KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Kaitlyn Groff Date: 3/18 Time: 10:00 and 1:30 (1 hr each)
Cooperating Teacher: Coop. Initials:
Group Size: 17 Grade Level: 4
Subject or Topic: Math

Adding tenths and hundredths

STANDARD: (Common Core):
Standard - CC.2.1.4.C.3 Connect decimal notation to fractions, and compare decimal fractions
(base 10 denominator, e.g, 19/100).
Standard - CC.2.1.4.C.2 Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.

I. Performance Objectives (Learning Outcomes):

The students will be able to…
● Add fractions with denominators of 10 and 100
II. Assessment/Evaluation plan -
● Google Form on Google Classroom

III. Instructional Materials:

● Chrome books

V. Implementation:

A. Introduction –
Mental Math and Fluency:
● Have students find equivalent fractions that have a denominator of 10 or 100.
Then convert it into a decimal.
● Level 1
○ ½ = 5/10= 0.5
○ ⅖ = 4/10 = 0.4
○ ⅕= 2/10 or 20/100 = 0.2
● Level 2
○ 10/20 = 50/100 = 0.50
○ 10/25 = 40/100 = 0.40
 ○ 10/50 = 10/50 = 0.20
B. Development –
Math Message:
● Alex made a poster with 100 paper clips for the 100th day of school celebration. 2/10 of
the paper clips were gold. 45/100 of the paper clips were silver. The rest were other
colors.

● Write a number model with an unknown to represent the fraction of paper clips on Alex’s
poster that are silver or gold. The teacher can show an example.
● What is our whole in the number story? How many paper clips are on the poster?
● Write the corresponding number model using fraction names:
○ 2 tenths + 45 hundredths = c.
● Look at the number models we wrote. How are the fractions in this number story
different from the fractions in the number stories you have been asked to solve so far in
this unit?
○ Ask if they notice anything about the denominators
● We know that in order to add fractions they must refer to the same whole. Do you think
that to be added, they must have the same denominators?

Today: you will learn strategies for adding fractions with unlike denominators 10 and 100

● What ways do you think we can change this problem so that our denominators are the
same?
● Change 2/10 to have a denominator of 100.
● What x 10 = 100?
● The teacher can pull out a multiplication chart to show that 10 x 10 =100
● Ask the students if we multiplied the denominator by 10 what do we multiply the
numerator.
● Why did we choose to change the 2/10 into 20/100 instead of reducing 45/100 to have a
denominator of 10?
○ Use manipulative (digital) to show it.
○ 20/100+ 45/100= 65/100
● Show 3 minute video
● Lets try one or two more together.
● 3/10 + 25/100 =
● 2/10 + 3/10 + 11/100 + 23/100 =

C. Closure –
● Independent work. On a google slide in google classroom the student will complete a
○ 6/10 + 3/100
○ 5/10 + 41/100
 ○ 2/10 + 9/100+15/10 + 31/100
○ 7/10 + 10/200
D. Accommodations / Differentiation -
● For LS students a google slide with problems with a denominator of 10 are in a slide for
them to solve. (more on level)

VI. Reflective Response:

VII. Resources (in APA format):

● https://www.youtube.com/watch?v=oBinUkH_s2g
● https://toytheater.com/multiplication-chart-1-to-12/
● https://apps.mathlearningcenter.org/number-pieces/
● https://docs.google.com/presentation/d/1i-W4veGyFapgYlKGKYwh66BaiatRIfw-
Ikb0yOcEOVw/edit?usp=sharing
●