Lesson Plan

1. Title/Topic/Grade level: Introducing decimals, 4th grade

2. Lesson Essential Questions:

What is a decimal?
How do we read decimals?
Why are decimals important?

Objectives

Assessments

SWBAT identify a number as either a whole

number or a decimal number

Students should identify a number as either a whole

or part of a whole

SWBAT read and verbally say the name of a

decimal number

When asked what decimal is being presented

students will be able to verbally identify the
number

SWBAT express where we see decimals in

our everyday lives

When asked, students will give the teacher

examples of where they see decimals

4.Standards:
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.
3. Materials:
White board
Dry erase markers
4. Pre-Lesson Assignments and/or Prior Knowledge:
Students have learned about fractions
Write a fraction on the board (ex. 3/10). Explain that there are multiple ways to write 3/10.
Ask the class if they know another way to write 3/10. If they can tell you that you can write it as
a decimal then write it on the board. If they dont know how to write 3/10 as a decimal thats
okay, tell the class that you are going to teach them a new way to write 3/10.
5. Lesson Beginning:

 Using the example with 3/10, write 0.3 on the board. Tell the class that the number is read as
three tenths because the 3 is in the tenths place (underline the 3). Emphasize the importance of
putting the 0 in front of the decimal point because we have no whole numbers.
Tell the class that this is an example of a decimal because the number represents part of a whole.
6. Instructional Plan:
Question- Who can give me an example of a whole number?
Write the example on the board.
Draw a line under the digit(s) and ask the class what the place value of the digit is (ex. if the
number is 4 its in the units place. If the number is 16 first define the 1 as being in the hundreds
place, then the 6 in the units place)
Use the number in a sentence (ex. Andy has 4 whole cookies)
Question- What if Andy had 4 whole cookies and a piece of another cookie? How could we write
how many cookies Andy has?
Write the number as a fraction: Andy has 4 7/10 cookies or 4 whole cookies and 7/10 of a
cookie.
Explain when we dont have a whole number we must right the number as a decimal. To do this
we write the digits to the right of the units place. However, because the units place represents a
whole we must distinguish between which digits are part of the whole and not a whole. To do
this we place a decimal point after the units place and the hundredths place.
Explain to the students that decimals are based on the number 10. Show them how we have tens,
hundreds, thousands, etc. to the left of the decimal point and that we have tenths, hundredths,
thousandths, etc. to the right of the decimal point. To show this draw lines on the board and label
the place value of the line.
Give another example: Jamie ate 2 5/10 slices of pizza. How can we write this as a decimal?
Question: When do we use decimals? Where do we see decimals?
Explain that we use decimals when dealing with money, temperatures, sports statistics, prices,
etc.
Question: How can we draw decimals?
Draw a square. This represents a whole. If we divide the square into 10 equal sections how many
does one section represent?
Color in 4/10. Ask the class what decimal this represents. Count with them how many tenths you
colored in. Write their answer on the board.
Return to the pizza question (2.5). How can we draw this? If we have two whole pizzas how
could I draw this? How would I draw 0.5? Demonstrate on the board how you would draw 2.5
Give them a picture(s). Ask them would decimal the picture(s) represent
Distribute a worksheet about decimals to each student to complete individually
Go over worksheet with the class

Differentiation: Have the lesson taught as a whole so the students who are struggling with the
concept can work with other students. Allow students to work in pairs if they need assistance
with the worksheet. If students seem to be excelling in the topic allow them to make their own
word problems after completing the worksheet.

Class Management:. Supervise the class, keeping their attention towards the front of the board.
Use popsicle sticks to call on students to answer questions.

Transitions: Compare fractions and decimals to lead into the lesson of decimals. After doing
some examples as a class direct students attention to the worksheet as you hand out the
worksheets to the class.
7. Closure: Go over the worksheet as a class, calling on people using the popsicle sticks to pick
names. Have two students come up to the board and have each write a decimal number on the
board. Pick two more students to read the numbers on the board.

Name_______________________________

Date:_____________

1. Ms. Kothares class decided to have a pizza party. The class ordered 4 pies, however they could
not eat all off the slices. In total the class ate 3 whole pies and 4/10 of the last pie. Write how
much pizza slices the class ate in decimal form.

2. Emily decided that she wanted to bake chocolate chip cookies for her class. The recipe requires
cups of flour. Write the amount of flour Emily needs as a decimal.

3. Daniel bought himself a pack of football cards. He handed the cashier a ten dollar bill. The
change that Daniel got back was six dollars and twenty four cents. Write the amount of change
Daniel got back as a decimal.

4. Which digit is in the tenths place of 193.41?

5. Which digit is in the tens place of 193.41?

6. Write the decimal that is represented by the picture

7. Draw a model to represent 7.8

8. **BONUS QUESTION** Spring is right around the corner and the weather is getting warmer.
The students of Ms. Kothares class decided they wanted to measure the temperature outside.
The thermometer read 56.8 degrees. Change this number into a fraction.