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Вы находитесь на странице: 1из 4

(1/25/13)

Teacher Candidate Kassara Stratton Grade Level 4th Title DECIMALS UNIT lesson 2

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 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.

(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

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.

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

their ipads.

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?

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

So our answer is.? 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

address how to solve the

problems and write the right

decimal answer.

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

answers as they go.

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:

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 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

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

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.

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