DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Kassara Stratton Grade Level 4th Title Decimal Unit #4
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
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.
Content Walk-Away: I will explore using grids and number lines to model the relationship between decimals and
fractions.
Language Walk-Away: I will discuss the relationship between decimals and fractions with my group, while making a
hundred square grid.

Vocabulary:
Review: Decimal, tenth, hundredth, and numberline

(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 work independently and collaboratively to create tenth and hundredth
models representing the colors of skittles received.
Content Walk-Away Evidence (Summative):
Students will complete their grids and correctly identify the decimals and fractions for
each color of skittle. They will also correctly finish the independent worksheet.
Language Walk-Away Evidence (Summative):
Students will deliberate and collaborate together to complete the models.

SIOP 23 & 24

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Isaiah is pulled out

during math instruction.
Iras mother takes him
home during math.
ESL- I will use
visuals/manipulatives to
demonstrate each
problem.
There will be a small
reteach/scaffolded
group during

independent lesson for

all those who need it.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

We have talked so much about decimals the past three days. What place is this? (Point to the tenths on place
value) What is this? (Point to hundredths on place value). We have also been shading in our fractions and
decimals on our ipad grids. Lets do a little review. How would I shade this decimal? 0.34
Have students shade and hold up ipads when done.
0.16
SIOP 7 , 8, & 9
Formative assessment:
Learning Goal
Students will remember the
previous vocabulary terms and
practice representing them on a
grid.

Success Criteria
Students will be able to represent
each decimal on grid.

Assessment Strategy
Students will correctly represent
each decimal on the grid and
present their work.

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

Walk around the room checking answers. Give feedback to those who have shaded incorrectly and quickly
clear up misconceptions.
Focus Lesson (I do it)
Everyone please read todays objective with me I will explore using grids and number lines to model the
relationship between decimals and fractions.
We have talked so much about grids. Now we are going to talk a bit more about number lines.

The beginning of this number line is 0 and the end is 1. Those are our whole numbers. So what would be right
in between those whole numbers? 1/2 . How could we write one half as a decimal? We need a number in the
tenths place. Lets think for a second How many tenths do we need to make one whole? 10. So the end is
10/10 and the 0 is 0/10. So what would the middle be? 5/10 or .50. wait a second how much is half of a
dollar? 0.50. What do you notice? They are the same. So if 0.5 is in the middle What other decimals can we
label?

Label the rest of the grid with tenths

0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9,
Have students label on their ipads.
Formative Assessment:
Learning Goal
Students will understand that
each decimal is part of a number
and can be represented on a
number line.

Success Criteria
Students will demonstrate
understanding by working on
their ipads and participating in
labeling the number lines.

Assessment Strategy
Students will correctly label their
individual number lines.

Modification/accommodation
Each person will be provided their own number line. Advanced students will be encouraged to find where
the hundredth decimals would be placed.

Guided Instruction (We do it)

Show bag of ten skittles on the Elmo.
We are going to figure out what fraction of each color of skittle I have.
Shade your grids with me on your ipads as we go.

Now that we have modeled the colors, lets figure out the fractions and decimals for each color.
Purple: 3/10 0.3
Pink:1/10
0.1
Blue:3/10
0.3
Orange: 1/10 0.1
Green: 2/10 0.2
Have class point to where each color would be on the number line.
Formative Assessment:
Learning Goal
Students will understand that
each decimal/fraction is a part of
a whole and together they make
up a whole.

Success Criteria
Students will work with me to
identify the decimal and fraction
of the bag that is each color.

Assessment Strategy
Students will correctly identify
the fraction and decimal of each
color.

Modification/accommodations:
I will walk around and make sure that each student is correctly labeling and shading their grid. I will guide
responses for those who need it.
Independent (You do it alone)
Each student will be given a bag of ten skittles. They will complete the following steps based upon the colors
they are given.
1. Shade the tenth grid
2. Identify the fraction for each color
3. Identify the decimal for each color
4. Mark the decimals for each color in the correct spot on number line.
These steps posted on the board.
Summative Assessment:
The students will show their work to me before moving on to the next portion of the lesson.
Modification/accommodations:
Advanced students will be asked to make the same grid using the hundredth chart (making connection
between tenths and hundredths). They may also help any struggling students at their table.
Collaborative/Cooperative (You do it together)
Students are split into groups of ten giving a total of 100 skittles per group. Each group must complete steps
1-3 on a larger scale.
1. Shade the hundredth grid with all skittles together
2. Identify the fraction for each color
3. Identify the decimal for each color

Formative Assessment:
Learning Goal
The students will work together
to find the correct decimals and
fractions.

Success Criteria
The students will demonstrate
understanding shading the entire
grid and making the correct
conversions between decimals
and fractions.

Assessment Strategy
The students will correctly
identify the fraction and decimal
for their groups.

Modification/accommodations:
I will walk around the room providing support and suggestions for groups. Have advanced take charge of the
groups and add totals together.
Closure/Review of walk-aways, vocabulary, and essential questions
Which of your groups were able to complete the grid with no missing or extra boxes filled in? Why should our
graphs be completely filled in? There are 100 hundredths in every whole. If we have all 100 skittles, we should
have the whole grid filled in.
Have each group show where their numbers would be on the number line.
How could I describe what a number line is?
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

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?
This was a fun activity for the students. The students did very well on the individual portion but struggled with groups
of ten. I think that the groups were too big. The students were arguing about how to add the skittles and what to do first.
Next year I think I will return to guided instruction for that portion of the lesson, and walk the students through
combining the skittles.

The activity took longer than I thought and there was little time left for the students to complete their assessments.