1
Differentiated Lesson Plan
Student Name
Institution
Course Name
Instructor
Date
2
Differentiated Lesson Plan
Lesson Plan:
Name:
Course: EDSP 360
LESSON PREPARATION [Before the lesson]
Topic: Compraing Decimals
Specific Strategy:
Application of the terms
greater than, less than,
and equal to in comparing
decimals
Subject: Math
Grade: 5
State Standard: Mathematics Florida Standards (MAFS): MAFS.5.NBT.1.3
National Standard: National Council of Teachers of Mathematics (NCTM)
Primary Objective: Students will be able to compare two decimals by using place value to
determine whether one is greater than, less than, or equal to the other.
Classroom Diversity and Accommodated Instruction:
Materials/Equipment: Place value chart, ‘decimal war’ game, and delicious decimals worksheet
Technology Integration: A video on comparing decimals
Character Principle: Integrity
LESSON PRESENTATION [during the lesson]
Set: Today we shall compare pairs of decimals by using place value to determine whether one is
greater than, less than, or equal to the other.
Differentiation Groups (Tiered Content; See
https://iris.peabody.vanderbilt.edu/module/di/)
Group #1
Group #2
Group #3
Teacher Instruction/Modeling:
- Assist the
learners to fill
the place value
chart with
columns for
tens and ones
on the left of
the decimal
point, as well
as tenths,
hundredths,
and
thousandths on
the right side.
- Show a few
examples of
filling the
place value
chart.
- Provide more
examples for
the learners to
fill the place
value chart on
their own
(with columns
for tens and
ones on the
left of the
decimal point,
as well as
tenths,
hundredths,
and
- Show a few
examples on
filling the
place value
chart
- vary the
place value
between one,
two, and three
decimals
places for the
students to fill
the place
value chart on
their own
(with columns
for tens and
ones on the
left of the
decimal point,
3
thousandths on
the right side.
as well as
tenths,
hundredths,
and
thousandths
on the right
side.
Guided Student Practice:
- Play the
‘decimal war’
game with
each student,
guiding them
to pick cards
with the
highest place
value from 4
sets of 6 cards
shuffled from
time to time.
- Assign
students two
teams of two
each, and pass
the cards for
the ‘decimal
war game.’
- Each team
will have an
equal number
of cards (12)
- Ask the
students to
keep the cards
face down.
- Each team
then turns over
the top of a
card they
select as
having the
greatest
number.
- The team
with the
greatest
number keeps
both cards.
- The team
with the
highest
number of
cards at the
end wins the
game.
- Assign
students to
partners, and
pass the cards
for the
‘decimal war
game.’
- Each student
will have an
equal number
of cards (12)
- Ask the
students to
keep the cards
face down.
- Each student
then turns
over the top of
the card at the
same time.
- Whoever has
the greatest
number keeps
both cards.
- The student
with the
highest
number of
cards at the
end wins the
game.
Independent Student Practice:
- Have the
students
complete a
‘delicious
decimals’
worksheet
using greater
than, equal to,
and less than
symbols.
- Tailor their
worksheet to
- Have the
students
complete a
‘delicious
decimals’
worksheet
using greater
than, equal to,
and less than
symbols
- Tailor their
worksheet to
- Have the
students
complete a
‘delicious
decimals’
worksheet
using greater
than, equal to,
and less than
symbols
- Tailor their
worksheet to
4
have
visualization
imagery.
include
rounding off of
decimals to the
nearest tenths,
hundredths,
and
thousandths.
include
rounding off
of decimals to
the nearest
tenths,
hundredths,
and
thousandths
- Require the
students to
create word
problems
that require
comparing
decimals
from the
answers they
get in the
‘delicious
decimals’
worksheet
Closure:
I hope that you have had fun with decimals in the various activities in which we have compared pairs
of decimals by using place value. Stay tuned for a video on comparing decimals just to wrap up today’s
lesson.
Summative Assessment:
Use the ‘delicious decimals worksheet’ for each group of students to determine their
understanding of comparing decimals.
Look for misconceptions such as students still choosing the longest number as the greatest
number; and whether the students understand that zeroes at the end of a decimal do not
increase the value of the number.
