DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Kassara Stratton Grade Level 4th Title DECIMALS UNIT lesson 1
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 use place-value charts and grids to model decimals through tenths and hundredths.
Language Walk-Away: I will explain how to use place-value charts and grids to model decimals through tenths and
hundredths.

Vocabulary: decimal, tenth, 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 participate and solve problems on their ipads during lesson time.

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

Isaiah is pulled out

during math instruction.
Iras mother takes him
Content Walk-Away Evidence (Summative):
Students will correctly complete their independent worksheet and demonstrate how to home during math.
use models to solve problems.
ESL- I will use
models/manipulatives
Language Walk-Away Evidence (Summative):
to demonstrate each
Students will explain how the models were used to help them divide during lesson
problem.
rotation.
The students will be
split up into groups
SIOP 23 & 24
based on math ability.
Students in lower
groups will be provided
extra scaffolding.

Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

We just got done learning about fractions. Today we are going to make an awesome connection to fractions.
Lets look at this money. (place dollar under the elmo). How much is this worth? One whole dollar. How
would you write this? Write it on your whiteboard and hold it up. This is one whole dollar. $1.00. How much
is this worth? (put a dime up on the board) 10 cents. How would I write the amount? Show on white boards.
$0.10. How many Dimes do I need to equal one dollar? 10. (put ten dimes under the Elmo). If there are ten
dimes in every dollar, what fraction of the dollar would I have if I had 6 dimes? Show on whiteboards 6/10.
How would I write it as a decimal? 0.60. How much is this coin worth? (place penny under the Elmo). How
would you write it on your board? 0.01. How many pennies do I need to make one dollar? So if I need 100
pennies to equal one dollar, what fraction of a dollar do I have if I have 6 pennies? Write on boards 6/100.
SIOP 7 , 8, & 9
Formative assessment:
Learning Goal
Students will remember the
previous vocabulary word.

Success Criteria
Students will be able to explain
the vocabulary word to me and or
another student.

Assessment Strategy
Students will use the word and
describe it correctly.

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

Have advance students hold their answers till the end and help those who may not know.
Focus Lesson (I do it)
We learned place value earlier this year.
Help me fill in the blanks
Thousands, hundred thousands, ten thousands, thousands, hundred, tens, ones. Did you know that there are
places after the decimals? We can write money amounts and fractions as decimals. Write decimals: A decimal
is any number written after the decimal point. (show example). After the decimal we have the tenths first- this
is easy to remember because this is where we would write dimes and dimes are worth 10 cents. The second to
the right is called the hundredths place. This is where we write our pennies which are one hundredth of a
dollar. (write and show examples for each word).
Have students practice writing on their white boards. Have them write 0 ._ _ I want you to write a 0 in the
tenths place and a 9 in the hundredths place. 0.09. show boards. I want you to write a 3 in the tenths place
and a 8 in the hundredths place. 0.38
Formative Assessment:
Learning Goal
Students will review the strategies
learned the day before and apply
them to new learning. The
students will figure out how to
split 48 into 5 equal groups with a
partner.

Success Criteria
Students will participate in the
class review and demonstrate
understanding by applying the
information to the new problem
assigned.

Assessment Strategy
The students will solve the
problem correctly with another
student and show either Mrs.
Masson or I as their ticket out to
recess.

Modification/accommodation
Scaffolding will be provided to students who are not getting the concept. For advanced students, they will
be allowed to solve the problem using ipads instead of manipulatives in desired.
Guided Instruction (We do it)
Lesson Rotation SIOP 17:
Students will read the story problem on page 631. Kendra has 1 dollar, 3 dimes, and 5 pennies. Model this
amount using a place-value chart.
Have play money on the table. Together the students will count out $1.35 and write the amount in a chart
labeled ones. Tenths, hundredths. Lets write each place value as a fraction. How many dimes tenths do we
have? How could we write that as a fraction? students will write the fractions on their boards or on the table
to represent each place value.
SIOP 18 & 19

What if we were to use the grid paper to represent our fractions? One whole grid would represent one whole.
Any less, would represent a fraction. How many squares are in one column? So one whole column represents
one tenth. There are 100 squares so each square represents 1 hundredth.
Read the problem on pg. 632.
complete the place-value chart that represents the fraction of the grid that is shaded at the right.
How many columns (thenths) are filled in? 4
How many hundredths are filled in? 2
How can we write that as a decimal?
0.42
How can we write that as a fraction?
SIOP 11, 12, 25, & 26

Formative Assessment:
Learning Goal
Students will comprehend story
problems to find each equation.
The students will use the models
to demonstrate the problem.

Success Criteria
Students will show understanding
of the problem by underlining the
important facts and finding the
equations. The students will move
the manipulatives in order to
make equal groups.

Assessment Strategy
The students will underline only
the important facts and cross out
unimportant details. The students
will determine the equations and
correctly solve the problem and
determine the remainders.

Modification/accommodations:
For the advance group I will provide less scaffolding. If they get the first couple of answers right I will give
them more advance problems and have them explain their reasoning and the steps they are taking.
For the lower groups I will use think aloud to model the first problem. I will use drawings and examples to
relate the material.
Collaborative/Cooperative (You do it together)
Problem of the day rotation:
The students will review a previous lesson by completing a worksheet together as a group. They may use
manipulatives and white boards to solve the problems.
Formative Assessment:
Learning Goal
The students will practice their
multiplication facts.

Success Criteria
The students will demonstrate
understanding by multiplying the
digits of the numbers played.

Assessment Strategy
The students will correctly
multiply the digits and determine
the greater product.

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. pgs (633-634).
Summative Assessment:
The students will show their work to me or Mrs. Masson before moving into game group. SIOP 30
Modification/accommodations:
Advance group is pulled out for more advance problems and inquiry.
Struggling learners are pulled out for worksheet group for more hands on instruction and additional
assistance.
Closure/Review of walk-aways, vocabulary, and essential questions
Add up group points and discuss behavior.
Review vocabulary words. Today we learned three new words. Lets review what each of these words mean.
The first word is decimal. Everyone show me a decimal on their boards. Draw a number line on the board and
point to each place after the decimal. Write the name of this place on your board. Tenths. Do this for
hundredth as well. Ask for questions and clear up any misconceptions observed throughout rotations.

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?
New math groups
New math captains
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?
I feel that the lesson went well, however because it was the first introductory lesson, the students were still confused as
to where to place each number to represent tenths and hundredth places. My main focus for this lesson was for the
students to make the connection to fractions and money. I feel that this was accomplished, but they struggled with
showing the decimals in the correct position.
Behavior wise, I feel that the students did well. They are very used to our math rotations routine and I used frequent
checks to keep them on track.