Hundredth Decimal Place Lesson Plan

Recorded Lesson Link:

https://1513041.mediaspace.kaltura.com/media/decimal+place+lesson/1_elvqvyun

Grade Level and Area: 4th grade, Math

Time: 30 minutes

1. Content and Standards

a. Standard - CC.2.1.4.C.3 Connect decimal notation to fractions, and compare
decimal fractions (base 10 denominator, e.g, 19/100)

2. Prerequisites

a. Students must know their place values.

b. Students must know how to use number blocks.

3. Instructional Objective

a. After students review their hundredth place decimal using the decimal place value
chart and number blocks, students will be able to complete a hundredth place
value card game using their choice of strategy (place value chart, number blocks,
or mental math) to solve the problems of connecting a decimal to a fraction.

4. Instructional Procedures 10 minutes

a. Before:

i. I will start off the lesson by reviewing the place values in decimals. I will
prompt students to answer where each place value is located on the chart.

1. Tens, ones . tenths, hundredths

ii. I will review how decimals are represented in a place value chart through
the following problems.

1. 0.04

2. 0.13

3. 12.13
 a. Afterwards I will write how these numbers can be
represented in fraction form using the place value chart.

iii. Then I will have the students review with me how to place 3 different
decimals in the place value chart and in fractional form.

1. The problems will be the following:

a. 0.05

b. 6.25

c. 7.25

iv. During: 15 minutes

1. I will explain to the students we will be playing a game using a

deck of cards. Each person will be assigned a set of suits (hearts,
spades, diamonds).

2. There will be a place value chart drawn in the middle of the table.
Using the set of suits they are assigned, the students will take turns
to flip their deck of cards to fill up the space of the place value
chart.

3. When they have the chart filled up with their set of cards, they
have created their own decimal. Based on the decimal they have
created, they will represent how their decimal can be represented
in a fraction.

a. For example, if a student created the decimal 21.36, their

fraction should be 21 and 36/100.

4. Before the game begins, I will model how the game is done. Then,
each student will go twice, and as they solve the problem, myself
or their peers will assist when needed.

v. After: 5 minutes

1. After the students complete the game, I will pass out the exit ticket.
The exit ticket will provide the students with a decimal in the
 hundredths place and they will write how the decimal can be
written into a fraction.

a. Students will write their answer to the exit ticket and turn it
in to me when they are finished

5. Homework Assignments: none

6. Materials and Equipment:

a. White board and marker: This will be used to instruct the first part of the
lesson. They will also be used to assist students with solving the problems if
needed.

b. Cards: The cards will be used for the hundredth place decimal game.

c. Stick it notes: Will be used for the exit ticket

7. Assessment/Evaluation

a. Observation: I will be observing if students are following along with the lesson
and instructions. This will assist me with assessing if students are comprehending
the lesson itself and if they are struggling with a certain topic.

b. Exit Ticket: I will use the exit ticket to assess if students comprehend where the
hundredth place decimal is located and how it will be written in a fraction.

8. Differentiation

a. Students are provided with visuals throughout the lesson and paraprofessionals
will be there to assist when needed.

9. Technology

a. None

10. Self-Assessment

a. I will ask myself the following questions to assess whether or not my lesson was
successful and where changes need to be made for improvement:

1. Was the lesson successful for my students and I?

2. Was there enough time for the lesson, problems, and exit
ticket?
3. Was the game beneficial to student learning and
engagement? Did it help their understanding of the hundredth
place decimal and how decimals can be written in a fraction?

4. Was there a particular concept the students struggled to

understand? If so, how can I better support the students through
these difficulties?

5. What could I do differently next time?

6. How can I improve my lesson to be more engaging or

successful next time?