DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Kassara Stratton Grade Level 4th Title Decimal Unit #6
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
28 students
IEPs: Ira- ADHD, anxiety problems
Isaiah- severe special ED- pulled out for part of the day
ESL: Maribel
Jackie
Belinda
Advanced in math: Landen, Hyrum, Emma, Trey
Advanced in reading: Rowdy, Giovanni, Hyrum, Landen
Low level in math: Kennedy, Belinda, Jackie, David
Low level in reading: Ty, Jackie, Belinda, Jackie, Star
Other: Edgar, Ira, Lukas, Isaiah and Rowdy wear/need glasses.
Classroom environment: Each child has an Ipad. The desks are arranged in rows and there are two tables for small group
instruction. There is a classroom library at the front of the room. There is an overhead projector, apple TV, and an Elmo in
the classroom.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:4th grade Mathematics Domain: Number and Operations-Fractions
Understand Decimal Notation for fractions, compare decimal fractions
Content Walk-Away: I

will compare and order decimals to hundredths by reasoning about their size.

Language Walk-Away: I will compare and order decimals to hundredths by reasoning about their size.

Vocabulary:
Review: Decimal, tenth and hundredth

(SIOP 1, 2 &3)
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will solve problems on their white boards during the lesson and show me
their work.
Content Walk-Away Evidence (Summative):
Students will correctly complete their independent worksheet correctly ordering
decimals.
Language Walk-Away Evidence (Summative):
Students will explain how to determine the worth and order of a decimal.

SIOP 23 & 24

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Isaiah is pulled out

during math instruction.
Iras mother takes him
home during math.
ESL- I will use
visuals/manipulatives to
demonstrate each
problem.
The students will be
split up into groups
based on math ability.
Students in lower
groups will be provided
extra scaffolding.

Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Remember when we did our skittle activity and had to decide where certain decimals would be on a number
line? Today we are going to talk more about number lines. Read objective.
Draw number line 0-1 on the smart board.
Do you remember what decimal comes in the middle of 0 and 1? or 0.5
Fill in the rest of the tenth decimals on the number line with the direction of the students. Guide answers and
provide scaffolding.
SIOP 7 , 8, & 9
Formative assessment:
Learning Goal
Students will remember the
number line and the decimal
places on it.

Success Criteria
Students will demonstrate
understanding by participating
and showing where certain
decimals go on the number line.

Assessment Strategy
Students will correctly identify
each decimals position on the
number line.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Draw the number line and give each student their own number line to manipulate.
Focus Lesson (I do it)
Now that we know where all of our tenth decimals are on the number line, lets talk about where our
hundredth decimals would be placed. When we were adding fractions, we converted our tenths fractions to
fractions with a 100 as the denominator. If we did that we would know that 0.1 is equal to 10/1000 and 0.7
is equal to 70/100. So where do you think 35/100 would be on the number line? Everyone hold up your
number lines and point to where you think it would be. Right in between 0.3 and 0.4 because we know 35 is
between 30 and 40.
Where would we put 0.68?
0.43
0.13
Now here is a trick one where would we put 0.09?
Show 9 hundredth blocks.
Point to 0.1. what does this say? One tenth. Is 9 hundredth greater or smaller than one tenth? Show one tenth
block. 0.09 > 0.10
Formative Assessment:
Learning Goal
Students will recognize the value
of each decimal.

Success Criteria
The students will demonstrate
understanding by placing the
number correctly on their
number lines and participating in
discussion.

Assessment Strategy
The students will correctly place
each number on their number
lines and show me before moving
on.

Modification/accommodation
I will use blocks and number lines to demonstrate each decimal. For the advanced students I will provide
additional decimals to place on the number line.
Guided Instruction (We do it)
Lesson Rotation SIOP 17:
Draw a number line on table for the students to see and manipulate. Have the students identify various
decimals on the number line using their markers.
Review > greater than and < less than symbols.
I am going to write two decimals on the board and I want you to write which symbol (>, or <) should go in
between.
0.03 0.2
0.83 0.09
Read example 1 on page 669 together.

At recess, Austin and his friends decided to have two races. One was 0.2 mile, and the other was 0.4 mile.
Which race was longer?
Have the students identify both decimals on the number line.
Which race was longer?
0.4
Read example 2 on page 670 together.
Order 0.15, 0.38, and 0.3 from greatest to least.
Have the students identify each decimal on the number line.
Have them independently order the decimals on their whiteboard or ipad and show me secretly.
Formative Assessment:
Learning Goal
The students will be able to order
the decimals using number lines
and their understanding of place
value.

Success Criteria
The students will demonstrate
understanding by placing each
decimal on the number line and
identifying each decimal value.

Assessment Strategy
The students will each work out
the problems on their ipads and
show me their answers.

Modification/accommodations:
For the lowest group we will spend a lot of time on the number line and get out tenth and hundredth blocks if
needed. I will provide scaffolding for each example problem and show each decimal visually. For the advanced
groups, I will move quickly into more challenging problems and encourage them to think about bigger
decimals and problems such as 0.8 (> or <) 0.0003948271
Collaborative/Cooperative (You do it together)
Problem of the Day rotation:
For this rotation, the students will work together to solve problems that were reviewed the day before.
Formative Assessment:
Learning Goal
The students will work together
to review adding fractions with
denominators of 10 and 100.

Success Criteria
The students will demonstrate
understanding by retaining steps
from the previous day and
working together to complete the
worksheet.

Assessment Strategy
The students will work together to
correctly answer each of the
problems on the worksheet.

Modification/accommodations:
Independent (You do it alone)
Worksheet rotation.
The students will use the information acquired in lesson and lesson rotation to complete the independent
pages in their workbook. (671-672)
Summative Assessment:
The students will show their work to me or a qualified helper before moving onto game group. SIOP 30
Modification/accommodations:
Advance group is pulled out for more advance problems and inquiry.
Struggling learners are provided additional time to complete the worksheet and receive tier two instructions
during the last rotation.
Closure/Review of walk-aways, vocabulary, and essential questions
How do we know how big a fraction is? Is a tenth bigger or a hundredth? So If I had 0.9 and 0.09, which
would be bigger? How do you know?
Ticket out the door:
Write a paragraph telling me how you know 0.3 is bigger than 0.03.
SIOP 27, 28, & 29
(Note: Closure includes student interactions, reflection, and/or demonstrations.)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Coins
Grids on ipads
Math rotation timers

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
This lesson was challenging for the students. It was hard for them to realize that 0.7 was greater than 0.65 when 65 is
greater than 7. They had to realize that 0.7 is seven tenths which is equivalent to seventy hundredths. I used a number line
for lesson group, and this really helped those students. However, I wish I would have put a number line on each ipad for
the students to refer back to.