Instructional Software

Lesson Idea Name: Decimals

Content Area: Math
Grade Level(s): 5th

Content Standard Addressed: MGSE5NBT.3 Read, write, and compare decimals to thousandths.
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.

Technology Standard Addressed: 3- Knowledge Constructor: Students critically curate a variety of resources
using digit tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/math/numbersandoperations/decimals/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

For my English Language Learners within my classroom, the library of videos for ELL students can support my
students who are transitioning from their first language to English. Parents can also get involved by watching
the video and being able to understand what their students are learning in order to support them at home.
This will also give their parents the opportunity to support their learning of English through the use of this
software with their students. Students can use headphones to keep working through material even when
they are in a crowded space where they need to be quiet. Another important part of this software that
creates a better UDL extension is that the student can rewind and replay the video as many times as they
want in order to gain a deeper understanding of any content area. Students can also choose how they would

Spring 2018_SJB
 Instructional Software
like to present their learning through multiple forms of projects within this software.

Lesson idea implementation:

The BrainPop video will be used after the concept of decimals have been address. It will be used as a
review of decimals but as an introduction to comparing decimals to see which is greater, least, or if they are
equal. The teacher will tell the students what to watch for as they are engaged in the video to help keep them
focused on the information they need to gather from the video. The students will watch the video and then
get into small groups to share what they learned about decimals that they did not know, what they were
confused about, and how to compare decimals. Through these conversations, the teacher should be walking
around and listening to their questions and what they learned as well as how they have learned to compare
decimals. Each group will them be asked to come up with 4 decimals to the thousandths place. They will then
come share their decimals in from of the class and show us how to compare two at a time. As they do this,
the teacher should show how they can compare the two greatest from the two separate comparisons to see
which is the greatest out of all four. This would be a great scaffold into comparing multiple decimals at once.
Then, as a class, the teacher will ask the students to give examples of when decimals are compared as they
saw in the video and others they can think of. The teacher will then ask the groups to come up with a scenario
and make a model or drawing to show comparing these decimals in the real world like in a race or with
weight, but the students have the opportunity to choose how they want to model it. They can use any sort of
technology, productivity tool, that they would like. They will then share these with the class to finish the
lesson.
A rubric will be given and gone over to support the students as they come up with their scenarios and
methods to present them. These projects can be showcased on the wall outside the classroom when printed
off and maybe even throughout the school on a closed-circuit TV when appropriate. Each group member will
write a short reflection on their product once they have finished. The rubric will outline the components
needed for every aspect of this project.
Reflective Practice:
I feel that these activities can impact student learning because they will be engaged in their group and will
be creating something that they have come up with to deliver the content standard in their own creative way.
To extend this lesson, the finished projects could be published to a classroom blog for their parents to see.
The teacher could also ask the students to spend a week looking for examples of them their families compare
decimals. They could ever write down the decimals that they see and as a class compare them. In this
extension, students could check out cameras or use their own to video or take pictures of the decimals they
see around them for the discussion in class. This will help to solidify the information the students learned
from the BrainPop video and the project they did.

Spring 2018_SJB