answers (includes
homework and classwork). All book
work with the teacher in large
group instruction has been completed.
Summative Assessment: Student has
taken the final assessment and answered
all of the questions (leaving no answers
blank and showing all of his/her work).
Real-World Connection: Student has
correctly made 2 real-world
connections to the content in class on
the unit and made an accurate real-world
connection on the summative
assessment.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 (Note: There is also a student rubric for
their own personal assessment as well as a
student evaluation on the final assessment.
These are both shown on the assessment
section of my Weebly site).
(What criteria will be used in each assessment
to evaluate attainment of the desired
results?)(rubric required)
(Regardless of the format of the assessment,
what qualities are most important?)
 Students understand the various place
values and their significance.
 Students can identify the size of
decimals.
 Students can write decimals in all
forms.
 Students can use/apply decimals and
place values in real world situations.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by…
 Participating in class and sharing their answers.
 Correctly finishing their homework.
 Demonstrating proper work in class and using time wisely.
 Asking questions about the content.
 Participating in group/partner discussion.
 Working well with others.
 Utilizing their handouts/manipulatives to complete their work.
 Showing their work.
 Completing the group activities correctly.
 Successfully using the manipulatives at hand to identify their knowledge of the content.
 Explaining their reasoning behind their answers.
 Comparing answers with other students/partners/groups.
 Answering the teacher’s questions regarding the content.
 Completing the summative assessment test (majority of the test was correct/completed).
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
 Stage 3- Learning Plan

Pre-assessment- due ________

Students will take the place value and decimal pre-assessment in their Go Math books and answer questions about the place value and
decimals unit to show what they know and do not know about the material.

(Note: See pre-assessment section on Weebly to see my entire pre-assessment in detail).

(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in  (How will you monitor students’ progress
these learning events… toward acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)
Initiating or Introductory Phase
Lesson 1:
Lesson 1: • Students will complete the Reteach 3.1 page
Meaning/Transfer
 Students will explain what they know about place value using their prior in their Go Math books as homework so the
knowledge without decimals (should know at least the ones, tens, and teacher can see how concrete their knowledge
hundreds). of the lesson is, and how well it stuck with
Acquisition them.
 Students will familiarize themselves with the place value charts
distributed by the teacher. • Students will demonstrate the various place
Acquisition/Transfer values, and work through the problems using
 Students will analyze the Brooklyn Battery Tunnel chart and compare
their place value charts in front of them.
real life architectural structures with decimals (comparing sizes of • Students can collaborate in groups after the
numbers). lesson has been taught to work on homework
Acquisition
 Teacher will go over place value chart with students and discuss the together, ask each other questions, and create
Acquisition meaning of the decimal within a number. a deeper understanding.
Meaning/Transfer  The teacher will explain the three forms of a decimal. Lesson 2:
 Students will use their place value chart to re-create the 3 decimal forms • Students knowledge of matching the decimal
on their own or with partners. forms correctly under each sub-group.
Acquisition • Students ability to fix their answers on the
 The teacher will demonstrate how to count place value positions in order pre-assessment if they are wrong and
to tell how many fewer/greater place-value positions are between specific recognize their mistakes.
Transfer digits. • Students will pay attention to the teacher
Acquisition  Students will complete problems on how to decipher place-value positions. and accurately fill out their handout.
Meaning/Transfer  Students will learn how to complete patterns within decimal charts. • Students will ask questions on the various
 Students go over questions and complete homework problems in class in forms and explain to the teacher the steps she
partners. needs to take.
• Students collaboration in groups/partners.
Lesson 3:
• Students participation in raising their hands
Developmental Phase and sharing/comparing answers on which
Lesson 2: digit is greater than, less than, or equal to
Meaning  Students will be broken into partners and complete the matching decimals activity. when given 2 numbers.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Transfer  Students will share their answers, explain the answers they got wrong, and correct • Students knowledge on when to use specific
their mistakes. mathematical symbols (<, >, =).
Acquisition •Students ability to decipher word problems
 Students will be divided into 2 groups and work with Ms. DeWitt on decimal forms
and line up the decimal points in order.
on their handout. •Students ability to circle and underline the
Meaning  Teacher will ask students to explain the 3 forms they learned yesterday from the correct place values in their Go Math books.
previous lesson. Lesson 4
Transfer  Students will evaluate and identify the 3 forms. • Students ability to know when a number
Acquisition  Teacher will write out explain, and demonstrate the 3 forms to the students. needs to be rounded and when it can remain
Meaning  Students will review how to write the 3 forms and complete their handout. the same.
Acquisition/Transfer • Students knowledge on what “rounding is”.
 Teacher will show students how the value of the decimal remains the same, it’s just
(e.g. Can they explain to their partners what
demonstrated in different forms. we use rounding for?).
Meaning  Students will re-group as a whole class and go over questions they have. • Students application of rounding and the
Acquisition
 Teacher will ask students about why they completed this activity and why decimals real world.
are important in real life. • Students evaluation on why we use 5 as our
Transfer “rounding number”.
 Students will explain the importance of decimal forms and how they are used in
daily activities. Lesson 5
Meaning • Students ability to create a decimal of their
 Students will finish the handout if time in class or take it home as homework.
own and identify the places.
• Students identification and utilization of
Lesson 3: standard, expanded, and word form.
Meaning
 Students watch greater than/less than YouTube video • Students drawings and proper usage of the
Meaning
Acquisition  Students answer questions about the symbols/numbers/decimals they saw. greater than, less than, and equal to symbols.
 Students will be introduced to the greater than, less than, equal to popsicle sticks • Students knowledge of rounding and how to
by the teacher. properly round an equation to specific place
Transfer values.
 Students will provide the correct symbol to use when the teacher writes problems
• Students real life application skills.
Meaning on her whiteboard. • Students self-evaluation on their
 Students will discuss the various heights of mountain ranges in the United States knowledge/mastery of the unit.
Acquisition and where they are located.
Transfer  Students will learn how digits change the place value and significant of a number.  (How will students monitor their
 Students will identify which mountain has the greatest height and least height by own progress toward acquisition,
Meaning/Transfer using their popsicle sticks. meaning, and transfer?)(Assessment
 Teacher will give students problems and students will collaborate in groups and as learning)(rubric?)
 Students go over practice problems
Transfer come to an executive decision about which symbol to use.
with teacher.
Transfer  Students will identify which digit is in which place value.  Students are given helpful
 Students will order the decimals from least to greatest. materials/manipulatives to use
when completing their work (e.g.
Lesson 4: place value sheets, greater than, less
Acquisition  Students will participate in tasks to learn about rounding. than, equal to sticks).
Meaning  Students will discuss the importance of rounding when we don’t have whole  Students are given feedback on their
numbers. assignments.
Acquisition/Transfer  Students are given activities.
 Students will learn the definition of rounding.
Acquisition/Transfer  Students are participating in group
 Students will learn how to round to a specific place value when given a decimal by collaboration events.
using their rounding packets.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Transfer  Students will explain how to decipher whether a number gets rounded up or  Students can ask questions that
rounded down. show evidence of their deeper
Acquisition/Transfer  Students will learn why 5 is the common “rounding number”. understanding.
Meaning/Transfer  Students are given the unit
 Students will apply rounding to real world situations and explain how rounding is
assessment rubric to monitor their
used in everyday life. individual progress.
Meaning  Students will individually complete problem 5.  (What are potential rough spots and
Meaning  Students will review what they have learned by playing decimal rounding student misunderstandings?)
jeopardy.
.  Students may not understand that
the place values on the right are
Culminating Phase smaller than on the left.
Lesson 5:
Meaning  Students may confuse which way the
 Students will review rounding decimals by playing jeopardy/kahoot.
Transfer greater than and less than symbols
 Students will demonstrate their knowledge by writing a 4-digit decimal and go.
showing the various place values within that digit.
Transfer  Students will identify and write the expanded, standard, and word forms of their  Students may not understand what a
chosen decimal. tenth, hundredth, or thousandth is
Transfer even with my money example.
 Students will draw the 3 symbols they have learned about comparing decimals.
Transfer
 Students will use those symbols to compare decimal numbers.
Transfer  Students may not comprehend that a
 Students will round the lengths of objects to specific place values.
Transfer tenth is actually larger than a
 Students will identify objects they can round in real life. hundredth.
Meaning
 Student will evaluate their knowledge/comfortability with the material we have
Meaning covered in the unit.  Students may not be able to write
 Students will self-assess themselves and how they did throughout the unit by using the expanded form of a decimal.
their rubric.
 Students may think they are
rounding based on the designated
 (Have you included multiple means of representation, multiple means of action and place value, when they really need to
expression, and multiple means of engagement?) look to the right of the value that
 (Are all three types of goals (acquisition, meaning, and transfer) addressed in the they are evaluating to determine
learning plan?) whether it gets rounded up or down.
 (Does the learning plan reflect principles of learning and best practices?)
 (Is there tight alignment with Stages 1 and 2?)
 (How will students get the feedback they
need?)

 The students can always ask

questions to a partner or the teacher
when they are confused.

 The teacher will check homework

and give feedback.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
  During lessons, the teacher will
constantly ask follow up questions
to ensure the students are grasping
the material.

 The teacher will evaluate students in

class knowledge and participation. If
students seem zoned our or are not
understanding, changes may need to
be made.

 The students can give their personal

feedback at the end of the unit.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum