KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Alexis Verzolini Date: 02/10/18

Cooperating Teacher: Mrs. Mack Coop. Initials

Group Size: 20 Allotted Time: 50 Grade Level: 4th

STANDARD: (PA Common Core):

Subject or Topic: Decimals Section
Standard - CC.2.1.4.C.3
Connect decimal notation to fractions, and compare decimal fractions (base 10
denominator, e.g., 19/100).
I. Performance Objectives (Learning Outcomes)
The students will show their prior knowledge of fraction decimal relationships by completing a pretest.

II. Instructional Materials

Math Book B
Note Cards
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
A. Prerequisite Skills
Fractions
Addition
Subtraction
Expressing Fractions in Tenths as Decimals
Finding Equivalent Ones and Tenths
Express Mixed Numbers as Decimals
Expressing Improper Fractions as Decimals
B. Key Vocabulary
Decimal Point -a dot separating the ones and tenths places in a decimal number.
Tenth- one part of ten
Decimal Form- how a decimal is written for example 1 tenth is written in decimal form as 0.1.
Expanded Form- a way to write numbers that shows the place value of each digit.
C. Big Idea: Decimals
D. New Content:
Writing Decimals to Show Their Place Value
Use Place Value to Understand
IV. Implementation
A. Introduction –Tell the students that they will be doing centers to help us practice finding the
place value of decimals explain each station:
Station 1: Decimal Place Value with Playing Cards.
Rules: 1. Shuffle the deck of cards. Be sure that all face cards and Jokers have been removed. Place
the deck of cards in a pile face down in the center of the table.
 2. Each player takes a turn taking one card from the top of the pile. Players place the card face-up
directly in front of them so that all players can see each card that has been drawn.

3. Each player looks at the number on the card that he/she drew from the pile. Then, each player
looks at "Round 1" on their score sheet to decide which place value to assign the number. The player can only
write that number under one place value column (hundreds, tens, ones, tenths, hundredths, or thousandths).
Players should not show their opponents where they wrote the number on their score sheet. Once each
player has written down the number in a place value column, it cannot be changed at any point during the
game.
4. Players repeat steps 1-3 until all 6 place value columns have been filled in (which means that 6
cards should have been drawn by each player).

5. Players show their final number to their opponents to determine who has written the highest
number.

6. The player with the highest number must read his/her decimal aloud correctly (i.e. one hundred
and seven thousandths, not one hundred point zero zero seven) in order to score the points.

If the player with the highest number reads his/her decimal aloud correctly, he/she gets 1 point for
the round. The other players do not get any points.
If the player with the highest number does not read his/her decimal aloud correctly, he/she does not
get any points. Every other player gets 1 point for the round.

In this game, drawing the 10 card does not represent 10, but represents the number 0.

Station 2: Using Base 10 Blocks to make Decimals.

1. Using the base ten blocks students will represent decimals place value and put them in a chart.
Station 3 : Text set
1. Students will look at different books and think about how their knowledge of fractions will
help them understand decimals.
Station 4: Expanded Form
At this station students will go on the shepherd software website and play the Place Value decimal
game. they will also have a worksheet to fill out that they have to write out the expanded form for each
decimal. ( http://www.sheppardsoftware.com/mathgames/placevalue/FS_place_value_decimal.htm)
Station 5 Decimal War:
Directions:
1. Shuffle cards. Divide them evenly between two players.
Players hold the cards FACE DOWN in a stack in their hands.
2. Both players count to three and place the top card face up
Between the players.
3. The player that lays down the greatest decimal wins both cards.
4. Continue play until all cards are gone.
5. Player with the most cards wins the game!
The students will have about ten mins at each station.
Students will move from right to left.

Development- Have the students go through each station. Walk around and make sure that they
understanding what they should be doing.
C. Closure – Have the students return to their seats. After the students have returned to their seats
Give the students workbook page 4 for homework
D. Accommodations / Differentiation -
Student A may use multiplication chart if necessary.
Extra time will be given to complete the test as needed.
 E. Assessment/Evaluation plan
1. Formative: Pre Test
Advanced: 60% or better
Target: 50% or 59%.
Basic: 40% to 49%
Below Basic- less than 40%

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students’ performance

written after lesson is taught, includes remediation for students who failed to meet acceptable level of
achievement)

B. Personal Reflection (Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

Please note:
 Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the
spacing to match the needs of your individual lessons.
 After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should
remain on the plan.

VI. Resources