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H00271668
13 March 2016 Sunday
Grade
Level:
Grade 4/3
CCSS Standards:
Read identify and explain the new concepts of the tenth and decimals numbers.
Main Lesson Aims (Concepts, Procedures, & Processes):
The students will be able to write the portions of hundred in two ways the
hundredth and decimal.
The students will be able to identify related hundred by using the strategies.
Materials:
teacher books
Page 117
student book(s)
Page 117
worksheets/ papers
worksheet
teacher materials
student materials/
manipulative
technology
other
NON
glossary definition
image
Decimal in hundred
Non
Decimal point in
hundred
Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
time:
10
The teacher will present the story on the Data show to start and tells the
students the story and says Do you remember our tens king? Who can remind
me about his name? (Appendix 1)
Students says parts of tens
The teacher complete and says excellent, Now he become a father and he has
a son which called who can guess? He called parts of hundreds. Because he is
smaller than the tens numbers
Teacher says Our king today is the (100) today we will discover about the
100s king, before we start, the way that I wrote the number of 10s fraction is
looks like 0.2 how can I write it on fraction way?
2
Students says 2 and 10 which is ( 10 )
The teacher says who can read it for me? Who will write it as a decimal
number?.
Student comes out and writes down the answers.
20
Core (introduce and practice new concepts & procedures):
The teacher present some examples on the PowerPoint and asks students about it
Teacher says here we have the parts of the ten if I shaded 4 of these what
operation will I have ? (appendix 2)
Students counts with the teacher 1,2,3,4 the answer will be( 10 )
Teacher says now if I want to get the same equation with parts of hundred! How
many tens do I need?
Students says four?, forty?
Teacher says excellent, If I want the equal number for both on tens and hundred it
must be with zero ,we should multiply,
4 10
( 10 10
40
100
6
Teacher says now who can write the equivalent of the number of this sample 10 ?
60
15
2
The students write on the board
100
4
100
Appendices
Appendix 1
Story telling complete
Appendix 2
Samples of questions
Appendix 3
challenge
Appendix 4
Flash board
Appendix 5
Timer with the bell