Haley Sabin

Fourth Grade Math

Title: Number Lines and Rounding Numbers

Central Focus: Round decimal numbers to the nearest tenth.

Learning Target: The learner will round decimal numbers to the nearest
tenth. I will discuss number lines with a partner to better understand
decimal numbers.

MN Standards: MA.4.1.2.7 Round decimals to the nearest tenth.

Academic Language:
Domain Specific: Decimal, Tenth, Number line
General Academic: Round, Discuss
Sentence Frame: The number .33 rounded to the nearest tenth is
___________.
Point in the lesson: The students will have the opportunity to use
academic language while discussing number lines and decimal
numbers with their partner.

Phase one:
Learning Target:
Content: The learner will round decimal numbers to the
nearest tenth.
Language: I will discuss number lines with a partner to
better understand decimal numbers.

The students will be instructed to get white boards, markers and

erasers. I will begin the lesson by going through the warm up examples
as a whole group. I will then read the content objective; the students
will then read the language objective.

Phase two/three:
I will first explain the content on slide one. This slide contains
examples of numbers on a number line that is divided into tenths. As a
whole group we will determine the decimal value of the turtle,
butterfly, and the bird. On the second slide I will complete examples
one and three. The students will complete examples two and four on
their white boards, before answering the questions I will have the
students discuss the examples with their partners.
The examples on slide three will be complete as a whole group,
except for the third example; the students will complete this example. I
will have the students discuss the answer to this question, I will ask for
student to volunteer their answer to the class. Diverse learning
students who need extra help, I will create more examples for those
students to solve. The diverse learning students who understand the
concept will be asked to create their own examples, on a white board,
to share with the whole group.
The fourth and fifth slides contain four examples each. The first
example will be completed as a whole group to ensure an
understanding of the content. The partner groups will complete the
second and third examples; each partner will complete an example. As
they complete the example they will explain each step that is take to
solve the problem. The students will complete the fourth example
independently, on white boards. I will ask the students to show me
their work before they will be allowed to put their materials away.

Phase four:
The students will have the opportunity to work independently
while discussing examples with their partners and while completing
examples independently.

Phase five:
I will restate the learning target; the learner will round decimal
numbers to the nearest tenth, I will discuss number lines with a partner
to better understand decimal numbers. The students will self assess
by completing the last independent example as an exit ticket. As the
students are cleaning up their materials I will check their work to
ensure it was done correctly.