Elementary Education Lesson Plan

Student Name: Lauren Dunnavant

Grade Level: 4th
School and Mentor Teacher Name: Libby Nicholson, Broadus Wood Elementary School
Date of Lesson Enactment: 4/14/17
Will your university supervisor observe this lesson? Yes
Topic: Comparing Decimals
Required for 4881 - Rationale: (Why are you teaching these objectives? Why did you
select the instructional strategies that you did?)
This lesson will be a review of comparing decimals, which students have been learning
about. It will be a small group lesson conducted with groups of 6 or 7 students during
their rotations. Because it is a small group lesson and a review, I chose strategies that
were fun and engaging for the students that will reinforce the material they have been
learning.

Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)
One way we can work with decimals is by comparing them using greater than, less than,
and equal to.

Essential Questions: (What question(s) will students grapple with as they learn through
this lesson?)
How can I compare decimals?

Primary Content Objectives:

Students will know: (facts/information)
- Students will know the symbols to compare decimals. (<, >, =)

Students will be able to do: (skills and behaviors)

- Students will be able to compare decimals using <, > and =.
- Students will be able to order decimals from least to greatest.

Related state or national standards: (Examples include State Standards of Learning,

Common Core State Standards, Next Generation Science Standards or National
Curriculum Standards for Social Studies)
SOLS: 4.3 The student will c) compare and order decimals
Assessment: (How (and when) will students be assessed? What evidence will you collect
to determine whether students have met the lesson objectives? Will the assessment(s) be
a pre-assessment (diagnostic), formative (ongoing feedback) or summative?)
There will be two formative assessments throughout the lesson. The first is during the
first activity, when students are asked to hold up the correct symbol for the problem.
Through this assessment, I will be able to tell which students are able to compare the
decimals correctly. The second assessment will be the students performance on the
second activity. This will tell me which students are able to order the decimals in the
correct numerical order.

Materials and Resources: (List here all materials that you will need in order to
successfully teach this lesson. Include technology and website links, texts, graphic
organizers, student handouts, physical manipulatives, etc.)
- White board
- Popsicle sticks with <, >, and = cards on them
- Cut out decimals for each pair to sort
- Candy

Key Vocabulary and Definitions:

- Greater than: >
- Less than: <
- Equal to: =

Lesson Procedures:
1. Introduction and goal orientation:
Today, we are going to be reviewing what you guys have been learning about
comparing decimals. Then, we are going to have a challenge game with prizes!

2. Connecting to prior knowledge and experiences: (Questions or activities that help

students make links)
Write the numbers 4.2 and 4.29 on the whiteboard. Ask for a volunteer to read the
decimal numbers (e.g. four and two tenths and four and twenty-nine hundredths)
and then another volunteer to compare the decimals and explain how they got
their answer. When they answer 4.2 is less than 4.29, as them to draw with their
fingers what the symbol for less than looks like. Then, draw the symbol on the
board. Then write the numbers 15.79 and 15.62 on the board. Go through the
same process, prompting them to draw the greater than symbol. Finally, write the
numbers 4.2 and 4.20 on the board. Go through the same process and make sure
the students understand that those are numbers are equal. *If students do not show
a solid understanding of how to compare decimals, draw number line to help them
understand and go through an example*
 3. Tasks and activities: (What challenging tasks and activities will students engage
in as they construct knowledge, learn new skills or behaviors and develop
understandings?)
Activity 1: You are each going to get three sticks with cards on them. The cards
will have the greater than, less than, and equal to symbols on them. I am going to
write two numbers on the white board. When Im done, you guys are going to
hold up the stick with the correct symbol on it to compare the decimals.
Activity 2: Turn to the person next to you. You and your partner are each going
to get a bag filled with decimal numbers. Your job is going to be to sort them
from least to greatest. It is not a competition or a race between groups, but if you
and your partner complete the challenge and all your numbers are in the correct
order, you guys will get to pick out a piece of candy.

4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may
include some form of assessment or exit slip)
If there is additional time left in the rotation and we have finished both activities, I
will call out decimals and each student will have to say a decimal that is either
greater or less than mine.

Accommodations for individual differences: (How will the lesson be differentiated to

support diverse learners? Describe additional supports that can be used for re-teaching if
needed, and a challenging extension for students for demonstrate mastery quickly or
show evidence of a lot of prior knowledge.)
Because this is a small group lesson and a review, it is designed to review the concepts
previously taught and ensure that every student understands the material. There will be 6-
7 students in each group, and as we go through the activities and formatively assess the
students, I can see which students are struggling with the concepts. If a student is
struggling, I can ask another student in the group who has mastered the material to
explain it to the struggling student, and then reinforce his or her ideas.

Behavioral and organizational strategies: (What behaviors will you model or discuss
with students? What do you want to remember about organizing the lesson and materials?
Use this section for reminders to yourself about behavioral and organizational strategies.
For example, do you want to explicitly model how to work with partners in this lesson?
Or demonstrate how to use mathematical tools?

In order to maintain control of the small group, I will provide clear instructions for each
activity before they are given the materials. I will also ask if anyone in the group has any
questions before I hand out the materials to everyone. I will also have students raise their
hands for the first part of the activity to ensure that the students who dont know the
material as well get a chance to speak.