KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Alexis Verzolini Date: 02/10/18

Cooperating Teacher: Mrs. Mack Coop. Initials

Group Size: 20 Allotted Time: 50 Grade Level: 4th

STANDARD: (PA Common Core):

Subject or Topic: Decimals Section
Standard - CC.2.1.4.C.3
Connect decimal notation to fractions, and compare decimal fractions (base 10
denominator, e.g., 19/100).
I. Performance Objectives (Learning Outcomes)
The students will convert mixed numbers and improper fractions to decimals by using the place value chart.

II. Instructional Materials

Math Book
Mixed Numbers to Decimals
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
A. Prerequisite Skills
Fractions
Addition
Subtraction
Expressing Fractions in Tenths as Decimals
Finding Equivalent Ones and Tenths
Express Mixed Numbers as Decimals
Expressing Improper Fractions as Decimals
Writing Decimals to Show Their Place Value
Use Place Value to Understand
Express Tenths and Hundredths as Decimals
Express Fractions as Decimals
Expressing Fractions in Hundredths as Decimals
Express Ones, Tenths, and Hundredths as Decimals
Decimals Can Have Placeholders Zeros
B. Key Vocabulary
Decimal Point -a dot separating the ones and tenths places in a decimal number.
Tenth- one part of ten
Decimal Form- how a decimal is written for example 1 tenth is written in decimal form as 0.1.
Expanded Form- a way to write numbers that shows the place value of each digit.
Hundredth- a whole broken into 100 pieces.
Place Holder Zero- 0.90 the digit zero in the ones place and the digit zero in the hundredths place
 are place holder zeros.
C. Big Idea: Decimals
D. New Content:
Write Decimals to Show Their Place Values
Use Place Value to understand Whole Numbers
Use Decimals to Write Dollars and Cents
IV. Implementation in
A. Introduction – Review with the students place value of decimals using the guided practice in the
book on page 60. Ask the students how this relates to money (example 100 cent equals a dollar just like 100
hundredths equals 1 whole.). Do a few examples of how to do this from the book.
Development- Get out the computer cart. Tell the students that they will be making a food menu and
converting dollars to hundredths and tenths. Have the student print out menus.
C. Closure – Give the students review for test. Give them time to work on it during class and go over
the answers if time allows.

D. Accommodations / Differentiation -
Student A may use multiplication chart if necessary.
E. Assessment/Evaluation plan
Guided Practice:
Menus
Target: Students are able to covert dollars to tenths and tenth to hundredths 100% of the time.
Basic: Students are able to convert dollars to tenths and tenths to hundredths 70%-80% of the
time.
Bellow Basic: Students are able to convert dollars to tenths and tenths to hundredths below 70% of
the time.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students’ performance

written after lesson is taught, includes remediation for students who failed to meet acceptable level of
achievement)

B. Personal Reflection (Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

Please note: