TP Task 3 Planning for Learning

This task is linked to EPR3703: instructional strategies and planning for

This plan we do it in the meeting with all grade 6 teachers. I give some idea for
teach the student. The learning objects is -to understand the role of the decimal
point and relationship between tenths, hundredths and thousandths. When we go
to the meeting we get more idea and the idea it will be creative. Some teacher
dont like my idea so I learn each teacher have an opinion.
 Day Starter/Hook Inquiry/Exploration Group / Pair Work

Monday Ask students: What is a Use PowerPoint Play the game on slide 11. Pass out the decimal
decimal number? How can number cards and have the children determine
they show us what a which are greater than or less than or equal to.
decimal number means?
Week 6 Pre-assessment: Have the children
Have them come up with
lesson 2 discuss where the numbers will fit on
real life uses/examples of
the place value chart. Have them come Once finished, have the children copy slide 12 into
L/O-to decimals (fractions, daily
up to the board and fill it in on the their books and answer the questions.
understa life examples with time, a
chart (slide three). Discuss with the
nd the part of something whole,
children why this is correct or
role of money, etc.) talk with a
incorrect.
the partner to come up with
decimal examples. (do it again for the number line-slide
point 4)
and
relations Move to Slide 5-Order the numbers to
hipbetwe the best of their ability. Discuss as a
en class how to order the numbers.
tenths,
Give the children a copy of the 100th
hundred
grid (provided in resources). Ask them
ths and
if they can place the numbers on the
thousand
grid. Explain how they know. (groups
ths
of 2 or 3 depending on ability) Show
them slide 10 and see if they were
correct.

Tuesday Consolidating Provide students with place value Now, give them a set of decimal numbers, and
charts, hundreds grids and white using their preferred manipulative/strategy, have
Number activity from boards/markers them order the decimals from smallest to largest (in
First Steps: their math books).
Week 3 Ask the students how they could use
lesson 3 Hang a long piece of their grids to compare the following *** important: Students must EXPLAIN their
string across the numbers: reasoning/PROVE IT in their answers.
L/O-to classroom (or canteen?)
compare floor. Set up a decimal 0.34 and 0.43
decimal line with a card labelled
numbers 2 on the extreme left of Using the grids, how do we know
and the line and a card labelled which is bigger? (more coloured in
explain 3 on the extreme right. means larger decimal)
the Write 2.5 on another
reasonin Using the place value charts, how we
card and ask where it
g behind know which is larger?
should go. When students
it answer correctly, peg the (more tenths/hundredths/thousandths
number card in position on means bigger)
the line. Ask students to
write another number on a Are there any other ways you can tell
square piece of paper to which number is larger? (ex: money.
add to the number line and 34 cents is less than 43 cents)
explain why they have
placed their card in that
position. If time, extend
 the activity to thousandths
and decimals with
different numbers of place

Thursda Ask the children how they Follow the RUCSAC Powerpoint and In pairs, solve the problems attached in resources
y currently solve word say this is one method on how to solve (differentiated for varying levels).
problems. Take some word problems. Follow through the
Week 3 notes on the board about powerpoint with the children. Explain
strategies they currently that this is not the only way to solve
Lesson 5
use problems and if they have a better
Problem strategy, then they have the option to
Solving use whatever strategy works for them.

L/O: Use
RUCSA
Model an example on the board for the
C to
children to see.
solve
word
problem
s