Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson What Are Decimals? Grade 3

level
Subject Mathematics Topic
Decimals
Relevance Decimals are a common component of daily life and are explored in depth in the future grades.
Students should understand the many uses of decimals, how the place values work, and how
we read them.
Resources Required  Decimals Video
 Numbers Workbook A
 Pencil/ Eraser
 Interactive Decimals Worksheets
QEP Subject Area C2: Throughout all parts of this lesson, students will be sharing their ideas and answering
Competencies questions that I will prompt for them. During this, they will showcase their understanding of
the content.
C3: Throughout this lesson, students will be utilizing the appropriate mathematical terms and
vocabulary when discussing decimals.
Learning Objectives  Representing decimals in a variety of ways.
 Matching decimals to the fractions that match them.
 Understand the terms used for decimals (tenths, hundredths).
 Reads and writes decimals accurately.
Essential Question(s)  What is a decimal?
 Why and when do we use decimals?
 How are decimals seen in our real lives?
 What are the components of decimals?
 How do we read decimals?
 What do decimals represent?
Lesson Introduction (hook): Student will know:
Timing  Start off this lesson by watching the “Decimal Place  What place values are used to write
Value” video by “Math Antics” from 2:08 – 6:15. decimals
 During this video, I will be pausing to ask questions  How to read decimals
5-10
mins
and explaining what is happening.  What the components of decimals
 Focus will be on the place values and understanding are
the order of these digits.  What each component actually
 We will have a discussion about what has been represents (tenths, hundredths)
learned and can draw out the decimal digits on the
board.
Development (Learning activities – step by step sequential Students will understand:
procedure):
 Why we use decimals
 The connection between fractions
and decimals
 That decimals show us parts of a
whole
 That decimals can come in a variety
of sizes yet still represent parts of a
whole
 Working together as a class, students would read Students will do:
20-25 through, cut out, and glue 2 “decimal definition”  Identify decimals from visuals
interactive worksheets.  Construct the worksheet as a class

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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Mins  This part will be slow and be step by step.
 As we work, students will read through and
understand what each component represents.
 These worksheets will be kept as “definitions” that
will tell them about every part of decimals.
 Next, we will look at practice “place value”
worksheets.
 Students will have to write a decimal number by
placing random values for each place value to create
a complete decimal.
 They will work through this twice, first will be with a
number we all have together and next will be a
number of their own.
 As they write these numbers, they will be asked to
share what numbers they have.
 I will write their number on the board and ask
questions regarding “how to read this decimal?” and
“what is the place value of each number actually
called?”
 This practice will prepare the class for the
conclusion/ working in their workbooks.
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and add it to their interactive
workbooks
 Read various decimals properly
 Write numbers with proper place
value placement
Cross Curricular Competencies:
 To Use Information: Students will
use the information that is shared
with them to participate in the
lesson.
 To Solve Problems: During the
lesson and at the end of the lesson,
students will work to solve simple
problems that are aimed at
developing and assessing their
understanding of the topic
discussed.
 To Communicate Properly: The
lesson is very student oriented and
is focused on the participation of the
class as a whole. During this,
students will have an opportunity to
communicate appropriately and in a
mathematical fashion. A focus is on
using proper vocabulary.
 To Adopt Effective Work Methods:
During the lesson, students are
expected to work as effectively as
they are able to. This includes
participating during class
discussions and interactive
activities.
Broad Areas of Learning:
 Personal and Career Planning:
Students will have an opportunity to
develop their mathematics abilities
in a larger fashion. From this, they
can use the concept of decimals to
assist them within their personal
growth as a person. From a
perspective of their career, students
will require mathematical skills to
acquire reputable jobs.
Universal Design for Learning/
Differentiation:
 This lesson contains a variety of
learning styles that appeal to a wide
range of individuals.
 Students may share their knowledge
verbally during the class discussion;
students may also share their

Closure (transition):
 To wrap up this lesson, students will be working
through 2 pages of their workbook that cover
decimals.
 These pages are focused on place values and are
similar to what we worked through earlier in the
lesson.
10-15  Before working, I will have students read through he
mins questions as a class.
 We will omit a few of the questions as they are a bit
difficult/ off the topic of what we currently explored
(we will return to these eventually).
 I will answer any questions that may arise at this time
and will explain what is expected during each
question.
 As students are working, I will be circulating to help
with any questions that might arise.
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knowledge through the written
assignment.
 As I will be circulating, any
questions/ concerns that are brought
up will be assisted when needed.
 By connecting to real world
examples (money), students will
consistently be interested to learn.
FORMATIVE - Assessment FOR learning:
 During the lesson, students will
have their ideas connected to one
another. This is a great opportunity
for them to utilize each other to
further develop and promote their
own learning (normally there would
be group portions, due to Covid-19
this will not be possible).
 Students will be encouraged to help
each other and assist in the learning
of their peers.
 As the lesson offers interactive
components, we can have students
share their answers and explain why
they answered as they did.
 Students will receive feedback as
the lesson is being taught that will
encourage them to continue
participating in all areas possible.
They will understand what their
strengths are and will be encouraged
to participate in areas that they are
not so strong at.
FORMATIVE - Assessment AS learning:
 Students will consistently be
learning and displaying this learning
throughout the lesson. This lesson
involves numerous interactive
components that encourages
students to share their work.
 With a worksheet at the end,
students are given an opportunity to
practice and further develop their
skills. While the teacher is
circulating, they will have a great
opportunity to assess the abilities of
the students.
 Students can connect what they
learned during the lesson to the
questions on the worksheet.
SUMMATIVE - Assessment OF learning:
 In this lesson, the focus for a
 summative assessment is on the
worksheets that the students
complete. They will be put into their
“math duo tangs” and their “math
interactive workbooks” which will
be collected and utilized as evidence
of their achievements.
Further considerations (follow up activities)
 As we further explore decimals, students will have a chance to look at common forms of decimals. Follow up
activities can be aimed at the inclusion of money (coins) to represent real life decimals.