LESSON PLAN for Ed470

ELD & SDAIE

TEACHER
CANDIDATE:
Tiffanie Page

DATE: 05/21/2015

GRADE/Acquisitio
n Level:
4th Grade
Bridging

LITERATURE
SELECTION:
McGraw-Hill
My Math Grade 4
Volume 2

SUBJECT (Content
Area):
Math

LESSON TITLE:
Compare and Order
Decimals

LESSON
OBJECTIVE:
BTEOTLSW be
able to locate both
tenths and
hundredths
decimals on a
number line and
they will be able to
compare two
decimals with <, >,
or =. Students will
collaborate with
whole class as well
as with partners.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

COMMON CORE CONTENT

STANDARD
CCSS.Math.Content.4.NF.C.6
Use decimal notation for fractions with
denominators 10 or 100. For example,
rewrite 0.62 as 62/100; describe a length
as 0.62 meters; locate 0.62 on a number
line.

Collaborative
A.1 Exchanging information/ideas
Contribute to class, group, and partner
discussions, including sustained dialogue,
by following turn-taking rules, asking
relevant questions, affirming others,
adding relevant information, building on
responses, and providing useful feedback.

Interpretive
B.6a Describe ideas, phenomena (e.g.,
pollination), and text elements (main idea,
character traits, event sequence, etc.) in
detail based on close reading of a variety
of grade-level texts with light support.

Productive
C.11a Support opinions or persuade
others by expressing appropriate/accurate
reasons using detailed textual evidence
(e.g., quotations or specific events from
text) or relevant background knowledge
about content with light support.

INTO, THROUGH, and BEYOND

INTO:
RATIONALE
T will post and read the content
-Posting standards and

REFLECTION
Posting and reading

standards to the class as well as explain

the objective using a poster board.
T will do stand-up/sit-down strategy
where T will show math expressions on
the Elmo (e.g. .03=3/100 or .07>.08)
and students will stand up if they think
the expression is correct and sit down if
they think the expression is incorrect. T
will also use this to go over previous
and current vocabulary for the lesson.
T will hand out index cards that either
have a fraction or a decimal on them
with base 10 or 100. If there is a card
with 7/10 there will also be a matching
card with .7 on it. Students will be
instructed, with an example, how to
find their match.

Strategies

Stand up/Sit down

Find Your Match

THROUGH
T will have students turn to lesson in
their My Math books and have students
read through the examples with their
partners.
T will use Elmo to demonstrate how
to find decimals of both base 10 and
base 100 on a number line using
images (e.g., pizza cut into 10 pieces).
Students will use manipulative number
line to find different decimals on their
number line during the lesson.

Strategies

objectives will help

students understand
what is expected of
them during the lesson.
-Stand-up/Sit-down will
be used to review
vocabulary and to
activate background
knowledge. This will
also be used as a preassessment to
understand how much
students understand
from previous lessons.
-Find Your Match will
be used to review
previous lesson on how
to write fractions with
base 10 or base 100 as a
decimal and vice versa.
This will also help
students who are
kinesthetic and need to
move.

RATIONALE
-Partner Read will
be used to help
students
understand what
they will be
learning and how it
is used. Partner
read will also help
students who may
not fully
understand the
math specific
vocabulary.
-Relia, photos, and
illustrations will be
used to explain the

the standards really

helped the students
know what to
expect and helped
the students
understand the
vocabulary. My
lesson was only 45
minutes and I did
not have time for
the stand-up/sit
down strategy.
However, we did
play Find your
match and every
single student
participated.
Not only did all the
students participate
but they all enjoyed
it, even the ones
who do not
normally
participate in class.
This activity seems
to be very
successful and
helpful in
reviewing and
activating prior
knowledge.
REFLECTION
In the lesson we
did not have time
for students to read
the examples with
their partners. I did
use the ELMO to
demonstrate how to
use number lines
by using images.
This seemed to be
very helpful for
students because I
allowed students to
come up and show
and explain
different examples.
The manipulative

Partner Read
Relia, photos, and illustrations
Manipulative

BEYOND
T will hand out index cards with
examples of what was just taught and
students will do a circle version of
Virginia Reel.
Students will use white boards to
answer question on the lesson
independently. As each question is
given students will answer on their
white boards and hold them up at a
designated time.
T will hand out graphic organizers to
students and students will fill out and
complete graphic organizer as an
ending of the lesson.
Strategies

Virginia Reel
White Board Questions
Graphic Organizer

lesson with picture

examples, helping
students better
understand the
lesson with
tangible things
they already know.
-Manipulatives will
be used to help
students
understand
number lines while
giving students
who need hands
on instruction the
ability to practice.
RATIONALE
-Virginia Reel will be
used to get students out
of their seats and will
serve as a fun activity to
review the lesson they
just learned. The circle
version of Virginia Reel
will be used to help
with space issue.

number lines were

very helpful. The
students loved the
number lines and
even asked if they
could keep them.
These number lines
really helped keep
the students
involved
throughout the
entire lesson.

REFLECTION
The Virginia
Reel was a huge
success. Students
were all involved
and excited to be a
part of the lesson.
The Virginia Reel
was a fun effective
way to review the
lesson before the
-White board Questions summative
will be used as an
assessment. The
assessment at the end of graphic organizer
the lesson to see how
served as a
well students learned
summative
the material.
assessment and all
the students were
-The Graphic Organizer able to finish it.
will serve as an end of
However, because
the lesson independent of pacing I was
application tool. It will unable to give an
provide a way for
explicit review of
students to connect all
the key concepts
previous lessons while and vocabulary.
showing they
This is something I
understand the current
will work on in the
lesson.
future.

Blooms Questions:
1.
2.
3.
4.
5.
6.

In 0.56 which number is in the tenths place and which number is in the hundredths place?
Write 0.03 as a fraction.
Show 0.73 with money coins.
Draw a number line with .4 clearly marked.
Explain how knowing which decimal is >, <, or = will help you in real life.
Explain how you will use number lines, decimals, and fractions when grocery shopping for
produce.