Mary Mallek

Part 1:
Lesson title or theme: Introduction to Decimals
Grade: 4th
# of students: 27
Time and expected duration: 45 minutes
Materials and Book (s) to be used:
Teacher Resources
Investigations
Decimal Grids

Student Resources
Math Journal
Pencils
10 x 10 Worksheet

State Standards
Understand decimal notation for fractions, and compare decimal fractions.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.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.

Objectives:
Language Objectives: Students will be able to discuss how decimals relate to fractions.
Content Objectives: Students will be able to represent decimals using a 10 x 10 grid.
Part 2:
Anticipatory Set
Q.W. What do I know about decimals? OR What do I want to know about decimals?

Mary Mallek
Body of the Lesson (Presentation Strategies, Interaction, feedback) What steps will you
use to teach the material? Script.
Begin Anchor Chart Write words (tenths, hundredths, parts, wholes, equivalent)
Draw numberline and label fractions (1/10)
Draw numberline and label with decimals
Guided Practice
(1)
Go over Decimal Grids Label each grids fraction
(2)
Write the Fraction in decimal form.

Group Task
Pass out 10 x 10 Worksheet
Students should show given decimal in 10 x 10 grid
(1) CHALLENGE: Write the equivalent fraction(s).
(2) EXTENSION: Turn Worksheet over and shade in squares to label with
decimal
Set Expectations
a. Visually show students what task would look like.
b. Go over group work norms with students (everyone is
accountable for their section on the consensus board)
c. Have students repeat instructions for clarity
d. Ask if anyone has questions

Closing : Review and assessment, Connection to Other Experiences. Extensions.

After
Begin by showing student work/ strategies.
If there is time, we can add everyones total
Close the lesson by recapping the objective for the day: Students will be
able to represent decimals on a 10 x 10 grid.
Q.W.S: How are decimals similar to fractions? How are they different?

Evaluation: How will you assess what students have learned from your lesson?
I will check for (1) Accuracy (2) Fraction Equivalency

Mary Mallek

Accommodations: Scaffold; encourage students to help one another, base-ten

manipulatives, having students write decimals in order (0.01, .02, .03,, .98, .99, 1.00)
Extensions: Have students help others who do not understand
Second Language Strategy: Use of visuals, guidance with language, preview of topic,
language objectives, previous knowledge, peer discussion, etc. These should have been
described and highlighted in the Procedure. Just label them here.
QW use students funds of knowledge and get them to think about real world problems
that are relevant to them.
Guided Practice use of visuals and other method of communication
Support students scaffold students to meet individual needs