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Teacher Candidate Kassara Stratton Grade Level 4 Title DECIMALS UNIT Lesson 2
Teacher Candidate Kassara Stratton Grade Level 4 Title DECIMALS UNIT Lesson 2
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 model and describe tenths as part of the base-ten system.
Language Walk-Away: I will describe tenths as part of the base-ten system.
(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 and show problems on their whiteboards or ipads during whole
group instruction. They will participate in lesson group and demonstrate modeling
each fraction or decimal.
Content Walk-Away Evidence (Summative):
Students will correctly complete their independent worksheet and pass it off with me.
Language Walk-Away Evidence (Summative):
Students will explain how tenths are part of a whole.
SIOP 23 & 24
Approx
.
Time
Activate/Building Background Knowledge
Yesterday we were introduced to decimals. We learned two new place value positions that follow the decimal.
Do you remember their names? Tenth and Hundredth. We also reviewed place value. Can someone remind
me what place value is. It is the position that each value belongs in. If I wrote 1.39, what number is in the ones
place? What number is in the tenths place? What number is in the hundredths place?
SIOP 7 , 8, & 9
Formative assessment:
Learning Goal
Students will remember the
previous vocabulary terms and
review them with me. They will
remember the place value for
each term.
Success Criteria
Students will identify each place
value position and make the
connection to the vocabulary
terms.
Assessment Strategy
Students will correctly identify
the place value position of both
tenth and hundredth.
Formative Assessment:
Learning Goal
Students will comprehend the
problem and make the connection
between tenths fractions to tenths
decimals.
Success Criteria
Students will use reasoning to
convert the problem into a
decimal.
Assessment Strategy
The students will correctly
address how to solve the
problems and write the right
decimal answer.
Modification/accommodations:
For the advance group I will provide less scaffolding. If they get the first couple of answers right I will give
them more advance problems and have them explain their reasoning and the steps they are taking.
For the lower groups I will use more think aloud and use the base ten blocks as a representation of tenths.
They can move the blocks and use them in each rotation.
Collaborative/Cooperative (You do it together)
Problem of the day rotation:
The students will review a previous lesson by completing a worksheet together as a group. They may use
manipulatives and white boards to solve the problems.
Formative Assessment:
Learning Goal
The students will review the
previous lesson.
Success Criteria
The students will demonstrate
understanding by completing the
worksheet with the other
members in their group.
Assessment Strategy
The students will correctly finish
the worksheet and check off their
answers as they go.
Modification/accommodations:
As checking the progress of each group, additional scaffolding and reteach will be provided for those who
need it.
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. pgs (639-640).
Summative Assessment:
The students will show their work to me or Mrs. Masson before moving into game group. SIOP 30
Modification/accommodations:
Advance group is pulled out for more advance problems and inquiry.
Struggling learners are pulled out for worksheet group for more hands on instruction and additional
assistance.
Closure/Review of walk-aways, vocabulary, and essential questions
Add up group points and discuss behavior.
Review vocabulary words. Today we talked a lot about this place value right here. (point to tenths place on
board.) What is it called? How can we describe the tenths place? How many tenths do we need to equal one
whole? Ten. What are some connections we can make to tenths. Ex: a dime is one tenth of a dollar. If there are
ten pieces of pizza, each piece is one tenth.
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