Teacher Education Lesson Plan Template

Teacher: Jennifer King

Date: 02-24-15

Title of Lesson: Representing, Rounding,

Comparing and Ordering Decimals Review

Cooperating Teacher: Cynthia George

Core Components
Subject, Content Area, or Topic
Math, Number and Number Sense, Decimals
Student Population
23 4th grade students, gifted cluster
Learning Objectives
VBO MA.4.1.7 The student will read, write, represent, and identify decimals expressed through
thousandths. (VDOE SOL 4.3.a)
Virginia Essential Knowledge and Skills
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Decimal-form cards, one set per student
Paper for students to create anchor chart, one per every four students
Promethean Board/White Board
Slates and markers
Money (dollars, quarters, dimes and pennies)
Carter, J. A., Cuevas, G. J., Day, R., & Malloy, C. E. (2013). Math connects: Customized for
Virginia Beach Public Schools, Vol. 1, (Teachers Edition). Columbus, OH: McGraw-Hill Education
Comparing and Ordering assessment
Safety (if applicable)
Time
(min.)
15

Process Components
*Anticipatory Set
Model Match Students receive model cards, written-form cards, fraction form cards,
and standard form cards and individually match the written with the fraction, model
and standard from cards. Students record the matches in their math journal.
Anchor Chart In groups of 4-5, students create an anchor chart of the four different
forms of five tenths. Students include written form, decimal form, fractions form, and
picture form. Students fold paper in quarters to form quadrants. In each quadrant they
include one form. In the picture form, students must include more than one model.
And they must also include more than one fraction that can represent five tenths. (1/2
and 5/10). In a smaller rectangle in the middle, the students write the actual number.
*State the Objectives (grade-level terms)
Today we are going to review rounding, comparing and ordering decimals.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

*Instructional Input or Procedure

Rounding to the hundredths place Show students number 0.426 and ask them to
think about how they would round it to the nearest hundredth. (Allow them think time.)
Then ask the students to name the place values (tenths, hundredths, and
thousandths). Have them identify the thousandth and hundredth place. Then remind
them that when we round we ask our neighbor are you 5 or greater? if yes, then
round up, if no, then round down. Ask the students who is the neighbor? (thousandth)
We then round to 0.43.
*Modeling
Rounding to the Hundredths Place Repeat above sequence with 8.352.

*Check for Understanding

Slates Have students round 21.425 to nearest hundredth on slates. Allow students
work time, and then have them hold up the slates to check their work.

*Guided Practice
Slates Continue with slates, have students round 18.201 and 73.529 to nearest
hundredth place.

10

*Instructional Input or Procedure

Compare and Order Decimals Remind students that to compare decimals, we can
use a number line or place value.

10

*Modeling
Compare and Order Decimals On Promethean Board, draw a number line, and
show how students can order decimals (1.34 and 1.034). Then show students how to
use place value to order (0.2 and 0.02).
*Check for Understanding
Slates have students compare 2.06 and 2.6.

15

20

10
25-30

*Guided Practice
Money Order Write $1.65, $1.25, $1.50, $1.05 on the Promethean Board. Have
students use money to show the value of each written amount of money. Ask students
how they would read each number without the dollar sign? Which number shows the
greatest amount of money? How do you know? Have students write numbers from
greatest to least, and then least to greatest.
Real World Example Introduce page 356 where during a competition one person
scores 79.5 and the other 79.7 Ask students to compare the two decimals to see
which one has the higher, winning, score.
*Independent Practice
Textbook p. 354 & 358 Students complete problems 1-39 on p. 354-355 and
problems 22-27 on p. 358
Assessment
Formative Assessment Comparing and Ordering worksheet
*Closure
Math Flex Groups

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Learning Style: Auditory, Visual, Interpersonal, Kinesthetic
Enrichment: Flex Groups based on level

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The students struggled with rounding. They were not able to successfully complete their independent work. I would have
further student-input at the beginning of the lesson so I can gear the rest of the lesson towards the areas of decimals
they where they need clarification.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Date