Lesson Plan Template

Learner and Environmental Factors

Grade Level-4th
Content Area-Math

Standards (KCCRS): Understand decimal notation for fractions, and compare decimal fractions.

Lesson Performance Objective: Students will compare two decimals to hundredths by reasoning about
their size, and they will record the results of comparisons with >, <, or =.

Materials: Comparing decimals using models worksheet, comparing decimals worksheet, elmo, ipad
with seesaw, dice, paper, pencils

Background Knowledge required: place value, comparing numerals, numerical value, number lines

Student Grouping(s)

-all together at tables during A-set, and I Do, and We do

-Individually during You do

-Partners during dice game

-Partners during closure

THE PLAN

Anticipatory Set: (The HOOK)

1. Show class a picture of piggy bank on elmo and ask, “Who has a piggy bank at home?”
2. So which value would you rather have in your piggy bank, 0.8 or 0.79? Use your ipads to answer.
3. I would rather have 0.8 in my piggy bank because that equals 80 cents and 0.79 is 79 cents,
which is less.
4. Would you rather have 0.3 or 0.29 in your piggy bank? Let students answer.
5. I would rather have 0.3 in my piggy bank because that equals 30 cents and 0.29 is 29 cents,
which is also less.
6. When we compare amounts of money in our piggy bank, we are actually comparing decimals,
which we will continue to do today.

Introduce the Lesson:

Today we are going to compare decimals using signs for more than, less than, and equal to. We use
decimals everywhere, from money to olympic scores, to track and field scores. We will use what we
know from comparing money values to help us compare decimals to the hundredths position. I am going
to show you some tricks to always have the right number in mind.
Instruction:

● Teaching the Lesson

o Gradual Release of Responsibility – I DO IT
1. Class today I am going to show you how to compare decimals using models.
2. The first model shows our tens place value and the second model shows our ones place
value. I will color in the boxes according to their number and place value. For this
portion, I will show you all the steps individually.
3. I am going to start with the first problem comparing 0.8 to 0.79. This is also the values
that we compared in our piggy banks. I will put a zero behind the 8 so that the numbers
are even. Now which is bigger? These are the same place values. 0.8 is bigger because
we look at the number in the tens column. So I will fill in 8 long boxes for the first
decimal number. Now on the second model, I need to fill in 79 boxes. Because 100-79 is
21, an easy way to do this is to take away 21 boxes and shade the rest.
4. Let’s go onto the second problem, 0.3 and 0.29….hmmm I think 0.29 is bigger because it
has more numbers...is that right? Let me add a 0 behind the 3. Well, actually, 0.3 is
bigger because the 3 is in the tenths column which makes it the larger value.
5. Continue with the third problem on this worksheet.
6. Now we will look at the Comparing Decimals worksheet and I will show us how to
compare the first few problems. Walk students through problems by underlining the
number in the tenths column and explaining why a decimal is bigger than the other.
7. When I get to 0.8 and 0.80, make 0.8 the larger number...but wait, what if I add a zero
behind the 8...oh then they are equal. So just because that zero isn’t there, we can add
it just to check our work.
● Check for understanding with sample problems, situations, questions.
o Gradual Release of Responsibility – WE DO IT
1. Now that we have had a chance to see how I compare decimals, we will continue the
next two rows together.
2. Let’s start with 0.06 and 0.7. Which decimal do we think is larger? Remember we will
look at the number in our tenths column first to compare.
3. Continue this for the following five problems. Include a mistake for 0.3 and 0.25 posing
the question...But 0.25 has more numbers so why wouldn’t it be the bigger decimal? Let
student’s respond with their reasoning.
Checks for Understanding:
#1 Question/Activity: Teacher will ask comparison questions with decimals
Expected Response: Students will answer with correct answers
#2 Question/Activity: Teacher will make a mistake and ask students to explain the mistake and why the
problem would not make sense.
Expected Response: Students will explain why the mistake does not make sense to validate their
answer.
o Independent Practice
▪ Gradual Release of Responsibility – YOU DO IT
1. Now that we have had the chance to work problems together, continue working
on the rest of this worksheet on your own, we will take about 5 minutes to
finish this worksheet. Remember, you can add a zero in the hundredths column
 to help you visualize these decimals in money form. When we compare
decimals, we can always turn them into money to help us visualize.
2. I will walk around the class answering questions if you need any help.
3. Once this is done, we will get to move on to a fun game where we will get the
chance to get some extra practice comparing decimals.
4. On your desks, you have game sheets in front of you and dice. You will use your
partner across from you to play this game. Please read the instructions to
yourselves out loud.
5. Read instructions and give students a time limit to play the game-15 minutes.
Teacher will walk around and check answers and listen in on student learning
and conversations. Let’s wrap up this game and put our dice away.
Closure: *

1. Now that we have had the chance to practice comparing decimals together and with our
partners, use the seesaw app to share one problem from the comparing decimals cut and paste
worksheet with your shoulder partner and discuss why you chose the answer that you did.
2. When students are done sharing, call on a few students (3-5) to share their problems and
answers with the class.
3. After this, “This lesson will help get you ready for this afternoon with Mrs. Bingham, she is going
to show you how to compare 3 decimals. This is the end of our math lesson for today, please put
away your math materials and get ready for the next lesson.”
Assessment/Evaluation:

The student will compare two decimals to the hundredths place value by reasoning about their size,
and they will record the results of comparison with >, <, and =.