Kyle Townsend

Lesson Title:​ Decimals

Grade Level:​ 4
Number of Class Periods:​ 2 (55 minutes)
Text or Resource and Relevant Pages: ​Decimal Game

Overview: ​I will begin my lesson by writing the term decimal on the board and asking if anyone
knows what the term means. The students understand how to operate with money mathematically
and therefore should catch on quickly to adding and subtracting decimals if I can make the
connection. Once the comparison with money is made I want to introduce a decimal game. First I
will model the game with two teams. Once the game is understood, the students will pair up and
begin playing the game.

Objectives:

a) Mathematical Content Objectives

● Students will be able to compare the size of decimals by using a visual model.
● Students will be able to add and subtract decimals.
● Students will be able to identify the tenths and hundredths place of a decimal.
b) Process/Practice Standards Objectives & Academic Language Objectives

● Students will make connections between various representations of decimals and their
place values.
● Students will communicate their understanding of decimal place value and decimal
size coherently and clearly to peers, teachers, and others.
c) Common Core State Standards

● 4.NF.7. Compare two decimals to hundredths by reasoning about their size.

Recognize that comparisons are valid only when the two decimals refer to the same
whole. Record the results of comparisons with the symbols >, =, <, and justify the
conclusions by using a visual model.
Materials:​ Decimals game, SMART board, Whiteboard, markers, and camera

Use of Space:​ The space will remain the same because it would take too much time to redefine
the space. Also the activities that I will do aren’t restricted to the placement of desks.
Lesson Plan Chart:
Learning Activities/Problem Sets Key Mathematical Points to Make/What you
And outline of dialogue and key mathematical are assessing/looking for in student reasoning.
questions to pose.
I will write the term “decimal” on the Key math points:
whiteboard and ask if anyone knows what the ● Defining the important terms that
term means will be said throughout the lesson
● Labeling place values
Next I will compare decimals to money so that
the students can make connections.
Kyle Townsend
I will highlight the place values of the tenths
and hundredths place by writing out a decimal
such as 0.28 and then labeling the place
values.
Students will compare the ones, tens, and
hundreds place to the tenths and hundredths
place.
Model decimal game by using the ELMO,
decimal game sheet, and decimal game cards.
● Shuffle cards and put them face down
● Draw four cards and lay them face up
● When it is your turn choose one card
and color in the amount of squares
represented on the card
● Replace the chosen card with another
from the deck
● Cannot choose cards that would
overflow the player’s square (ie the big
square represents 1)
● If there are no cards that the player can
play then the player loses their turn
● Go back and forth until there are no
cards left for either player to use
● The player with the square most
colored wins the game
Students will play the game with the teacher
while the teacher models.
I will hand out sheets of paper with grids on
them and cards for the students to play with.
I will pair students up with a partner and they
will compete against each other.
The students will play four different games of
the decimal game.
While the students play the game I will
monitor their activity.
Possible student answers/questions:
● Why is there no oneths place on the
right side?
● The words tenths, hundredths, tens, and
hundreds are similar.
Key math concepts:
● Number sense
● Adding decimals
● Representation between decimals and
area model
Split the whole class into two teams to give the
students something to do while the teacher
models.
Emphasize the names of the decimals while
modeling to get the students comfortable with
them. (ie 0.51 is fifty-one hundredths)
After the conclusion of the game, students are
expected to write out the expression that they
used to fill their square.
Key math concepts:
● Number sense
● Adding decimals
● Representation between decimals and
area model
Students may start to notice which decimals
are considered the larger ones and which ones
are the smaller ones.
Kyle Townsend
After the game I will ask the class the
following questions to check their
understanding:
1. Is there any difference between the
decimal 0.1 and 0.10?
2. How can we compare a decimal like
0.8 to a decimal like 0.75?
3. What are the two new place values that
we are using today?
I will introduce another game called
“comparing decimals”
● Each student will draw a card from the
decimal card deck
● The student with the larger decimal
wins the round
● Each student will record the card that
both of them got and which one was
bigger
● The student with the most winning
rounds wins the game
I will model the game, hand out the
“comparing decimals” sheet, and explain the
rules to the students
The students will pair up again and play the
game with each other
As the students play the game I will walk
around the room and monitor the activity
After the game is over I will collect the
Key things to look for while monitoring:
● Are the students using academic
language?
● Are the students starting to compare
fractions and reason their respective
sizes?
● Can students add decimals?
Possible answers to my questions:
● There is no difference between 0.1 and
0.10. They are the same number
represented in different ways.
● Take the decimal 0.8 and change it to
0.80 so that we can compare it to 0.75.
● The first one is the tenths place and the
second one is the hundredths place.
Key math concepts:
● Number sense
● Using the >, <, =
● Identifying the greater decimal in the
comparison
While monitoring:
● Are the students using academic
language?
● Are the students starting to compare
fractions and reason their respective
sizes?
● Can students identify the greater
Kyle Townsend

materials and prepare to end the lesson decimal in comparison?

I will ask the students what we learned today
and try to spark some small discussion before
the period is over
Some questions to include will be:
1. What are the two place values we
learned today? Why are they called
tenths and hundredths?
2. How can we compare 0.7 to 0.65?
3. How do we know which decimal is
bigger or smaller?
Possible answers in discussion:
● The place values we learned today are
tenths and hundredths.
● Each tenth is one tenth of the whole
number 1 and each hundredth is one
hundredth of the whole number one.
● We can compare 0.7 to 0.65 by
changing the representation of 0.7 to
0.70 and then compare.
● The decimal closer to the whole
number 1 is the larger decimal.

In class assessment​: Participation, using number sense and addition with decimals in the
Decimal Game, and comparing decimals based on size.

Embedded Assessment:​ Do students know how to add decimals together? How well is each
student’s number sense with decimals? Can students order decimals from least to greatest? Can
students identify the first two place values to the right of the decimal point?

Homework: ​There is no homework for this lesson as I’ve decided to use informal assessment
based on the in-class activities.

Lesson Title​: Comparing Fractions and Decimals

Grade Level​: 4​th​ Grade
Number of Class Periods:​ 2 classes (55 minutes each)
Text or Resource of Relevant Pages: ​Go Math Chapter 9 Resources pg 9-25, Number line
activity, Fractions/Decimals Worksheet

Overview:​ I want to begin the lesson by reviewing what the students learned about decimals
from the day before. Next I want to compare fractions with denominators of 10 and 100 to their
corresponding decimals. After that I want to make a visual comparison between the fractions and
the decimals on a number line. Based on the number line I would like to also compare the size of
decimals and fractions.

Objectives:
a) Mathematical Content Objectives

● Students will be able to convert fractions with denominators of 10 or 100 into

decimals.
● Students will be able to place decimals along with their corresponding
Kyle Townsend

fractions on a number line.

● Student will be able to compare the size of decimals along with their
equivalent fractions.

b) Process/Practice Standards Objectives & Academic Language Objectives

● Create and use representations to organize, record, and communicate the

comparison between fractions to decimals.
● Understand how fractions and decimals arbitrarily and visually interconnect
and build on one another to produce a coherent whole.

c) Common Core State Standards

● 4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For
example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62
on a number line diagram.

Materials:​ SMART board, Whiteboard, markers, and camera

Use of Space:​ The space will remain the same because it would take too much time to redefine
the space. Also the activities that I will do aren’t restricted to the placement of desks.
Lesson Plan Chart:
Learning Activities/Problem Sets Key Mathematical Points to Make/What you
And outline of dialogue and key mathematical are assessing/looking for in student reasoning.
questions to pose.
I will begin class with a quick review of Answers to questions:
decimals. 1. No a decimal is not a whole number
2. The first decimal place is called the
I will ask students to answer the following Tenths place and the second decimal
questions:
place is called the Hundredths place.
1. Is a decimal a whole number?
2. What are the names of the first two
place values in decimals? Stressing place value and a parts-to-whole
relationship between decimals and whole
numbers.
I will write the decimal 0.25 on the whiteboard
and then ask for the names of the place values.
After receiving an appropriate answer I will
label the place values on the whiteboard along
with the decimal 0.25.
I will compare fractions and decimals by Possible answers:
modeling fractions with denominators 100 and Yes 1/10 and 0.1 are equivalent because they
10 along with decimals of tenths and are on the same position on the number line.
hundredths.
Things to look for:
Kyle Townsend

To model the comparison I will need to get out
the number line sheet and put it on the ELMO
Next I will ask the following questions to the
class:
1. Where does the 1/10 card go on the
number line?
2. Where does the 0.1 card go on the
number line?
3. Is 1/10 and 0.1 equivalent?
4. Is 2/10 and 0.2 also equivalent? What
about 3/10 and 0.3?
● Students can see the comparisons
between the fractions and decimals
● Students might notice that decimals
and their equivalent fractions have
the same name. (ex. 1/10= one-tenth
and 0.1= one-tenth)
While modeling and asking questions:
● Be sure to explicitly show the
comparison between 1/10 and 0.1 on
the number line
● Identify and label various aspects of
the number line before modeling

I will pass out the number line sheets along

with their cards that represent fractions and
decimals.

I will then model an activity where the

students will be expected to place fractions and
decimals on a number line.
1. Turn over all the cards so that no one
can see what they are
2. Take 6 of the cards and turn them over
3. Place the 6 cards on the number line
with the fractions going along the top
and the decimals along the bottom
4. If the fraction and decimal are
equivalent, then the two cards should
be placed on the same spot on the
number line.

As the students work in groups placing cards Some questions to ask while monitoring the
along the number line, I will walk around the activity:
room and monitor the activity. ● Can the students place the fractions and
decimals appropriately on the number
. line?
● Are the students having problems with
which fractions and decimals are >, <,
or =?
● Do students understand which fractions
Kyle Townsend

and decimals are equivalent?

After the activity I will address any concerns Some possible answers to the questions:
that I and the students have about decimals and ● Yes, 0.1 and 1/10 were on the same
fractions. spot on the number line.
● The decimals and fractions are
Some questions to ask while discussing:
equivalents because they hold the same
1. Did any of the fractions and decimals
position on the number line.
have the same spot on the number line?
● Yes every fraction has an equivalent
If so, which decimals and fractions?
decimal.
2. What can we say about the decimals
● Yes, because the equivalent fraction of
and fractions that are on the same spot
0.5 must be bigger than the equivalent
on the number line?
fraction of 0.4 for it to be the
3. Does every fraction have an equivalent
equivalent fraction of 0.5.
decimal?
4. If I know 0.5 is bigger than 0.4, can I
also say that 0.5’s equivalent fraction is
also bigger than 0.4’s equivalent
fraction?

I will present a word problem to the whole

class. Answer: 2/10, 20/100, and 0.2
Explain how you could write 1/5 mile as a
fraction with 10 in the denominator, a fraction
with 100 in the denominator, and as a decimal.

Students will first begin by working on the Some questions to ask while monitoring:
word problem themselves. While they work I ● Do the students remember how to
will walk around and monitor them. make equivalent fractions?
● Can the students convert the fractions
I will then ask the students to talk to their
to their decimal equivalents?
groups about what they did to find the solution
● What kind of strategies are students
Next I will call upon a student to come up to using to find the solution?
the ELMO and show their work on the
problem.
● Try to find students with different ways Key points of problem:
● Equivalent fractions
of finding the solution
● Converting fractions to decimals
● If there seems to be a common problem
then call one of the students with the
problem up to show their work on the
Kyle Townsend

ELMO

After showing a few student answers, ask the Possible Answers:

following questions to the class:
1. What do we need to do to 1/5 before
we can convert it to decimal form?
2. Can this problem be solved in different
ways?
3. Are the answers in decimal form and in
the two fraction forms equivalent?
● We need to find equivalent fractions to
1/5 with denominators of 10 and 100.
● Yes, we can use an area model or just
work with the numbers.
● Yes, because 1/5, 2/10, and 20/100 are
all equivalent fractions and the decimal
0.2 is equivalent to the fractions.

I will introduce a mixed fraction (2 3/10) and Key math concepts:

ask if the mixed fraction can be converted to
decimals.
Students will be asked to hypothesize what a
mixed fraction would look like in decimal
form.
Model the conversion of mixed fractions to
decimal form.
● Whole numbers in decimal form
● Comparing parts (fraction) to whole
(whole numbers)
Possible Answers:
● The whole number goes to the left of
the decimal point.
● Multiply the whole number with the
denominator and then add the
numerator. (ie mixed to improper
fraction)

Before ending class ask if there are any Possible concerns:

questions about what we learned today. If
there is time, I will go over the concerns that
the class has. If there isn’t time then I will
make a note of the concerns and address them
next class period.
Hand out and explain the homework titled
“Fraction/Decimals Worksheet”
● How are 0.1, 1/10, and 10/100 all
equivalent to each other?
● How do I find equivalent fractions
again?
● Where is the whole number in decimal
form?

In Class Assessments:​ Participation, Go Math pg 9-25 word problem, and number line activity

Embedded Assessments​: Can the students find the equivalent fractions for the given decimals?
Can students order decimals and fractions from least to greatest? Do students know how to use a
number line with fractions and decimals?

● A two points rubric will be used to assess the Fractions/Decimals Worksheet

Kyle Townsend

Homework​: Students will be given a variety of decimals and be asked to convert these decimals
to their fractional equivalents.

Lesson title:​ Adding and Subtracting Fractions along with Decimals

Grade Level​: 4​th​ Grade
Number of Class Periods:​ 2 classes (55 minutes)
Text or Resource of Relevant Pages: ​Go Math Chapter 9 Resources pg 9-16 and Story Problem
Sheet

Overview:​ At this point students should be able to add and subtract a variety of fractions and
decimals. This gives me the chance to assess just how many my students know about fractions
and decimals by introducing story problems. Throughout this lesson I will be introducing story
problems and encouraging student-to-student discourse on how to solve each problem.

Objectives:
a) Mathematical Content Objectives

● Students will be able to find equivalent fractions when adding fractions of

different denominators.
● Students will be able to create a decimals expression that is equivalent to the
fraction expression.
b) Process/Practice Standards Objectives & Academic Language Objectives

● Apply and adapt a variety of appropriate strategies to solve the given story
problems.
● Communicate their understanding about converting fractions to decimals and
adding/subtracting fractions and decimals coherently and clearly to peers,
teachers, and others.
c) Common Core State Standards
● 4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction
with denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100.2 For example, express 3/10 as 30/100,
and add 3/10 + 4/100 = 34/100.

Materials:​ SMART board, Whiteboard, markers, and camera

Use of Space: ​The space will remain the same because it would take too much time to redefine
the space. Also the activities that I will do aren’t restricted to the placement of desks.
Lesson Plan Chart:
Learning Activities/Problem Sets Key Mathematical Points to Make/What you
And outline of dialogue and key mathematical are assessing/looking for in student reasoning.
questions to pose.
I will begin the class with a quick review of Possible answers may include:
last lessons topic. ● A decimal and fraction can be
Kyle Townsend
Instead of going over what I talked about in
the previous lesson I will ask the students to
teach me what they learned.
I will begin the lesson by introducing the story
problem in the Go Math Chapter 9 Resources
book.
Students will work on the problem
individually for a few minutes.
I will be monitoring the progress of the
students while they work.
After a period of time I will ask the students to
discuss what they found with their neighbors.
I will call upon some of the students to come
up to the ELMO and show their work.
Key questions to ask after the story problem:
1. If you decided to answer in decimal
form. Did you get the same answer as
those who answered in fraction form?
Why?
2. Since fractions and decimals can be
equivalent.
● 1/10 and 0.1 are equivalent because
they hold the same spot on a number
line.
● Numbers to the left of the decimal
point are whole numbers in fraction
form.
Key math concepts:
● Converting fractions to decimals and
vice versa
● Appropriately adding decimals
● Number sense
● Mixed fractions and whole numbers
with decimals
Answers:
Joni hiked 92/100 or 0.92 miles
Aaron hiked 1 33/100 or 1.33 miles
Iffat hiked 1 17/100 or 1.17 miles
Troy hiked 2 29/100 or 2.29 miles
Questions to ask while monitoring:
● Can students convert decimals to
fractions and vice versa?
● How are the students dealing with
whole numbers?
● Are different strategies being used?
Look for students that have a variety of
strategies to solve the story problem. If there is
a common error then call on a student with that
error to show their work on the ELMO.
Possible answers:
● No, because …
● Yes, because my fraction answer
should be an equivalent of their
decimal answer.
● Yes, there are multiple ways to solve
Kyle Townsend
equivalents, are there multiple
strategies to solve the story problem?
I will then pull out the Story Problem Sheet
and begin introducing the problems on the
sheet.
As students work I will walk around the room
and monitor their solutions.
I will begin with the first problem:
Jim is having a party and he has three
different tables that he wants to use for the
party. The tables have different lengths with
the first table being 2.8 meters long, the
second table being 3.4 meters long, and the
third table 1.5 meters long. If the tables were
put together, how long would the combined
tables be? Give your answer in fraction form.
Students will work individually and come up
with an answer to the story problem.
As students finish with the problem I will call
upon students to come up to the ELMO and
explain their answers.
I will cover any errors that appear to be
common among the students.
Key questions to ask after the story problem:
1. Can mixed fractions have equivalent
decimals?
2. If so, where do we put the whole
number in decimal form?
3. Since fractions and decimals can be
equivalents, are there multiple
strategies to solve the story problem?
I will introduce the next story problem on the
the story problem. You can solve it
using decimal or fractions.
Key math concepts:
● Mixed fractions and whole numbers
with decimals
● Converting fractions into decimals and
vice versa
● Adding decimals and mixed fractions
Questions to ask while monitoring:
● Can students convert decimals to
fractions and vice versa?
● How are the students dealing with
whole numbers?
● Are different strategies being used?
Answers:
The tables put together equals 7 7/10 meters
Possible misunderstandings:
● Computational errors such as
misplacing the decimal point or not
lining up the numbers properly while
adding.
● Combining whole numbers and
decimals together to make a proper
fraction instead of a mixed fraction.
Possible answers:
● Yes mixed fractions can have
equivalent decimals too.
● The whole number goes to the left of
the decimal point.
● Yes, even though you have to give the
answer in a specific form you can still
use multiple strategies.
Key math concepts:
Kyle Townsend
sheet:
Kayla received 0.9 meters of yarn for her
birthday. She used 0.35 meters to make string
for her broken yo-yo and 0.40 meters to stitch
ribbons to one of her hats. How much string
does Kayla have left?
Students will work individually on the
problem for a few minutes.
As the students work I will walk around and
monitor the progress of each student.
Once the majority of students are finished I
will call on some of the students to show their
answers on the ELMO.
If any students have confusion or common
errors on the story problem then I will try to
answer those questions.
I will introduce the final story problem on the
sheet:
Sarah’s mom has asked Sarah to go buy
groceries at the store. The shopping list has
the following items: 0.3 pound of beef, 3.64
pounds of lettuce, and 1.6 pounds of chicken.
Sarah wants to know how heavy all of the
groceries will be when she has to take them
inside the house. Give your answer in both
fraction and decimal form.
Students will work with their neighbors on the
story problem.
As the students work in their groups I will
walk around the room and monitor their
progress.
As students finish up solving the problem I
● Subtracting decimals
● Converting decimals into fractions or
vice versa
● Number sense
Answer:
Kayla has 0.15 or 15/100 meters of yarn left
Questions to ask while monitoring:
● Can students convert decimals to
fractions and vice versa?
● Are different strategies being used?
● Do students understand which
operation to use?
Possible Misunderstandings:
● Computational error such as forgetting
to borrow or line up the decimal points
● Not understanding the problem such as
not subtracting or adding the right
decimals together
Key math concepts:
● Adding decimals
● Converting decimals to fractions and
vice versa
● Incorporating whole numbers with
decimals and fractions
Answer:
Sarah must carry 5.54 or 5 54/100 pounds of
groceries.
Questions to ask while monitoring:
● Can students convert decimals to
fractions and vice versa?
● Are different strategies being used?
● Do students understand which
operation to use?
Kyle Townsend

will call on students to come up to the ELMO

and show their solutions.
Review questions before ending class:
1. Can all fractions be represented in
decimal form? How about the other
way?
2. Am I correct if I say, “fractions and
decimals can be added or subtracted
together”?
Possible answers:
● Yes all fractions can be represented in
decimal form
● Yes, because they are equivalents and
can be converted to either form and be
operated on.

Hand out and explain homework assignment

In class assessments:​ Participation and solving story problems alone and in groups.

Embedded Assessments​: Do students know how to convert fractions to decimals and vice
versa? Can students add and subtract decimals, proper fractions, and mixed fractions? Do
students know the distinction between whole numbers and their corresponding decimals and
fractions when adding and subtracting?

● A four-point rubric will be used to assess

Homework:​ Students will be given a story problem that is similar to the story problems that they
solved in class. They will be expected to convert, add, subtract, and find equivalent fractions and
decimals to solve the problem.