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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 #5
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

Content Walk-Away: I will use place value and equivalent fractions to add two fractions with respective
denominators 10 and 100.
Language Walk-Away: I will describe how to add two fractions with respective denominators 10 and
100.
Vocabulary:
Review: Like fractions, Decimal, tenth and hundredth

(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 solve problems on their white boards during the lesson and show me
their work.
Content Walk-Away Evidence (Summative):
Students will correctly complete their independent worksheet correctly add fractions
and decimals with 10 and 100 in the denominators.
Language Walk-Away Evidence (Summative):
Students will explain how to add two fractions with denominators of 10 and 100.

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.
The students will be
split up into groups
based on math ability.
Students in lower

groups will be provided


extra scaffolding.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge


We need to review a couple of terms that we should be experts about by now. I need you to tell me everything
you know about tenths and hundredths. How many hundredths are in one tenth? Ten. (show ten little blocks
and one ten stick). So 1 tenth is equal to ten hundredths, and 5 tenths is equal to 50 hundredths.
.____ _____ so every time there are ten or more hundredths a digit moves over to the tenths column. Just
like we have done when converting fractions to decimals.
____, ____ ____ ____ . ____ ___ Show that each place value to the left is multiplied by ten.
So our pattern continues even after the decimal!
SIOP 7 , 8, & 9
Formative assessment:
Learning Goal
Students will make the
connection to the base ten unit
system.

Success Criteria
Students will participate in
discussion and will realize that
each unit to the left is ten times
greater.

Assessment Strategy
Students will engage in the
discussion and make connections.

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


Draw the place value chart on the board and show visuals.
Focus Lesson (I do it)
Show 8 dimes on the Elmo.
Each dime is worth how much?
So I have 8 tenths. Write 8/10
How would I write that amount? (have show on their ipads)
0.80. so 8 dimes is 80 cents. So 8 dimes is equal to 80 pennies. Or 8 tenths is equal to 80 hundredths.
What if I added 7 pennies?
Place seven pennies.
How much is seven pennies. Write the amount on your ipads and show me.
0.07 or 7/10
So if I have 8 dimes and 7 pennies, how much do I have total? 87
You just added two fractions with unlike denominators! That is what we are going to do today. Read the
objective with me.
Lets try adding these fractions 3/10 and 5/100.
Who remembers the first step in adding fractions? 1. Check to see if the denominators are the same.
Are my denominators the same? NO. so can I add them how they are? NO.
I need to make my denominators the same.
Have everyone get out their ipads and open their hundred grids.
Can I shade in 3/10 on the hundred grid? Yes. Three rows of ten.

So far I have three tenths or 30 hundredths. Now lets add our hundredths. Lets shade them in another color.
5/100.
Together we have 35/100. Or 0.35.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will connect tenths with
The students will demonstrate
The students will show their work
hundredths and recognize how to understanding by participating on to me and will answer the
combine the two through
their ipads and finding the correct problem correctly.
addition.
answer.
Modification/accommodation
Scaffolding and grids will be provided as visuals.
Guided Instruction (We do it)
Lesson Rotation SIOP 17:
Use ipads to shade equations.
50/100 + 2/10
1. Make sure the denominators are the same
2. If they are not the same we have to make them the same.
How can we convert 2/10 to a fraction with a denominator of 100?
Lets shade it first to find out.

20/100
Now we can add the two fractions
20/100 + 50/100
3. Add the numerators
70/100.
Read example one on page 663
Denny walked 3/10 mile to the post office. Then he walked 5/100 mile to the grocery store. How far did he
walk in all? Write the answer as a fraction with a denominator of 100 and as a decimal.
Solve the problem in the same way- shading the grids on ipads.
If there is time, do the same with example #2.
SIOP 11, 12, 25, & 26

Formative Assessment:
Learning Goal
The students will be able to
convert the fractions into like
fractions and add them.

Success Criteria
The students will demonstrate
understanding by converting the
fractions into like fractions and
shading their grids to find the
answers.

Assessment Strategy
The students will each
individually show me their
work/answers.

Modification/accommodations:
For advanced groups we will quickly move into the algorithms without the shading. For low groups, we will
continue to use models and shading as I guide them through the problems.
Collaborative/Cooperative (You do it together)
Problem of the Day rotation:

For this rotation, the students will work together to solve problems that were reviewed the day before.
Formative Assessment:
Learning Goal
The students will work together
to review tenths, and hundredths
places and the different forms in
which to write each
fraction/decimal.

Success Criteria
The students will demonstrate
understanding by writing each
fraction as a decimal, in word
form, and in picture.

Assessment Strategy
The students will work together to
correctly answer each of the
problems on the worksheet.

Modification/accommodations:
Students will check off each problem and will come to me with questions if needed.
Independent (You do it alone)
Worksheet rotation.
The students will use the information acquired in lesson and lesson rotation to complete the independent
pages in their workbook. (665-666)
Summative Assessment:
The students will show their work to me or a qualified helper before moving onto game group. SIOP 30
Modification/accommodations:
Advance group is pulled out for more advance problems and inquiry.
Struggling learners are provided additional time to complete the worksheet and receive tier two instructions
during the last rotation.
Closure/Review of walk-aways, vocabulary, and essential questions
Do a review problem on the board and have each child solve on ipad.
18/100 + 1/10
28/100
What were the first steps to solving this problem?
1. Check to see if denominators are the same
2. If not, make the denominators the same
3. Add the numerators
What other ways can we solve these types of problems? Can you think of any real life scenarios that you would
use this strategy for?
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?
The students did really well on this lesson. There were a few groups that struggled with the concept at first, but once I
explained it to them a couple of times using models and shading, they picked it up. I Think a key component to this lesson
was having a tenths and a hundredth grid side by side on each ipad for the students to shade and manipulate. I will make
sure to do this next year.