GRADE: 4 SUBJECT: Mathematics STRAND (TOPIC): Number and Operation

DATE: 1st/07/2023
Objective:
Pupils will: Represent decimals using pictorials (tenths)
Specific Learning Outcome: Learners will recognize, represent, and compare
quantitative information and develop quantitative reasoning including additive and
multiplicative thinking to make meaningful connections and solve problems.
Knowledge: Skills: Values:
A decimal is a number that - Counting -Helping each other
consists of a whole and a - Comparing
-Listening to others
fractional part. 
- Drawing -Cooperating in groups
Needs of the Diverse Learners:
Learners who dominate discussions
Learners who are kinesthetic
Learners who do not know how to count

Formative Assessment:
Observe: Observe how pupils work in their groups to draw to represent decimals.
Product: Pupils complete the activity of drawing to represent decimals.
Introduction: whole group Teacher begins the lesson by showing an example of a decimal
and asking pupils if they know how to read that number. Using a poem and chart showing the
place value, the teacher and class read the decimal number.
Time to teach: (10 - 15 minutes) Whole group
The teacher uses this activity to explain what a decimal is and how it is related to fractions.
Using a few examples of converting fractions to decimals, teacher uses graphs to show how it
is done.
Time to practice: (15 – 30 minutes) small groups
The teacher then has the pupils in their groups use drawings to represent decimals.
 Time to Reflect and Share: (3-5 minutes)
Guiding questions: which part of the lesson did you enjoy the most?
What was today’s lesson about?
What did you like about your task?
How the lesson includes the students’ contexts:
Pupils are able to represent and read decimals.
How the lesson integrates with other subjects:
Art – drawing shapes
Resources: Technology:
Decimal teaching aids

Final reflection on the lesson: (Reflective practice)

Guiding questions for evaluating the lesson: Did all the pupils participate in the lesson?
Which pupil (s) still need instructions in this concept?
What did I do well as the teacher?
What area was most challenging in the lesson delivery?
What will be done the same or different in another lesson with this same concept?

Anecdotal Records – these are sequential, usually brief reports that record a teacher’s
observation of student behavior.

Usually found in the report and CDI cards of the students. This is usually done at the end of each
term, where the teacher records the students’ behavior in class using the guidelines asked. A
number system is used where the numeral 1 means never, 2 seldom, 3 sometimes, 4 often, and 5
always.
These records help the teacher to keep track of the progress of the students within her classroom,
while also giving an overview to the parents or guardians when they receive these records at the
end of the term. It also helps the teacher to recognize what the child needs help with or what area
the child may be lacking in socially.
For example one of the questions asked: Does the child respect the property of others?

However, one major disadvantage lies in how short or brief these reports are. It cannot show
everything the teacher might want to share with a particular student due to how general the
questions are.
One solution to this problem can be to have meetings with the parents to ensure they are given a
detailed observation of their child’s development within the classroom. This is usually done at
parent conferences.