You are on page 1of 2

USF

Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: 4th Subject/Content: Math

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Name: _Amanda Cooper ________________


Group Size: 16 Date of Lesson: February 12, 2015

Lesson Content

MACC.4.NF.3.7 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 >,=, or <, and justify the conclusions, e.g., by using a visual model.






How can you compare decimals?

What strategies can you use to compare decimals?


SWBAT make connections between comparing whole numbers to decimals.

SWBAT to compare two decimals to the hundredths by reasoning about their size.

SWBAT to use a model to demonstrate the comparison between two decimals.




USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: 4th Subject/Content: Math

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Name: _Amanda Cooper ________________


Group Size: 16 Date of Lesson: February 12, 2015


SC.4.E.6.1 Identify the three categories of rocks; Igneous, Sedimentary, and Metamorphic Rocks

LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively and explains how the
information contributed to an understanding of the text in which it appears.



How are the three categories of rocks similar and different?

How can you use a graphic organizer to separate and compare information about rocks?


SWBAT describe properties of igneous, sedimentary, and metamorphic rocks.

SWBAT document the differences and similarities shared between the three categories of rocks.

You might also like