Professional Documents
Culture Documents
Decimals Mini Unit
Decimals Mini Unit
Decimals Mini Unit
Overview: I will begin my lesson by writing the term decimal on the board and asking if anyone
knows what the term means. The students understand how to operate with money mathematically
and therefore should catch on quickly to adding and subtracting decimals if I can make the
connection. Once the comparison with money is made I want to introduce a decimal game. First I
will model the game with two teams. Once the game is understood, the students will pair up and
begin playing the game.
Objectives:
● Students will be able to compare the size of decimals by using a visual model.
● Students will be able to add and subtract decimals.
● Students will be able to identify the tenths and hundredths place of a decimal.
b) Process/Practice Standards Objectives & Academic Language Objectives
● Students will make connections between various representations of decimals and their
place values.
● Students will communicate their understanding of decimal place value and decimal
size coherently and clearly to peers, teachers, and others.
c) Common Core State Standards
Use of Space: The space will remain the same because it would take too much time to redefine
the space. Also the activities that I will do aren’t restricted to the placement of desks.
Lesson Plan Chart:
Learning Activities/Problem Sets Key Mathematical Points to Make/What you
And outline of dialogue and key mathematical are assessing/looking for in student reasoning.
questions to pose.
I will write the term “decimal” on the Key math points:
whiteboard and ask if anyone knows what the ● Defining the important terms that
term means will be said throughout the lesson
● Labeling place values
Next I will compare decimals to money so that
the students can make connections.
Kyle Townsend
I will highlight the place values of the tenths Possible student answers/questions:
and hundredths place by writing out a decimal ● Why is there no oneths place on the
such as 0.28 and then labeling the place right side?
values. ● The words tenths, hundredths, tens, and
hundreds are similar.
Students will compare the ones, tens, and
hundreds place to the tenths and hundredths
place.
Model decimal game by using the ELMO, Key math concepts:
decimal game sheet, and decimal game cards. ● Number sense
● Shuffle cards and put them face down ● Adding decimals
● Draw four cards and lay them face up ● Representation between decimals and
● When it is your turn choose one card area model
and color in the amount of squares
represented on the card
Split the whole class into two teams to give the
● Replace the chosen card with another
students something to do while the teacher
from the deck models.
● Cannot choose cards that would
overflow the player’s square (ie the big Emphasize the names of the decimals while
square represents 1) modeling to get the students comfortable with
● If there are no cards that the player can them. (ie 0.51 is fifty-one hundredths)
play then the player loses their turn
After the conclusion of the game, students are
● Go back and forth until there are no expected to write out the expression that they
cards left for either player to use used to fill their square.
● The player with the square most
colored wins the game
After the game I will ask the class the Possible answers to my questions:
following questions to check their
understanding: ● There is no difference between 0.1 and
1. Is there any difference between the 0.10. They are the same number
decimal 0.1 and 0.10? represented in different ways.
2. How can we compare a decimal like ● Take the decimal 0.8 and change it to
0.8 to a decimal like 0.75? 0.80 so that we can compare it to 0.75.
3. What are the two new place values that ● The first one is the tenths place and the
we are using today? second one is the hundredths place.
I will ask the students what we learned today Possible answers in discussion:
and try to spark some small discussion before ● The place values we learned today are
the period is over tenths and hundredths.
● Each tenth is one tenth of the whole
Some questions to include will be:
number 1 and each hundredth is one
1. What are the two place values we
hundredth of the whole number one.
learned today? Why are they called
● We can compare 0.7 to 0.65 by
tenths and hundredths?
changing the representation of 0.7 to
2. How can we compare 0.7 to 0.65?
0.70 and then compare.
3. How do we know which decimal is
● The decimal closer to the whole
bigger or smaller?
number 1 is the larger decimal.
In class assessment: Participation, using number sense and addition with decimals in the
Decimal Game, and comparing decimals based on size.
Embedded Assessment: Do students know how to add decimals together? How well is each
student’s number sense with decimals? Can students order decimals from least to greatest? Can
students identify the first two place values to the right of the decimal point?
Homework: There is no homework for this lesson as I’ve decided to use informal assessment
based on the in-class activities.
Overview: I want to begin the lesson by reviewing what the students learned about decimals
from the day before. Next I want to compare fractions with denominators of 10 and 100 to their
corresponding decimals. After that I want to make a visual comparison between the fractions and
the decimals on a number line. Based on the number line I would like to also compare the size of
decimals and fractions.
Objectives:
a) Mathematical Content Objectives
● 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 diagram.
Use of Space: The space will remain the same because it would take too much time to redefine
the space. Also the activities that I will do aren’t restricted to the placement of desks.
Lesson Plan Chart:
Learning Activities/Problem Sets Key Mathematical Points to Make/What you
And outline of dialogue and key mathematical are assessing/looking for in student reasoning.
questions to pose.
I will begin class with a quick review of Answers to questions:
decimals. 1. No a decimal is not a whole number
2. The first decimal place is called the
I will ask students to answer the following Tenths place and the second decimal
questions:
place is called the Hundredths place.
1. Is a decimal a whole number?
2. What are the names of the first two
place values in decimals? Stressing place value and a parts-to-whole
relationship between decimals and whole
numbers.
I will write the decimal 0.25 on the whiteboard
and then ask for the names of the place values.
After receiving an appropriate answer I will
label the place values on the whiteboard along
with the decimal 0.25.
I will compare fractions and decimals by Possible answers:
modeling fractions with denominators 100 and Yes 1/10 and 0.1 are equivalent because they
10 along with decimals of tenths and are on the same position on the number line.
hundredths.
Things to look for:
Kyle Townsend
To model the comparison I will need to get out ● Students can see the comparisons
the number line sheet and put it on the ELMO between the fractions and decimals
● Students might notice that decimals
Next I will ask the following questions to the
and their equivalent fractions have
class:
1. Where does the 1/10 card go on the the same name. (ex. 1/10= one-tenth
number line? and 0.1= one-tenth)
2. Where does the 0.1 card go on the
number line? While modeling and asking questions:
3. Is 1/10 and 0.1 equivalent? ● Be sure to explicitly show the
4. Is 2/10 and 0.2 also equivalent? What comparison between 1/10 and 0.1 on
about 3/10 and 0.3? the number line
● Identify and label various aspects of
the number line before modeling
As the students work in groups placing cards Some questions to ask while monitoring the
along the number line, I will walk around the activity:
room and monitor the activity. ● Can the students place the fractions and
decimals appropriately on the number
. line?
● Are the students having problems with
which fractions and decimals are >, <,
or =?
● Do students understand which fractions
Kyle Townsend
After the activity I will address any concerns Some possible answers to the questions:
that I and the students have about decimals and ● Yes, 0.1 and 1/10 were on the same
fractions. spot on the number line.
● The decimals and fractions are
Some questions to ask while discussing:
equivalents because they hold the same
1. Did any of the fractions and decimals
position on the number line.
have the same spot on the number line?
● Yes every fraction has an equivalent
If so, which decimals and fractions?
decimal.
2. What can we say about the decimals
● Yes, because the equivalent fraction of
and fractions that are on the same spot
0.5 must be bigger than the equivalent
on the number line?
fraction of 0.4 for it to be the
3. Does every fraction have an equivalent
equivalent fraction of 0.5.
decimal?
4. If I know 0.5 is bigger than 0.4, can I
also say that 0.5’s equivalent fraction is
also bigger than 0.4’s equivalent
fraction?
Students will first begin by working on the Some questions to ask while monitoring:
word problem themselves. While they work I ● Do the students remember how to
will walk around and monitor them. make equivalent fractions?
● Can the students convert the fractions
I will then ask the students to talk to their
to their decimal equivalents?
groups about what they did to find the solution
● What kind of strategies are students
Next I will call upon a student to come up to using to find the solution?
the ELMO and show their work on the
problem.
● Try to find students with different ways Key points of problem:
● Equivalent fractions
of finding the solution
● Converting fractions to decimals
● If there seems to be a common problem
then call one of the students with the
problem up to show their work on the
Kyle Townsend
ELMO
In Class Assessments: Participation, Go Math pg 9-25 word problem, and number line activity
Embedded Assessments: Can the students find the equivalent fractions for the given decimals?
Can students order decimals and fractions from least to greatest? Do students know how to use a
number line with fractions and decimals?
Homework: Students will be given a variety of decimals and be asked to convert these decimals
to their fractional equivalents.
Overview: At this point students should be able to add and subtract a variety of fractions and
decimals. This gives me the chance to assess just how many my students know about fractions
and decimals by introducing story problems. Throughout this lesson I will be introducing story
problems and encouraging student-to-student discourse on how to solve each problem.
Objectives:
a) Mathematical Content Objectives
● Apply and adapt a variety of appropriate strategies to solve the given story
problems.
● Communicate their understanding about converting fractions to decimals and
adding/subtracting fractions and decimals coherently and clearly to peers,
teachers, and others.
c) Common Core State Standards
● 4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction
with denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100.2 For example, express 3/10 as 30/100,
and add 3/10 + 4/100 = 34/100.
Use of Space: The space will remain the same because it would take too much time to redefine
the space. Also the activities that I will do aren’t restricted to the placement of desks.
Lesson Plan Chart:
Learning Activities/Problem Sets Key Mathematical Points to Make/What you
And outline of dialogue and key mathematical are assessing/looking for in student reasoning.
questions to pose.
I will begin the class with a quick review of Possible answers may include:
last lessons topic. ● A decimal and fraction can be
Kyle Townsend
equivalent.
Instead of going over what I talked about in ● 1/10 and 0.1 are equivalent because
the previous lesson I will ask the students to they hold the same spot on a number
teach me what they learned.
line.
● Numbers to the left of the decimal
point are whole numbers in fraction
form.
I will begin the lesson by introducing the story Key math concepts:
problem in the Go Math Chapter 9 Resources ● Converting fractions to decimals and
book. vice versa
● Appropriately adding decimals
Students will work on the problem
● Number sense
individually for a few minutes.
● Mixed fractions and whole numbers
I will be monitoring the progress of the with decimals
students while they work.
equivalents, are there multiple the story problem. You can solve it
strategies to solve the story problem? using decimal or fractions.
I will then pull out the Story Problem Sheet Key math concepts:
and begin introducing the problems on the ● Mixed fractions and whole numbers
sheet. with decimals
● Converting fractions into decimals and
As students work I will walk around the room
vice versa
and monitor their solutions.
● Adding decimals and mixed fractions
I will begin with the first problem:
Questions to ask while monitoring:
Jim is having a party and he has three
● Can students convert decimals to
different tables that he wants to use for the
party. The tables have different lengths with fractions and vice versa?
the first table being 2.8 meters long, the ● How are the students dealing with
second table being 3.4 meters long, and the whole numbers?
third table 1.5 meters long. If the tables were ● Are different strategies being used?
put together, how long would the combined
tables be? Give your answer in fraction form.
Answers:
Students will work individually and come up The tables put together equals 7 7/10 meters
with an answer to the story problem.
Possible misunderstandings:
As students finish with the problem I will call ● Computational errors such as
upon students to come up to the ELMO and misplacing the decimal point or not
explain their answers. lining up the numbers properly while
adding.
I will cover any errors that appear to be
common among the students. ● Combining whole numbers and
decimals together to make a proper
fraction instead of a mixed fraction.
I will introduce the next story problem on the Key math concepts:
Kyle Townsend
I will introduce the final story problem on the Key math concepts:
sheet: ● Adding decimals
Sarah’s mom has asked Sarah to go buy ● Converting decimals to fractions and
groceries at the store. The shopping list has vice versa
the following items: 0.3 pound of beef, 3.64
● Incorporating whole numbers with
pounds of lettuce, and 1.6 pounds of chicken.
Sarah wants to know how heavy all of the decimals and fractions
groceries will be when she has to take them
inside the house. Give your answer in both
Answer:
fraction and decimal form.
Sarah must carry 5.54 or 5 54/100 pounds of
groceries.
Students will work with their neighbors on the
story problem.
Questions to ask while monitoring:
● Can students convert decimals to
As the students work in their groups I will
walk around the room and monitor their fractions and vice versa?
progress. ● Are different strategies being used?
● Do students understand which
As students finish up solving the problem I operation to use?
Kyle Townsend
In class assessments: Participation and solving story problems alone and in groups.
Embedded Assessments: Do students know how to convert fractions to decimals and vice
versa? Can students add and subtract decimals, proper fractions, and mixed fractions? Do
students know the distinction between whole numbers and their corresponding decimals and
fractions when adding and subtracting?
Homework: Students will be given a story problem that is similar to the story problems that they
solved in class. They will be expected to convert, add, subtract, and find equivalent fractions and
decimals to solve the problem.