Вы находитесь на странице: 1из 4

# 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 2
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
28 students
Isaiah- severe special ED- pulled out for part of the day
ESL: Maribel
Jackie
Belinda
Advanced in math: Landen, Hyrum, Emma, Trey
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 model and describe tenths as part of the base-ten system.
Language Walk-Away: I will describe tenths as part of the base-ten system.

## Vocabulary: Review- tenths

(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 and show problems on their whiteboards or ipads during whole
group instruction. They will participate in lesson group and demonstrate modeling
each fraction or decimal.
Content Walk-Away Evidence (Summative):
Students will correctly complete their independent worksheet and pass it off with me.
Language Walk-Away Evidence (Summative):
Students will explain how tenths are part of a whole.

SIOP 23 & 24

Approx

## Isaiah is pulled out

during math instruction.
Iras mother takes him
home during math.
ESL- I will use
models/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.

.
Time
Activate/Building Background Knowledge
Yesterday we were introduced to decimals. We learned two new place value positions that follow the decimal.
Do you remember their names? Tenth and Hundredth. We also reviewed place value. Can someone remind
me what place value is. It is the position that each value belongs in. If I wrote 1.39, what number is in the ones
place? What number is in the tenths place? What number is in the hundredths place?
SIOP 7 , 8, & 9
Formative assessment:
Learning Goal
Students will remember the
previous vocabulary terms and
review them with me. They will
remember the place value for
each term.

Success Criteria
Students will identify each place
value position and make the
connection to the vocabulary
terms.

Assessment Strategy
Students will correctly identify
the place value position of both
tenth and hundredth.

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

There will be visuals for each vocabulary word posted on the board and I will be walking around the room
to provide scaffolding and clear up any misconceptions.
Focus Lesson (I do it)
Today we are going to focus only on the tenths place. Pull up a chart with ten different sections. There are ten
different pieces of this grid, just like there are ten dimes in a dollar. If I shade in 3 of the pieces, what is my
fraction? (shade on the board). 3/10. To change that into a decimal, I would write it the same way I write
money. Since I know there are ten, just like dimes, I am going to write it just like I would with dimes. If I had
3 dimes, I would have 30 cents, so I would write it as 0.30.
Do another with them on the board shading in 6 squares. Have the students write it as a fraction on their
white boards. Read the fraction to me. Six tenths. If it is six TENTHS, where are we going to write our six?
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will remember the
Students will be able to write and Students will correctly write each
previous vocabulary term (tenth)
model the decimals/fractions on
decimal/fraction and raise them
and will be able to connect the
up for me to check.
decimals to fractions and vice
versa.
Modification/accommodation
Have all students write the fraction first, say the fraction, and then write the decimal. Provide ELL and low
level students with base ten manipulatives or money for a more concrete connection.
Guided Instruction (We do it)
Lesson Rotation SIOP 17:
Students will read the story problem on page 637. Lorena and Rebecca went to 10 horseback riding lessons.
Three of the lessons were outside the barn. What decimal represents the part of the horseback riding lessons
that were spent outside?
When I solve problems I like to draw pictures to model the problem.
How many riding lessons did Lorena and Rebecca go to? 10.
I am going to draw ten boxes to represent each lesson.
Now what are we trying to find? How many horseback riding lessons were spent outside?
Does the story tell us how many were spent outside? Yes- 3.
I am going to color in three of the boxes. Can you shade this same fraction on your ipads with me?

## What fraction did we just shade in? 3/10.

How do we say that fraction? Three tenths.
So how would we write that as a decimal? If it is three TENTHS we have to put our three in the tenths place.
0.3
Do the same with example 2
SIOP 11, 12, 25, & 26

Formative Assessment:
Learning Goal
Students will comprehend the
problem and make the connection
between tenths fractions to tenths
decimals.

Success Criteria
Students will use reasoning to
convert the problem into a
decimal.

Assessment Strategy
The students will correctly
problems and write the right

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 more think aloud and use the base ten blocks as a representation of tenths.
They can move the blocks and use them in each rotation.
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 review the
previous lesson.

Success Criteria
The students will demonstrate
understanding by completing the
worksheet with the other
members in their group.

Assessment Strategy
The students will correctly finish
the worksheet and check off their

Modification/accommodations:
As checking the progress of each group, additional scaffolding and reteach will be provided for those who
need it.
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 (639-640).
Summative Assessment:
The students will show their work to me or Mrs. Masson before moving into game group. SIOP 30
Modification/accommodations:

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 talked a lot about this place value right here. (point to tenths place on
board.) What is it called? How can we describe the tenths place? How many tenths do we need to equal one
whole? Ten. What are some connections we can make to tenths. Ex: a dime is one tenth of a dollar. If there are
ten pieces of pizza, each piece is one tenth.
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
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
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?
Having this lesson primarily focused on the tenths place really helped the students. I had several students who were
complaining that the lesson was too easy. I was wishing that I had more to challenge them with, however, when I
looked at their assessment scores from the lesson before and this lesson, I was glad they got the extra practice. They
may have understood the concept, however they needed to practice writing the decimal correctly.
I felt good about the delivery of this test and the classroom management. I was a little bit frustrated with some of my
chatty groups and will try to prevent this from happening in the next lesson.