Teacher Education Lesson Plan Template

Student Teacher: Tiffani Cosendine Date: Feb. 21-22, 2019

Title of Lesson: Rounding Decimals (w/ Cooperating Teacher: Ms. Mawhinney

Benchmarks & Number Lines)

Core Components
Subject, Content Area, or Topic

Math (Decimals)

Student Population

23 Students; Fourth Grade

Learning Objectives

Students will practice rounding decimals to the nearest whole number. They will also learn
how to identify the benchmarks of decimals and be able to determine the location of the
decimal on a number line.

Virginia Essential Knowledge and Skills (SOL)

Math 4.3: The student will b) round decimals to the nearest whole number.

Materials/Resources

whiteboard & marker (for teacher), worksheets & pencils (for students)

Safety (if applicable)

N/a

Time
Process Components
(min.)
1 min *State the Objectives (grade-level terms)

1. I can round decimals to the nearest whole number.

2. I can identify the benchmarks of decimals.

3. I can identify where a specific decimal would be located on a number line.

50-60 *Instructional Input or Procedure
mins
total 1. Before the lesson, all students will have taken a pre-assessment that included
per SOL 4.3, where students were required to round decimals to the nearest whole
day number. After analyzing the results of the preassessment, students will be placed in
(15-20 groups based on how well they performed. (Students were divided into four groups
mins two higher and two lower). During small group math time, students in each group will
per receive differentiated tasks based on their skill level. This lesson was done over a
group) period of 2 days. Students were given worksheets to complete for each day.

2. On day 1, higher groups (those who have showed overall mastery of the concept)
will briefly review how to round decimals to the nearest whole number before moving
on to finding the benchmarks of decimals (for example, the benchmarks of 12.35
would be 12 and 13). They will also learn how to determine the location of decimals
on number lines using those benchmarks. Overall, the higher groups should be able
to complete these tasks without significant guidance from the teacher.

3. On day 1, lower groups (those still struggling to master the concept) will spend
additional time learning how to round decimals to the nearest whole number before
moving on to finding benchmarks and placing decimals on a number line. The lower
groups may require more guidance from the teacher when completing these tasks.

4. On day 2, higher groups will briefly review concepts from the previous day but with
larger decimals than the lower groups. Each student will receive different decimals.
Afterwards, the higher students will be given the task of making up their own
decimals. Once they think of a decimal, they will write down the benchmarks of the
decimal they created and then draw their own number line to show where that
decimal would be located.

5. On day 2, the lower groups will continue to practice concepts from the previous
day. If students begin showing mastery of the concepts, they will be given larger
decimals to work with. After completing the front of the worksheet, students will turn
the worksheet over to complete additional problems given by the teacher. TTW give
students different decimals to work with so that students are able to work more
independently.

(*By the end of the day 2, the majority of students showed mastery of the concepts.)

*Modeling

TTW model to lower groups how to round decimals, determine benchmarks, and
label number lines.

*Check for Understanding

TTW observe students as they complete the worksheets to see who is
understanding the concepts. Struggling students will receive additional guidance.
TTW use a whiteboard and marker to demonstrate concepts to lower students.
 *Guided Practice

Lower groups will work with teacher to complete the assigned tasks. TTW use a
whiteboard and marker to demonstrate concepts.

*Independent Practice

Higher groups will be able to work more independently on small group tasks.

Assessment

Students will be given a post-assessment with the same content at the end of the
unit.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For this lesson, students are grouped based on their understanding of the concepts. Tasks
are differentiated for each group depending on their skill level. As students show mastery of
the concepts, they will be given larger decimals to work with. Each student will be given
different decimals. Higher groups will be required to create their own decimals to find
benchmarks for and place on a number line.

Classroom Management Issues (optional)

This lesson is done in small groups to maximize instruction. Small groups also makes it easier
for the teacher to differentiate tasks for higher and lower students as well as work more
closely with the lower students.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature
Sample Worksheet