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Lesson Plan Template

Pre-service Teacher:
Taryn Trusty

Subject area(s):
Relevant TEKS:
4.b. (2)
(F) Compare and order decimals
using concrete and visual models to
the hundredths;

4th Grade

Unit Topic/Theme:
Place Value
Relevant ELPS:
c.3. (E) share information in
cooperative learning

School/Mentor Teacher (if applicable):

Willis Lane Elementary/Trina Drake

Lesson Title: Comparing and Ordering Decimals
Relevant TX CCRS: I.A.1.a Compare real numbers

(G) Relate decimals to fractions that

name tenths and hundredths; and

Lesson Objective(s)/Performance Outcomes

Given task cards, the student will convert decimals and fractions with 90% accuracy.

Given the Olympic cards, the student will compare decimals, fractions, and models to the hundredths with
80% accuracy.

Given the cupcake comparing cards, the student will order decimals from greatest to least and least to
greatest with 100% accuracy..

During the group stations, the student will actively participate and contribute their opinion at least once.

Give the opportunity to be in small ability groups, the student will demonstrate the ability to cooperate with
their classmates according to a checklist.

Assessment (Description/Criteria)
The students will be assessed informally and formally. The students will be informally assessed by observation
during the stations. The math-group grading rubric is attached below and will be used to track student
progress. The students will be formally assessed by turning in their GoMath worksheet and the 3-2-1
assessments at the end of the lesson.
Materials and Resources
Construction paper booklet with 2 pieces of notebook paper
Task Cards

Olympic Cards
Timeline Cards
Management of the Instructional Environment
-To grab attention, I will say, Give me Five and the students will raise their hand to show me they are
Instructions will be clear and concise; I will reinforce expectations and procedures on both
-I will design stations that actively engage group members using a variety of learning styles. Students will
rotate through the stations, which will engage kinesthetic learners.
-Partners in the small group will be determined prior to the lesson
-Students will be assigned groups based on their seating; however, the seating is based on ability groups.
Technology Integration
Diversity and Equity (Accommodations, Modifications, Adaptations)
Accommodations: Students will have instructions read to them. Students may respond orally and will receive
teacher assistance/prompting as needed.
Modifications: Small ability groups, Clear and concise instructions, teacher table for the students who are low
Adaptations: Frequently compliment positive behavior, encourage social interactions with classmates if
student is withdrawn or excessively shy
*Student with beginning ELPS will be at the teacher table to help with instruction
Engage- I will create a Kahoot game( to review decimals, fractions, models, and
comparing and ordering. Kahoot will also track the students correct answers.
Essential questions: Will a decimal with more digits always be greater? Defend your answer.

Explore- Six stations:
1. Olympics Station: The students will be given information from the 2012 Olympics Mens 100m
Butterfly. The students will be given a set of cards that include decimals, fractions, and number lines.
They will have to match the decimals to an equivalent fraction and find the decimal on a number line.
They will record these numbers in their journal from least to greatest to determine who the winner is.
After they complete the assignment, I will surprise the students with a sheet that informs them of
which Olympic swimmer it was and their score. There is also a bonus question for the students to
answer in their booklet that requires them to use the decimals in a subtraction problem.
Higher-level question: What is the relationship between fractions and decimals?

2. Football task card station: The students will have task cards that relate to football teams in the U.S..
The task cards practice relating fractions to decimals. After the students complete all task cards, they
will get an iPad from the teacher and scan the QR codes to check their answers. (Example below)
Higher-level question: Why does place value matter when using decimals?

3. Comparing cupcake station: The students will be given a chart and multiple sets of decimal cupcake
cards. The students will use a spinner and will place the numbers from least to greatest and greatest to
least on a chart. They will record the order in their construction paper booklet.
Higher-level question: How can you justify the order of the decimals?

4. Workbook station: The students will be formally assessed in the fourth station by completing the end
of unit assessment in the GoMath workbook (pg 60)
How can you prove to me that you understand how to solve the problem?

Explain- Based on the stations, the students will be given a sticky note after the stations. On the sticky note,
they will write three sentences about what they have learned about decimals, two examples of how to
compare decimals, and one question they still have about decimals.
Elaborate- The students will be given the Compare Yours to Mine cards. The students will work in pairs and be
given a set of cards that relate to money. Each card will have an amount of money picture on the card. Each
student will draw from the stack of cards and compare their amount to their partners. In their journals, the
students will write the money in decimal form and use >, < , = to compare the two amounts. Then, the student
will explain the difference in comparing decimals and comparing money.
Evaluate- The students will be evaluated based on their participation according to a checklist the teacher will
use during the stations. The students will also turn in the construction paper booklet and be graded on
completion. Lastly, the student will be assessed based on the Module 2 Assessment worksheet and will be
expected to master 80% of the worksheet.
Reflections and Documentation/Evidence of Lesson Effectiveness
What worked:
Overall Implications for your
Student engagement is one of
I will improve my lesson the next The lesson was very eye opening.
methods I use to enhance
time by having questioning at
I learned how hard it is to
learning in a lesson. I want the
each station for the students to
manage a teacher table and an
students to use different learning
think and reflect. I believe that
entire classroom at the same
styles to see the content from
reflection is important for the
time. It was more challenging as
different perspectives. The
students so they can discover
a teacher to control the
students really enjoyed having
what they still are unsure of and
environment and make sure
the Olympics station because
need to expand on. I want every
learning was going on while
they were able to relate decimals student to question their thinking having small group instruction.
to a real-world event. The
and process how they solved the
Next time, I would incorporate
students seem to always enjoy
problem. I think that looking at
small group instruction when I
stations; therefore, I enjoy
math from a different perspective
was not using stations. I also
creating the stations. I also think
helps the student increase their learned that I need to continue to
that having the teacher table was comprehension. I also would have
use positive reinforcement to
a great way for me to help my
the students complete the
encourage good behavior in the
low students that needed extra
assessment after the stations.
classroom. Positive reinforcement
help with decimals. Lastly, I
This would allow me to get
helps the students self
believe that pairing the students accurate results on the students confidence which is important in
in their groups was efficient and
comprehension of decimals.
math. I believe that group work

made them focus more on the


Lastly, I would work on my

transitions from station to station
to prevent talking and losing time
at each station.

will be a strategy I continue to

use as a teacher because I love
the engagement aspect of the
lesson. Student engagement is
important to enhance learning
and encourage the students to
build on their knowledge. I want
my future students to learn math
to their greatest ability and I will
continue to assist in this by
creating engaging lessons that
allow the students to see math
from a different perspective.