INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s):

Anna Benson

Grade level and school:

Pattengill 4th grade

Title of lesson/activity:

Everyday Math Lesson 4.2: Tenths and Hundredths (Using

Base Ten Blocks to Represent Decimals)

Teaching date(s) and time(s):

Tuesday, 11/11 @ 10:05 AM

Estimated time for

lesson/activity:

20-25 min.

Overview of lesson:

I will introduce using base ten blocks as a representation for

decimals, students will demonstrate their understanding
using slates, and then I will introduce using fractions as a
representation for decimals, and students will demonstrate
understanding using their slates (Reteaching as necessary).
Then students will practice what they have learned in
lesson 4.2 page 80 of their student journals.

Context of lesson:

Students have just began learning about the place value of

decimals using number lines, and next they will be learning
about how to compare and order decimals using multiple
representations (e.g., base ten blocks, written form)

Sources:

Everyday Math Teachers manual

Learning Goals and Assessments

Connection to
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.

Learning Goals

Type of Assessment

Connection to
activities

Students will be able to

read and write decimals
through hundredths

Quick check
assessment during
lesson using
whiteboard slates
(e.g., show 42
hundredths, write
4/10 as a decimal,
etc.)

Students will be
writing fractions in
decimal notation in
their Student math
journals

CCSS.MATH.PRACTICE.
MP2 Reason abstractly
and quantitatively.

Students will be able to

model decimals through
hundredths with base 10
blocks

and

CCSS.MATH.PRACTICE.
MP5 Use appropriate
tools strategically.

Quick check
assessment during
lesson, looking for
whether students
are modeling
appropriately with
flats as 1, longs as
tenths, and cubes
as hundredths (or
alternatively, using
whiteboard slates to
show shorthand
notation of base ten
blocks)

Students will be
using base ten
blocks as a form of
representation
during lesson to
model decimals

Attending to the Learners

Anticipating student ideas:

Students will likely need help understanding what the base

ten blocks represent, will need the base ten shorthand
explained, and likely will need help translating fractions
into decimal notation. I have addressed these issues in my
lesson.

Making the content accessible

to all students:

Projecting lesson goals and resources front board,

explaining terms in the beginning of lesson, having students
use base ten blocks to represent math concepts, having
students to use whiteboard slates to check for
understanding.

Instructional Sequence
Materials:

Time

Everyday Math student journals, whiteboard slates, base 10 blocks (enough for
13 pairs)

Steps Describing What the Teacher and Students Will

Do

Notes and Reminders

(including management
considerations)

1 min. Introduction to lesson: Yesterday you all learned

Have learning goals
projected on board, read out
about how you can represent decimals on a number
to students
line. Today were going to be continuing to represent
decimals in two NEW ways. The first way we will
represent decimals will be using Base Ten Blocks, and
the second way will be translating fractions into
decimals.
5 min.

Show Flat :
Introduce Base Ten Blocks and fractions: Thumbs up
if you have used base ten blocks before in math
class Today were going to use them to represent
decimals, and please pay close attention because
this can be difficult to understand. So, Im going to
show you what the base ten blocks look like, and
well also see how they are shown on paper, and see
how they represent fractions and decimals. The first
base ten block we have is a flat (Show block and
picture on board). A flat looks like a big square. A
flat represents 1, or a whole. Lets count up by 1s
(chorally count by 1s). How much does a flat
represent? (ONE). Here, we have a long (Show block
and picture on board). A long looks like a line. A
long represents one tenth of the flat, because 10
longs fit into one flat. One tenth is shown as both a
fraction and a decimal, they are showing the same
number. The fraction shows 1 out of 10, and the
decimal shows a one in the tenths place. These are
both read as one tenth. Lets count up by tenths
(count up chorally). How much does a long
represent? (ONE TENTH). Here, we have a cube
(show block and picture). The cube represents on
hundredth of the flat, because 100 of these little
cubes fit into one flat. Again, we see the fraction and
decimal showing one hundredth Lets count up by
hundredths (count up chorally). How much does a
cube represent? (ONE HUNDREDTH).
What questions do you have before we practice on
our slates?
Check for understanding.
Draw the representation of one tenth
Draw the representation of one
Draw the representation of one hundredth.
Review any recurring issues.

=1

Long: | = 1/10 or 0.1 and

Cube: = 1/100 or 0.01 on
board

4 min:
We do: So now, we will pass out the base ten blocks
for you to model decimals (REVIEW MANAGEMENT
CONCERNS). So, weve talked about what each type
of block means. Now lets say we want to represent
three tenths, how might we show that? (Elicit
answers from students and write answer on board).
Yes, three longs. Create three tenths with your base
ten blocks. (Walk around to check). How would we
write three tenths in decimal form? Can someone
come up front and show us? (Have student show up
front). Now lets say we have 11 cubes. Put 11
cubes together. (Walk around to check). What does
11 cubes represent as a decimal? (Have students
show on board - should be 11 hundredths).

Review safe and appropriate

use of base ten blocks: I
expect that you all will be
responsible with these
materials - this means
keeping them on your
desks, and that these
materials should only used
for modeling and not for
building towers. Also,
should these blocks be used
while teacher is talking?

Lastly, what if we need to represent 1 and seven

tenths? How would we show that with our blocks?
(Elicit answers - one flat and seven longs) How would
we write that as a decimal? (1.7)
Review any recurring issues as necessary
2 min:
Students practice:
Show 2 and one tenth with your blocks.
Show thirty five hundredths with your blocks.
Write six tenths as a decimal on your white boards.
Write 7 and 59 hundredths as a decimal on your
white boards.
Review issues as necessary.

Go around and do a quick

check assessments. See
whether students are
understanding how to
represent with blocks
accurately, and how to write
as decimals accurately.

3 min.
Review how fractions are read as decimals &
complete first part of table in 4.2: Before we go into
lets review how decimals and fractions are read.
Show 27 hundredths on board as decimal (0.27).
How do we say this? (It is not point 2 7, it is 27
hundredths. How do I write this as a fraction?
What questions do you have before we go into our
student journals?
Please turn to page 80 in your student journals. We
see a table at the top showing us the base ten
blocks, their symbols, and their values. That should
look familiar. Right below that we see another table
we need to fill in, so we notice the base ten block
representation, the fraction notation, and the
decimal notation. The first one is filled out for us what number is it showing?
Lets fill out the next section of the table together.
What kind of base ten blocks are being used here?
(cubes) How many are there? (nine). How will we
write this as a fraction? (9/100). How will we write
this as a decimal? (0.09).

Now you all will complete the rest of the worksheet

independently or quietly in pairs. I will come around
and help as needed. Once you are done with that,
please work on your math boxes. What questions do
you have before we get started?

Have students restate directions:

[Student], what are we doing first?
[Student], what should you do when you finish your
work on page 80?
5 min. Students complete rest of 4.2 independently

N/A

For those who finish early: Students who finish will

work on math boxes thru 4.3.

Go around and help as

needed, encourage paired
work

1 min. Conclusion: Today you all responsibly used base ten

blocks to represent decimals, and learned how
decimals and fractions can represent the same
value.

Reflection on Planning
Learning goal for self:

My goal is to use the quick check assessment to change my

teaching in the moment, and be able to identify and review any
elements that students may not be understanding in a way that
addresses the issue.

Preparing to teach this

lesson:

Created a Google Doc for keeping track of resources and

problems being solved. Materials organized prepared ahead of
time. Solved answers myself in lesson and math box. I also did
a rehearsal and created an amended script.