Lesson Plan Guide

Overall Learning Sequence:

Date: March 12, 2017
5 p. Comparing decimals to hundredths

Objective/goal:
5 p. 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons
are valid only when the two decimals refer to the same whole. Record the results of comparisons with the
symbols >, =, or < and justify the conclusions, e.g. by using a visual model.

Task(s):
8 p. Complete the whole task Decimals paper and questions that are on it

Solution of task(s):
7p. Solve all of the problems in the task.
Associated concepts:
5 p.
- Basic concepts of money
- What does a dime represent? (value)
- What does a penny represent? (value)
Materials/Technology:
5 p.
- Smartboard/projector
- Paper money
- Worksheets
- Pencil

Anticipation:
5 p.
1. Some students may solve all of the problems correctly
2. Some students will struggle with the concept of tenths and hundredths
3. Some students may not associate the decimal point as a place value changer
4. Some students will understand the difference between hundredths and hundreds (tenths and tens)
and some will not.
5. Each student will work at a different pace

Lesson Phase Description of Activities and Setting

 To begin this lesson, I will bring all the students to focus on me and
the board. I will first check to see what the students already know by
placing a 1-dollar bill on the board. I then asked the whole class to tell
me what the dollar bills value was. I will have one student come to the
board and represent the dollar bill with a decimal number (1.00). I will
then place the dime on the board and ask the whole class what is the
value of the dime? I will then have one student come to the board and
represent the dime using a decimal number (0.10). I will then repeat
the same process with the penny. I will place the penny on the board
and ask the whole class what the value f the penny is. I will then allow
one student to come to the board and represent the penny as a decimal
(0.01).
I will then compare the pieces of money and ask the students which
piece of money is bigger/put the money in order from smallest value to
largest value. I will then ask the students to think of place value and
what they know about place value. I will then represent on the board 1
dollar, 1 dime, and one penny as 1.11 and ask the student what each
number/place value represents.
I will then place the number 3.45 on the board and ask students to
break the number apart into ones, tenths, and hundredths. I will ask
where does the whole number begin? (3). In money, we say that the
ones place is like the dollars. To the right of the decimal we have the
tenths place that we said was the dimes, and to the right of the tenths
Activate prior
Before we have the hundredths and we said those were the pennies. The
knowledge 8 p.
students will help me break the number 3.45 apart placing each number
in the correct place value (ones, tenths, hundredths).
The students and I will go over one problem together to make sure the
process is understood. I will then provide students with the problem
Kelly and John are comparing extra credit points on a test. Kelly
earned .60 extra credit points and John earned .35 extra credit points.
Who earned more extra credit points? I will allow from feedback on
the problem from the students to see what they are thinking. I will
display a hundredths chart on the board and put .5 on the chart. Then,
I put .25 on the chart. I will explain to the students that you need 100
pennies to create a dollar, just like you need 100 blocks to create one
whole chart. Therefore, if we have .5 that means we have 5 tenths so
just like a regular 100s chart we will fill in 5 groups or rows of 10
cubes. Then you look at the chart and see which one has more cubes
shaded in.
I ask, if the 5 in the tenths place, how much money would that be if
we were talking about dimes? Students response should be 50 cents.
How much money would .25 be? The students response should be 2
dimes and 5 pennies or 25 cents. Who has more money? The students
response should be Teresa.
I will then give the students the problem Tommy has 2.34 cups of milk
and Kim has 2.65 cups of milk. Who has more milk? Show your work
using models and comparison symbols.
 I, the teacher, will give the students a worksheet (placed below
this lesson plan). The students will be responsible for reading each
situation and following the directions.
I will ask the students to read the problem to themselves. I will
then ask the students what the problem is ultimately asking for the
Make sure problem is
students to find out. The teacher will then make sure the students
understood 8 p.
know they are to find out which person has more of the specified
items in each problem and represent their findings using the signs
<,>, or =. The teacher should also make sure the students know they
will also have to represent their findings using a hundredths chart
model.
I, the teacher, will state: Students you have 1 minute to read the
problem by yourself
Establish clear After the student has read over the directions by themselves the
expectations 5 p. teacher should then state You have 7 minutes to work on the
following problems and solve them as best as you can. Each student
should have a copy of his/her own strategies and ideas.

During Let go! 4 p. Go around the class to see how students solve the problem.

Walk around the classroom and ask students questions based on

Notice students each students work. Questions should be Tell me what you are
mathematical thinking doing? I see that you have done _____, can you tell me why you are
8 p. using this strategy? Can you tell me more about the problem and
how to solve it?

When supporting students, it is important to ask many questions to

see what level they are on and how much they understand. The
teacher will ask the students what have you already tried to do to
solve this problem and how? The teacher will then wait for
feedback and adjust the questions they are asking according to the
Support 8 p. students answers. The teacher should then ask Where did you get
stuck? if the student is stuck. The teacher can then provide
addition strategies to the student to get them on the right path.
The teacher can also model strategies to help the student get their
thinking moving. The teacher should look for ways to support the
students thinking through this step.
 For students who do not quite understand the questions or are
struggling to complete the assignment the teacher should help
them by representing one of the problems they have been given.
The teacher should represent the problem and ask students what
the next step should be every time something is completed. If the
student does not know the next step the teacher should model the
Extend 5 p. problem for them and explain why they used the steps, they did.

For students who are higher achievers the teacher should instruct
those students to answer the question Describe two decimal
numbers to me and tell me which number is larger in value and which
number has a smaller value, and why. The student should continue
to do this until the teacher gives further instruction.
After completion of the worksheet the teacher should facilitate a
discussion among the students to get their minds flowing and all
types of answers out. The teacher should ask a multiple of students
Facilitate discussion
to discuss how they found their answer and what their answer was.
(community of learners
After For the first problem the teacher should allow for one student who
without evaluation) 8
answered the questions correctly to demonstrate what they did.
p.
The teacher should write down each solution on the board in order
to model the correct answers to all students. The teacher should
clear up any misconceptions that students may have.
To end the lesson, the teacher will summarize the main ideas of the
lesson. The teacher will place a number on the board and again ask
the student what each place value means and ask what it means in
terms of money to help students who are still struggling. The
Summarize main ideas
teacher will then place two decimal numbers on the board and
6 p.
explain once more which number is larger and why. This will
summarize the overall lesson by reshowing the students place value
and how to determine which number is larger when comparing
numbers.
Resources/Credit:
https://betterlesson.com/lesson/572878/comparing-and-ordering-decimals-using-
money
Worksheet:
Hundredths Chart: