Direct Instruction Lesson Plan Format

Date: 3/6/14

Grade Level: 4

Target Students: All

Theme/Topic:
Review: Adding and Subtracting with Decimals
Rationale:
Students will need to review basic operations with decimals in order to move on to more difficult
operations with decimals.

Common Core State and/or NC Essential Standards:

CCSS.Math.Content.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.
CCSS.Math.Content.4.NF.C.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.

Lesson Objectives (Behavioral and/or Performance Objective):

Students will be able to review addition and subtraction with decimals using
Students will
word problems and "real life" applications with a menu. Students will be
able to:
assessed on their performance during the activity and during discussions before
What, How,
and after the activity.
and to What
Extent?
Student Friendly Objective:
Today we're going to review adding and subtracting with decimals.
Essential Question:
Why is it important to make sure we have lined up our numbers correctly when adding and
subtracting with decimals?

Materials:
students' journals, smart board, smart board slides, fake menus for groups, "order cards"
Time:

Lesson Activities
Introduction to the Lesson:
(Hook/Review/Intro.)
"Who here likes pizza?" YAY PIZZA.
"Well today we're going to have some delicious pizza problems, but first,
we're going to review adding and subtracting with decimals."
I'd like us to think about why it is important to make sure we pay attention
to place value when adding and subtracting with decimals.
When I write a decimal problem, should I write it

4.8
+1.27

this way
4.8
+1.27
or this way?"
Why? What might happen if we don't line everything up correctly?
Teacher Input/Modeling:
Next, we're all going to work. That's right. This room is not just at Pinewood
anymore, nope, it's at a restaurant called Pinewood Pizza and we're taking the
orders!
-Show the menu slide on the smart board. Make sure each group has a menu.For this activity, customers are going to call with orders and questions.
The teacher will be using the smart board for the demonstration and also
during the activity.
David would like to order garlic bread, a small pepperoni pizza, and two
scoops of ice cream for dessert. How much will that cost?
We will think aloud as we "solve" the problem on the smart board, making
sure we line up everything correctly (especially with the $0.95 ice cream
scoops).
3.00
7.31
+ 0.95
-------$11.26
Okay, so David's order is going to cost him $11.26, right?
BUT WAIT!
The teacher will go to the next slide for the extension of the problem.
David just called back. He says he'd like to cancel his order for ice cream.
What do we need to do to the cost of his order?
11.26
- 0.95
--------$10.31
So the new cost of the order is $10.31.

Guided Practice:
Students will continue to take orders from "customers" on the smart board.
Students will work together but record individual results in their math
journals. Each time, the slide will show an original problem and then an
extension of that problem.
Independent Practice:
Students will solve the following problem in their individual math journals. The
problem will be on a slide on the smart board.
"After all that pizza, we might need to think about going outside for a little bit. One
customer, Marcella is training for a bike race. Each week her goal is to bike 20

miles.
This was her bike schedule for the week:
Sunday: 1.6 miles
Monday: 2.56 miles
Tuesday: 5.3 miles
Wednesday: 2.04 miles
Thursday: 1.7 miles
Friday: 3.2 miles
Saturday: ??
How many miles does she need to bike on Saturday to reach her goal?"
3.6 miles on Saturday
Closure of the Lesson:
Have a volunteer student come to the smartboard and show how they solved the
problem.
Wrap up the lesson by asking "Why is it important to make sure we have lined up
our numbers correctly when adding and subtracting with decimals?"
If necessary, write another math problem with the numbers misaligned and ask the
students why that wouldn't work.

Evaluation/Assessment of Student Learning

(Evidence Included)
Formative:
observations of students during practice
checking answers during independent practice
Summative:

Extension of Lesson:
Plans for Individual Differences
Early Finishers:
Ealry finishers during independent practice can check their work.

Late Finishers:
Have late finishers work as far along in the problem as they can.

Exceptionalities:

English Language Learners:

Review any difficult or not common words in the word problems.

21st Century Skills:

critical thinking and problem solving
Self-direction during individual practice

Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social
(interpersonal), Solitary (intrapersonal):

Visual:using a menu and other visual media

Logical: solving math problems
Social: discussing problems as a group
Solitary: solving problems individually
Supervising Teacher Signature

Student Teacher Signature