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You are on page 1of 5

(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

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

extra scaffolding.

Approx

.

Time

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.

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

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.

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