Name: Jessica Herold

Date(s): 27 Feb 2016

Subject: Math

Grade Level: 4th

Opening Hook/Warm Up:

TEK: 4.2 Number and operations: the student applies

mathematical process standards to represent, compare,
and order whole numbers and decimals and understand
relationships related to place value.

Today we are going to play a fun game to practice what

we are about to learn. I know, you are dying to ask me,
what are we going to learn? Lets check out our
objective for today.(SHAKE MY CONTAINER AT THE
WORDS MANIPULATIVES, MONEY

Objective: The students will represent decimals,

including tenths and hundredths using manipulatives and
money.

Big Understanding:
The student will gain a working knowledge of U.S. Monetary system and make the connection that they use math
everyday whenever they encounter money.
Summative Assessment Evidence: Students will participate in 2 teams to see which teams can make the most
correct decimal conversions from manipulatives and money to decimal form.
Higher Level Questions to Incorporate:
1. Explain which is more 299 hundredths or 30 tenths?
2. Explain which is more .5 or .50
3. BONUS question: What is the decimal equivalent of the total of 17 quarters?
Instructional Strategies
Whole group: state objective
Whole group: go over vocab words
Whole group: Teacher modeling
Whole group: Guided practice
Whole group/small teams: manipulative/money to decimal conversion contest which team has the most
correct answers
Student Activities: Team activity see whole group/small teams
Vocabulary: tenth =
1/10 = .1 =.10 = 10 cents = one dime
Hundredth = 1/100 =
.01 = 1 cent = one penny
Decimal Number: Another way of representing a fraction (1/10) by showing the part of the whole by placing it on the
right side of a period (decimal point) Example 1.10 is a decimal for 1 and 1/10
Teacher Input/Modeling: IDO:
State objective
Go over vocab words USE ELMO TO REVEAL DEFINITIONS AS YOU DISCUSS WITH CLASS
Think of decimals like money
Go through place value of numbers of $137.37, discuss as fraction SHOW VISUAL ON ELMO!
Guided Practice: WE DO:
Class me tells me what number corresponds to money below it
Discuss 1/10, 1/100, regarding dimes, pennies as part of dollar.
CFU (Checking for understanding):
Which direction does amount get smaller? Bigger? REFER BACK TO ELMO 137.37 breakdown
Have Class show me 1/10, 1/100, 1,10,100 from envelope on their desk
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Have class zap 10 , 100 , decimal pointon board with laser pointer PROJECT WITH ELMO
Higher level questions after activity project with ELMO and discuss with class
1. How would you write the total # of pennies in $137.37 in decimal form?
2. How would you write the total # of dimes in $137.37 in decimal form?
1. Tell the total of 17 quarters in decimal form?
2. Fill in the blank <, > = between 299 hundredths or 30 tenths, between .5 or .50
4/7/2016, page 1 of 2, correction with technology 2 decimal IPG lesson plan green backround

Independent Practice: Odd/even team who can get the most right
Instructions:
Take everything off your desk except a piece of scratch paper and writing instrument
Count off by fives 5,10,15.one odd team one even team
I will give each of you a box with Legos or money in it
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Each Lego dot is equivalent to one 1/100 or to one penny walk around class and show everyone Legos
On your box is a card that corresponds to card on either odd even team SHOW THEM ODD/EVEN TEAM
board
If your box has the ace of clubs, your spot in the board is the ace of diamonds
Your job is to count your box and write the decimal equivalent up to hundredth decimal point on your spot on
your teams board. SHOWTHEM 1.5/1.50 ask them which one is up to hundredths.
The even team has one less person than the odd team one person on the even team will do 2 boxes.
Whoever gets done first with their box on the even team raise your hand and I will give your second box
No $$ sign!
When we are done we will see which team has most correct answers
Please do not open your box until I say go I will set timer for 4 minutes
HEADS UP: your box is your ticket out of class today; you are going to show me box is ready for next class
on your way out the door.
Hand out boxes, GO!
Ending, Summary / Reflection:
Read off answers and go over any mistakes from odd/even team game
Think of decimals like money minus the $ sigh
Which digit has highest value? Lowest value (left higher, right lowersetting baseline for bigger numbers, smaller
decimals)
Each value place has a corresponding value on both sides of decimal point.
Great job? Remember what is easy way to think of decimals? Have whole class answer
Materials / Resources:
Penny, dimes, 10s, 100s for each desk, 13 X
o 1 $100
o 1 $10s
o 1 $1s
o 1 dimes
o 1 pennies
14 manipulatives boxes for odd even .team activity
Papers ready to stick on board with:
o 1 $100
o 3 $10s
o 7 $1s
o 3 dimes
o 7 pennies
Timer, tape

Grouping Patterns: Whole group: state objective

Whole group: go over vocab words
Whole group: Teacher modeling
Whole group: Guided practice
Whole group: Check for understanding
Whole group/2 teams/ individuals: manipulative/money to decimal conversion contest
Whole group: summery/closing

Technology:
Use ELMO projector to discuss individual components that make up $137.37 example put 7 1 $ bill under
number 7, 100$ bill $ circle dollar bill, dime etc. graphics
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Laser pointer for my use and for students to point to point to the number that is in the 10 , 100 , 1/10 , 1/100 ,
decimal point on the board when I point to a number I have prewritten on the board and ask point to the number in
the ___ place of this number.
4/7/2016, page 2 of 2, correction with technology 2 decimal IPG lesson plan green backround