Name: Athari Obaid Aleghefli

H00271668
13 March 2016 Sunday

Grade
Level:
Grade 4/3

CCSS Math Strand:

Unit 9 : Fractions and

decimals
Lesson 3 : relate hundred and
decimals

CCSS Standards:
Read identify and explain the new concepts of the tenth and decimals numbers.
Main Lesson Aims (Concepts, Procedures, & Processes):

The students will be able to write the portions of hundred in two ways the
hundredth and decimal.
The students will be able to identify related hundred by using the strategies.
Materials:
teacher books

Page 117

student book(s)

Page 117

worksheets/ papers

worksheet

teacher materials

Markers/ PowerPoint (telling story complete)/I-Pad/

timer/ students book/ flash board

student materials/
manipulative

A4 flash card (appendix 2)/ marker

technology

I Pad: Data show : PowerPoint

other

NON

Key vocabulary with definitions (and pictures if appropriate):

word

glossary definition

image

Decimal in hundred

A digit from a 10 number or more.

Non

Decimal point in
hundred

Write the part of hundreds as a decimal Non

or decimal point.

Students Prior Knowledge:

Students able to identify the hundred and tenths fractions and decimals
Students able to write the numbers from 0 to 100
Possible Problems and Misconceptions:
Students will play with the flash board
Solutions:
Put a timer about 2 minutes only to finish the activity.

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language

time:
10

Engage (warm up, review prior knowledge):

The teacher will present the story on the Data show to start and tells the
students the story and says Do you remember our tens king? Who can remind
me about his name? (Appendix 1)
Students says parts of tens
The teacher complete and says excellent, Now he become a father and he has
a son which called who can guess? He called parts of hundreds. Because he is
smaller than the tens numbers
Teacher says Our king today is the (100) today we will discover about the
100s king, before we start, the way that I wrote the number of 10s fraction is
looks like 0.2 how can I write it on fraction way?
2
Students says 2 and 10 which is ( 10 )
The teacher says who can read it for me? Who will write it as a decimal
number?.
Student comes out and writes down the answers.
20
Core (introduce and practice new concepts & procedures):
The teacher present some examples on the PowerPoint and asks students about it
Teacher says here we have the parts of the ten if I shaded 4 of these what
operation will I have ? (appendix 2)

Students counts with the teacher 1,2,3,4 the answer will be( 10 )
Teacher says now if I want to get the same equation with parts of hundred! How
many tens do I need?
Students says four?, forty?
Teacher says excellent, If I want the equal number for both on tens and hundred it
must be with zero ,we should multiply,

4 10
( 10 10

40
100

) they both has the same equivalent.

Teacher says who can guess how I can read it?

Students read forty parts of hundred

6
Teacher says now who can write the equivalent of the number of this sample 10 ?
60

Students says 100

Teacher says who will come and count the shaded blocks and write the whole sample
with its name?

The teacher choose one student and let him answer

15
2
The students write on the board
100

, 2 and fifteen parts of hundred

Teacher says these numbers we call it parts of hundred, but if we change it to

decimals what we will change? Who can guess?
Student says 2.25
Teacher says excellent, but if I have

4
100

how can I write it how many zero do I

need after the point?

Students says two zero it will be 0.04 other student write four parts of hundred
Teacher says I want two boys to come here to do the example on decimals and
fraction way it will be a challenge, I want Khalifa and Ahmed.
Students come out and solve the questions. (Appendix 3)
Teacher check students answers.
Teacher says now open your book page 117 and solve with me these question
10
Close (wrap up, discussion, brief review activity or assessment):
Teacher says now I will distribute this flash board for each group and I want you to
color the lines as the number given to you. You will have only 4 minutes to finish, the
quiet group and who will get all their answers correct will get point (Appendix 4,5)
Students start working.
After two minutes the teacher says Times up! Put your markers down and show me
your hands up!
Students raise their hands up.
Teacher says the first group finished can you come and explain for the class what
have you
Winner students hold their flash board, come in front of the class and explain what
they have done on their flash board.
Teacher says clap your hands for them, they color the tens as they given, they write
the decimals number as I want, good job

Appendices

Appendix 1
Story telling complete

Appendix 2
Samples of questions

Appendix 3
challenge

Appendix 4
Flash board

Appendix 5
Timer with the bell