DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE

Elementary Semesters 3 & 4
Teacher Candidate: Kassara Stratton
Grade Level: 4 Content Area: Math Decimals and Fractions
Step 1 DESIRED RESULTS
A. Contextual Factors

Contextual Factors:
28 students
IEPs: Ira- ADHD, anxiety problems
Isaiah- severe special ED- pulled out for part of the day
ESL: Maribel
Jackie
Belinda
Advanced in math: Landen, Hyrum, Emma, Trey
Advanced in reading: Rowdy, Giovanni, Hyrum, Landen
Low level in math: Kennedy, Belinda, Jackie, David
Low level in reading: Ty, Jackie, Belinda, Jackie, Star
Other: Edgar, Ira, Lukas, Isaiah and Rowdy wear/need glasses.
Classroom environment: Each child has an Ipad. The desks are arranged in rows and there
are two tables for small group instruction. There is a classroom library at the front of the
room. There is an overhead projector, apple TV, and an Elmo in the classroom.

B. Utah State Core or Common Core Curriculum Standard

Domain: Number and Operations-Fractions

Understand Decimal Notation for fractions, compare decimal fractions
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.
For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
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.

7. Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the
results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by
using a visual model.
Vocabulary Students Will Know and Use:
Decimal, tenths, hundredths,
Review words: fraction, like fraction, place value
C. Enduring Understanding/Big Idea
By the end of the unit, students will understand how decimal and fractions are related and
be able to compare, order, and convert the fractions and decimals.
D. Essential Questions/Guiding Questions
-How do decimals represent fractions of a whole?
-How can a coin represent a fraction of a dollar?
-How can tenths be modeled as part of the base-ten system?
-How can hundredths be modeled as part of the base-ten system?
-How can a decimal/fraction be represented on a number line?
-How can a decimal/fraction be represented on a grid?
-How can a fraction be converted into a decimal?
-How can a decimal be converted into a fraction?
-How can I add two fractions with different denominators of 10 and 100?
-How can I determine the order decimals?
-How can I determine the strategy needed in a decimal/fraction story problem?
E. Concepts
-How to identify fractions as decimals and decimals as fractions.
-How to model tenths as part of the base-ten system.
-How to model hundredths as part of the base-ten system.
-How to place decimals and fractions on number lines and represent on grids.
-How to convert a fraction to a decimal, and a decimal to a fraction.
-How to add two fractions with different denominators of 10 and 100.
-How to determine the order of decimals.
-How to identify the strategy needed for each decimal/fraction story problem.
F. Skills
I can write (solve) problems identifying the place value represented in different models.
I can explain the tenth place and the fraction it represents.

I can explain the hundredth place and the fraction it represents.

I can write (represent) decimals and fractions using grids and number lines.
I can read and write decimals in multiple ways (modeling, decimal, fraction, word form).
I can explain the connection between tenths and hundredth places.
I can write (draw) number lines and correctly order various decimals.
I can read story problems and use reasoning to identify extra or missing information and solve the
decimal related story problems.
Step 2 ASSESSMENT EVIDENCE
1.

Pre-Assessments

Pretest: 12 fill in the blank questions.

1-2 write the decimal of each shaded grid

3-5 write as a fraction and as a decimal
6-8 compare decimals using >,< or =
9-11 adding tenth and hundredth fractions
12 story problem
2.

Formative Assessments/Evidence
Explain the processes they are accomplishing
Manipulate materials to show the fraction and decimal correlations
Solve and show answers on whiteboards and ipads

3.

Summative Assessments/Evidence
Worksheet every day
Self-start assignment
Homework throughout the two week period
Post Test 16 multiple choice and fill in the blank questions that are very similar to
those on the pretest.

Step 3 Lesson Objectives with Instructional Strategies

1. Lesson 1: I will use place-value charts and grids to model decimals through tenths
and hundredths.
Whole group instruction with money manipulatives
Small group rotations.
2. Lesson 2: I will model and describe tenths as part of the base-ten system.

(Indicator 6)
Whole group instruction with grid on the smart board
Individual ten square grids on each ipad for the students to manipulate.
Small group rotations
3. Lesson 3: I will model and describe hundredths as part of the base-ten system.
(Indicator 6)
Whole group instruction with base ten blocks and hundred square grid on
the smartboard.
Individual hundred sqare grids on each ipad for the students to manipulate.
Small group rotations.
4. Lesson 4: I will explore using grids and number lines to model the relationship
between decimals and fractions. (Indicator 7).
Whole group instruction with hundred square grid.
Whole group activity with skittles and grid.
Analyze data and numbers as a class.
Independent worksheet to check understanding.
Small reteach/scaffold group for those who need it.
5. Lesson 5: I will use place value and equivalent fractions to add two fractions with
respective denominators 10 and 100. (indicator 5)
Whole group instruction with comparison of ten square grid and hundred
square grid.
Small group rotations.
6. Lesson 6: I will compare and order decimals to hundredths by reasoning about
their size. (indicator 7)
Whole group instruction with number line.
Small group rotations.
Number lines for students to use for each rotation.
7. Lesson 7: I will find extra or missing information when solving decimal-fraction

problems.

Whole group instruction with reasoning of extra and missing information.

Table reasoning for a couple problems.
Independent worksheet to check for understanding
Small group reteach/scaffold for those who need it.