INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s):

Christine Shay

Grade level and school:

3rd, King Elementary

Title of lesson/activity:

Tenths and Hundredths

Teaching date(s) and time(s):

1/21/15 at 10:30AM

Estimated time for lesson/activity:

1 hour

Overview of lesson:

Students will learn to model tenths and hundredths using base ten blocks
and exchange between the two. They will also learn how to write decimals
and fractions interchangeably.

Context of lesson:

This is the 8th lesson in unit 5 (place value in whole numbers and
decimals). The first half of the unit was about numbers up to the millions
place value and how to read, write, and order numbers. The second half
focuses on numbers less than one. Students had learned in the previous
lesson how to model decimals on base 10 blocks. This was the first lesson
they had concerning decimals.

Sources:

Everyday Mathematics 3rd Grade Curriculum

Purpose/Rationale

The purpose of this lesson is for students to be able to understand the

meaning of the tenths and hundredths place in numbers less than one.
Students should be able to understand that many of the same concepts in
whole numbers apply to numbers less than 1. This is why we are using
base-10 blocks to model the relatability of tenths and hundredths.
Learning Goals

Learning Goals

Connection to Standards

Connection to Activities

Students will be able to

use base-10 blocks and
grids to represent
decimal and fraction
equivalents.

CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b
as the quantity formed by a parts of size 1/b.

Students will be working on p. 358 in

their math journals which has a table
for students to write the represented
model in both fraction and decimal
notation.

Attending to the Learners

Anticipating student ideas:

Students have not thought about using base 10 blocks to represent fractions.
They are used to thinking about the flat as representing 100. Students might have
a difficult time rethinking about the base 10 blocks. Students will need constant
reminder about the value of each block.

Making the content

accessible to all students:

I will be at the front of the room using the projector while students are sitting on
the carpet. I will try to keep the lesson interactive and make sure to ask clarifying

questions.

Assessments
Type of Assessment

Learning-Goals Connection

Math Journal Pages

Students will take around 20 minutes to work on one math journal page. This math
journal page will be started with the whole group but completed individually.

Check-for-understanding
questions

Students will complete a quick check for understanding task that I design. This will
help me to gauge each students understanding of the lesson taught.
Instructional Sequence

Materials:

overhead projector, overhead transparencies, markers, base-10 blocks, notes

Time

Steps Describing What the Teacher and Students Will Do

Notes and Reminders

(including management
considerations)

10
minutes

Transition: Students will have to gather materials (passers pass out flat
grid and share base-ten blocks with the person sitting next to them)

10:40

Warm-up Activity Ideas:

Write 14/100 on board - ask them to show
Show 5 tenths on your grid
Show 50 hundredths on your grid
Show 0.36 on your grid
Show 6 tenths and 2 hundredths

-Students will be at their

desks
-Remind students to
keep their eyes on their
own paper.

20
minutes

Discussion:
Display p. 119 on the projector (transparency)

11:00
Review the value on the base 10 blocks with the students: When the flat
is 1, the longs are tenths (because each long is 1/10 of the flat), and the
cubes are hundredths (since you would need 100 cubes to make a flat).
Place 13 cubes in a column and partial column on the grid
a. How many hundredths are on this grid? (13 - record number)
b. Is there a way to cover 13 hundredths with fewer base-10 blocks?
(Exchange 10 hundredths for 1 long)
c. How many tenths and how many hundredths do we have now? (1 tenth
and 3 hundredths - record numbers)
d. What is the decimal for this number? (0.13 - record number)
e. How do we write this as a fraction? (13/100 - record number)
2. Place 7 cubes in a partial column on the grid

-Pull name sticks

-Students will have their
own personal model in
front of them

a. How many hundredths are on this grid? (7 - record number)

b. Is there a way to cover 7 hundredths with fewer base-10 blocks? (No
because you need 10 cubes to trade for 1 long)
c. How many tenths are there? (0 - record number)
d. How many hundredths are there? (7 - record number)
e. What is the decimal for this number? (0.07 - record number)
How do we write this as a fraction? (7/100 - record number)
3. Repeat with 20 hundredths
a. Note: Another name for 20/100 is 2/10
4. Partially fill out the rest of the table with various sections filled out
(have students fill this out before turning off the projector)
a. shade in 38 hundredths
b. 72 hundredths
c. 4 tenths, 7 hundredths
d. 0.09
e. 6/10
make your own
Introduce Decimal Number Top-It.
Pass out the check-for-understanding sheet. Since this is a new
concept, we would really like to make sure that this is all making sense.
I have a quick check-for-understanding sheet for you to complete. It
should take less than 5 minutes. Once you are done with it, put it in the
purple basket and complete the MJ pages.
30
minutes

Directions to write on the board

Complete the Task - Purple Basket
2. Complete the table on p. 119 and 118- Partner Check
3. Finish Misc. Pages 114 115 113 116
4. Play Number Top it with decimals

-Give extra help to

students who work
slower
-Consider letting
students work on p.119
with partner

Reflection on Planning
Learning goal for self:

One of my goals is to manage the time better. I would like to keep my lesson
at around 20 minutes so that students have time to apply what they learn. I
will do this by paying more attention to the clock on the wall.

Preparing to teach this lesson:

To prepare to teach this lesson, I watched Phil teach the previous lesson
where students are introduced to the idea of using base-10 blocks to model
numbers less than 1. Although I have written a plan, I am prepared to tweak
it so that students get a thorough understanding.