Lesson Cycle (Day 1)

Grade Level: 4

Lesson Title/Topic: Math- Decimals and Number Lines

Concept: Identifying decimals on number lines

Standards:

TEKS: (2) Number and operations. The student applies mathematical process standards to
represent, compare, and order whole numbers and decimals and understand relationships related
to place value. (H) determine the corresponding decimal to the tenths or hundredths place of a
specified point on a number line.
ELPS: 2 (D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed. 2 (I) demonstrate listening comprehension of
increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.

CCRS: Mathematics 1 Number representation. 1. Compare real numbers. Mathematics 8

Mathematical problem solving. 1. Analyze given information. 2. Formulate a plan or strategy.
Mathematics 9 Interpretation of mathematical work. 2. Summarize and interpret mathematical
information provided orally, visually, or in written form within the given context.

Learning Objective: Students will identify and list 3 decimals from specific points on a given
number line with 100% accuracy.

Materials:
 Numbered index cards
 Sheet(s) with number lines (whole numbers, decimals in tenths, and decimals in
hundredths)
 Whiteboard/marker(s)
 Half sheets of paper
 Math journals
 pencils

Lesson Cycle: (Direct instruction)

The teacher will: The students will:

Focus (Hook, Mental Set): Students will stand up and walk

Teacher hands out index cards with numbers written on
them to each student.
Direct students to organize themselves into a number
line using the given cards.
The teacher will move around the room as students
arrange themselves.
around the room, looking at each
others’ numbers to organize
themselves from least to greatest.
Students may use gestures such as
pointing to communicate, but may
not speak during this process.

Remind/guide students as needed:

 “Where should the arrows be placed on a number
line?”
 “Is ____ greater than or less than _____?”
 “What end of the number line should you be on?”
The teacher will direct students to talk to their neighbor
about the following question:

 “If you had to explain number lines to someone

who had never heard of them before, what are the
most important things you would tell them?
The teacher will call on pairs of students to share their
responses with the class.
Read the objective to students.
Students will talk to the person next
to them about important concepts
dealing with number lines.
Students will formulate answers
and listen to classmates’ responses.

Instructional Delivery (Teacher Input): Students will listen and watch as

The teacher will present a simple number line with the teacher presents the material.
whole numbers on the document camera.

Point out the basic features found in number lines-

arrows point outward in a continuum, numbers are
sequenced from least to greatest/left to right, not all
numbers are listed, they are shown in increments.

Questions:
 “What increments is this number line broken
into?” Students will respond to posed
 “What other increments can be used in number questions.
lines?”

Show students a second number line which includes

decimals in the tenths.
Question:
 ”How does this number line differ from the one
 we just looked at?”

Point out the features of this second number line, noting Students will compare the two
that it is similar to the first number line, but that it is number lines to see how they
broken into parts of a whole. The increments are tenths differ.
of a whole number.

Show students a third number line which includes

decimals in the hundredths.

Question:
 “How does this number line differ from the
others we’ve looked at?”

Point out the features of this third number line, noting

the differences and similarities between the previous
two. Emphasize that the increments are in hundredths. Students will respond to posed
questions.

Guided Practice:
The teacher will model how to create a blank number
line on the whiteboard.

Write the numbers 1 and 2 at each end.

Have individual students come up to the board to help Students will help label the number
fill in and label each of the increments on the board. line on the white board.

Break students into pairs to practice creating and

labeling a given number line on half-sheets using Students will work in pairs to
different whole numbers. create and label a given number
line.
The teacher will walk around the room to informally
assess students as they work.
Checking for understanding questions:
 “Why did you decide to label this in the
tenths/hundredths?”
 “What increments is the number line broken
Students will respond to questions
into?” posed by the teacher.
 “Which of these decimals shows the halfway
point between these two whole numbers?”

The teacher will call on pairs to come up and show the

class their number line via the document camera.
Encourage each pair to verbalize their thinking and
reasoning.
Students will share their number
Provide whole group feedback. line with the class and verbalize
their thinking and reasoning.

Independent Practice: Students will individually draw a

The teacher will show an incomplete number line on the number line and fill in any missing
document camera for students to copy into their math parts in their math journals
journals.

The teacher will monitor students as they work.

Closure: Students will journal about the

The teacher will pose questions for students to reflect on steps they used to locate and label
and respond to in their math journals: points on a number line below their
1. “What are the most important features of a independent practice activity.
number line?”
2. “How can you tell what increments are being
used?”
3. “What steps would you take if you were trying to
find a specific point?”

Options:

Enrichment: Reteach:
Peer-teaching Use math journals
Create more complex number lines Thinking aloud
 Lesson Cycle (Day 2)

Grade Level: 4

Lesson Title/Topic: Mathematics- Decimals and Number Lines

Concept: Identifying decimals on number lines

Standards:

TEKS: (2) Number and operations. The student applies mathematical process standards to
represent, compare, and order whole numbers and decimals and understand relationships related
to place value. (H) determine the corresponding decimal to the tenths or hundredths place of a
specified point on a number line.
ELPS: 2 (D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed. 2 (I) demonstrate listening comprehension of
increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.

CCRS: Mathematics 1 Number representation. 1. Compare real numbers. Mathematics 8

Mathematical problem solving. 1. Analyze given information. 2. Formulate a plan or strategy.
Mathematics 9 Interpretation of mathematical work. 2. Summarize and interpret mathematical
information provided orally, visually, or in written form within the given context.

Learning Objective: Students will identify and list 3 decimals from specific points on a given
number line with 100% accuracy.

Materials:
 Small sheets of paper
 Sheets of copy paper
 Example problems for identifying and plotting points
 Laminated task cards (https://www.teacherspayteachers.com/Store/Alyssa-Teaches)
 Markers
 Worksheet
 Chromebooks - Dreambox
 Document camera

Lesson Cycle: (Direct instruction)

The teacher will: The students will:
Focus (Hook, Mental Set):
The teacher will give out small sheets of paper on
which students will write a decimal point between Students will work together to create a
1 and 3 and using the tenths place. number line which uses both of the
points on another blank sheet of paper.
Direct students to Stand-up, Hand-up, Pair-up

The teacher will monitor students as they form

their number lines.

Questions:
 “How did you know which numbers to put
at the ends of your number line?” Students will respond to posed questions.
 “What is the midway point in your number
line?”
 “How do you know?”

The teacher will reread the objective, connecting

the previous lesson to the objective.
“Now that we understand how number lines work,
we will be able to locate and label points on
number lines.”

Instructional Delivery (Teacher Input):

The teacher will model on the document camera Students will listen and watch as the
example problems for identifying points and teacher presents the material.
plotting points on number lines.

Checking for understanding questions:

 “How do I say this number in words?” Students will respond to checking for
 “Where should I place 7.5?” understanding questions.
 “Where should I place a dot to represent
8.2?”
 “What label would I place on this dot?”

Guided Practice:
The teacher will hand out laminated task cards to Students will work in pairs to answer
partner groups. given problems on task cards.

The teacher will monitor students as they work.

Call on pairs to share their answers using the
document camera.
Provide feedback to whole group. Students will share their answers with the
class.
Questions:
 “What place value did your decimals use?”
  “How did you know this was the correct
answer?”
 “How did you know to place the dot here?”
 “Does anyone else have any questions
before we begin our independent work?” Students will answer questions and seek
clarification when needed.

Independent Practice:
The teacher will hand out a worksheet for students Students will work independently to
to complete individually. complete the worksheet.

The teacher will monitor students as they work.

Have any students who complete their worksheet Students who finish early will practice
early practice with number lines on Dreambox working with number lines on
until others have time to finish. Dreambox.

Closure:
The teacher will pose a question for table group
discussion: Students will discuss the posed question
 “How do you think a number line could be with their table mates.
useful to you when solving problems?”
The teacher will call on groups to share their
thoughts with the class. Students will share their ideas with the
whole group.

Options:

Enrichment: Reteach:
Visit website for constructing/practicing with number lines Partner work
Design number lines using other increment values Small group instruction
 Lesson Cycle (Day 3)

Grade Level: 4

Lesson Title/Topic: Mathematics- Converting decimals into fractions

Concept: Converting decimals into fractions

Standards:
TEKS: (2) Number and operations. The student applies mathematical process standards to
represent, compare, and order whole numbers and decimals and understand relationships
related to place value. (G) relate decimals to fractions that name tenths and hundredths.

ELPS: 2 (D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed. 2 (I) demonstrate listening comprehension of
increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.

CCRS: Mathematics 2 Algebraic reasoning. D (2) Translate among multiple representations of

equations and relationships. Mathematics 9 Language, terms, and symbols of mathematics. A (3)
Use mathematics as a language for reasoning, problem solving, making connections, and
generalizing.

Learning Objective: Students will accurately convert 5 given decimals into fractions on
paper.

Materials:
 Strips of paper with decimals
 “Mystery number” brown paper sack
 Whiteboard/markers
 Sticky notes
 PowerPoint presentation
 Math manipulatives
 Plickers Cards
 Typed questions for Closure

Lesson Cycle: (Direct instruction)

The teacher will: The students will:

Focus (Hook, Mental Set):

Prepare decimals on small strips of paper folded in half and
place inside “Mystery number” sack (brown paper bag).

The teacher will create a T-chart on the whiteboard, labeling

one side tenths, and the other hundredths.

Form students into groups of 3 or 4.

Have one student from each group come up and grab a strip
from the bag to bring back to their group without looking at One student from each group
the number. will grab a strip of paper from
the bag.
Once each group has a number, direct students to unfold their
strips and decide as a group how to say the given decimal in
words. Allow 1 minute for discussion.
Students will decide as a group
Give out sticky notes on which students and direct students to how the decimal is said in
write out their number in the words the group agreed upon. words.
Have one group member come up to place the sticky not in
the correct column on the board.

The teacher will read each sticky note aloud and ask for Students will write down the
thumbs up or thumbs down from the class to see if they agree words agreed upon by their
with each note’s placement. groups on sticky notes.
One student from each group
Questions: will place their sticky note on
“Is this decimal in the correct column?” the correct column on the
“How do you know?” board.

The teacher will read the objective to students. Students will listen to the
teacher read each note and
evaluate whether or not it is
placed in the correct column.

Students will give a thumbs up

or thumbs down.

Instructional Delivery (Teacher Input):

The teacher will show a PowerPoint presentation which Students will listen and watch
opens with a brief video modeling examples of tenths and as the teacher presents the
hundredths using base ten illustrations. The other slides will material.
include the base ten illustrations and how they compare to
both fractions and decimals.

Checking for understanding questions:

 What is this illustration modeling for us?
 Where should the decimal point go if I want this to be
read as eight and seven tenths? Students will respond to
 Why is it important to say the decimal correctly? Why questions.
not just say three point five?
The teacher will pause on certain slides to have students copy
down specific examples into their math journals.

The final slide will have all of the students’ names formed
into pairs.

Students will write down

examples of fraction and
decimal equivalents, along
with their base ten
representation.

Students will find their

partners and sit down together.

Guided Practice:
The teacher will give directions for peer quizzing. One
student in each pair will write a decimal or fraction using the Students will work in pairs to
tenths or hundredths on their desk. Their partner must write quiz each other by writing
down the fraction or decimal equivalent next to it. Students either a decimal or fraction.
will practice with at least 4 turns, until it is time to switch.

When directed, partners will switch roles so the other partner

is going first.

The teacher will walk around the room, monitoring students Students will switch roles.
as they work. Ask guiding questions, check for
understanding, and correct students as needed.
Students will continue to work
Instruct students to keep their last pair of equivalents written with their partners and answer
down on the desk. any question posed to them by
the teacher.
The teacher will ask students to switch places with the partner They will raise their hand if
group next to them, assisting with directions if needed. they have questions.

The teacher will call on a few pairs to share what is written

on their desks by having them write it again on the
Students will move to another
whiteboard.
seat to view and assess what
another group has written
Provide whole class feedback.
down.
Questions:
Pairs of students will come up
 Are these equivalents? Do they equal the same
to the whiteboard to write
amount?
down the equivalents they
 How do we say this in words?
  How could we prove that these two numbers are have on their desks.
equal?
Partners that come up to the
board will verbally evaluate
the fraction and decimal
equivalents they have written
down.

Students will answer questions

posed by the teacher.

Independent Practice:
The teacher will hand out cards for Plickers. Students will work
independently to answer all
Instruct students to work on their own to answer each questions.
question.

Closure:
The teacher will show 2 questions on the document camera
for a quick discussion between table groups.
Questions:
1. What did you learn about decimals and fractions
today? Students will take turns
2. Do you think it is possible to model decimals like we answering questions.
do fractions?

The teacher will call on a few groups to share their thoughts. If called on, students will share
with the whole group.

Options:

Enrichment: Reteach:
Create an illustration to represent given decimals/fractions. One-on-one instruction
Use math manipulatives to create equivalents. Use fraction manipulatives