ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Ms. Priscilla Fuentes Date: April 9, 2018

Grade Level: 4th Subject/ Topic: Adding Decimals
Approx. time spent planning this lesson: 1 hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Students will learn how to model adding decimals with two place values.
Brief Context: Students finished their chapter on decimals. The chapter looked at how to convert fractions into
decimals and the place values of decimals.
Prerequisite Knowledge/Skills: Students will need to recall how to add whole numbers and how and why they
needed to regroup when adding or subtracting.

Objectives: [Indicate connections to applicable Assessment: [Formative and Summative]

national or state standards.]

Studentes will be able to recognized that ten groups Let’s practices pg 60 #3-8 and 1-2, 7-8 [Formative]
of tenths is the same as one group of ones and that
this process is called regrouping.

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100.2 For example, express 3/10 as
30/100, and add 3/10 + 4/100 = 34/100.
CCSS.MATH.CONTENT.4.NBT.A.1 Recognize that in a multi-digit
whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700 ÷ 70
= 10 by applying concepts of place value and division.

Students will be able to represent adding decimals Pass out place value charts and students will hold up
using a place value chart. their chart up with their solution [Formative]
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
Mathematically proficient students consider the available tools when
solving a mathematical problem. These tools might include pencil and
paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet,
a computer algebra system, a statistical package, or dynamic geometry
software. Proficient students are sufficiently familiar with tools
appropriate for their grade or course to make sound decisions about
when each of these tools might be helpful, recognizing both the insight
to be gained and their limitations

Students will be able to represent regrouping in Let’s practices pg 60 #3-8 and 1-2, 7-8 [Formative]
addition algorithmically by connecting the place
value chips model with the standard algorithm for
adding and subtracting decimals.

CCSS.MATH.CONTENT.4.NBT.B.4 Fluently add and subtract

multi-digit whole numbers using the standard algorithm.

Worldview Integration: In future lessons, I will ask students to use the skills I am teaching today to add and
subtract decimals in real world situation. For example, I will have them do a math project that asks them to add
up prices of items they bought. In another lesson, I will ask them to solve word problems with decimals.
Instructional Resources:
Place value boards, whiteboard markers and erasers.
I only used the Potter’s House Curriculum, Math In Focus.
 Universal Design for Learning Networks/Domains (see UDL Guidelines )
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation
Options for Perception Options for action/interaction Options for recruiting interest
1.3The students will be able to see 7.1 Students will be able to choose
two different models of how to whether they want to do an
add decimals. independent study of adding
decimals with four place values or
practice adding decimals with two
place value for homework.
7.3 I will create a new seating
arrangement to minimize
distractions.

Options for Language/Symbols
2.1 I will explain what a model is
and how it is used in math.
Options for Comprehension
3.2 I will explain how the model
for adding decimals related to the
algorithm for adding decimals
Options for Expression
5.2 We will be using a model to
add decimals.
Options for Executive Function
Options for Sustaining Effort &
Persistence
8.3 Students will be able to work
in pairs to solve the problems
together
Options for Self-Regulation

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you
plan to build or strengthen relationships and community – student-student & teacher - student.]
The students will be seated in groups of 4 or 5 and they will be expected to work together. I will also meet one
on one with students who need more help. I will also be intentional about walking around while the students are
doing their work and compliment them on their keep, keep them on task, or answer any questions. I will also
reinforce the idea that mistakes allow us to learn and that asking questions is important.
I will also ask the class to share good news with their classmates. I will make sure to comment or ask a question
about their good news.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
Strategies you intend to use to redirect individual students:
For calling students attention, I will use the school’s signals of “give me five”, “time out”, “If you can hear my
voice, clap once, twice.” and the clap pattern that the students will need to repeat.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
The students will have new seatings, but they will still be in groups of 5 and one group of 4 at their desks.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Time Teacher

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
Behavior Expectations
● Students will work individually and ask questions to the teacher or assistants.
● Students will pay attention to the teacher while she is teaching and not talk during that time.
● While the teacher is talking, pencils, folders, and books will be closed.
● We will be using special boards, when they are passed out, you cannot write on them unless I
tell you to do so.
● If rules are not followed, the teacher will give a warning. If behavior continues, item will be
taken away or the student will be moved to another desk. Lastly, the teacher will give out a
minus.
Have students seat at their new seats
Share good news with students.
Pre-Assessment
● Give students the Pre-Assessment
● Once students are done, have them guess how to solve these problems.
○ 0.02 + 0.03
○ 0.37 + 0.41
○ 1.32 + 0.37
Introduce the scenario
● Say: “You and your friend are at a candy store. Your mom gave you 15 dollars to spend. You
start looking at the candy and a huge snickers bars catches your attention that costs 7.8
dollars. At the same time, your friend sees a hug bunny rabbit made of chocolate that costs
5.4 dollars. How would you know if you both can buy the candy with the 15 dollars your
mom gave you?”
● Write on the board: snickers bar: 7.8 (below it write) Bunny rabbit: 5.4
● Write the objective on the board: 1)Model adding decimals 2) Learn how to add decimals.
○ Have a student read the objectives for you.
Explain what a model is
● Ask: “Who can tell me what a model is?”
● A model is a picture or concrete thing, meaning you can touch, of a mathematical concept,
like adding, subtracting, fractions and more.
● For adding and subtracting, your book shows you two models. We will use just one of those
models.
Show how to add using both models
● 10 grid model
○ “Let's say we wanted to add 0.4 and 0.5. Many of you already know how to add these
two numbers, but do you know why we add that way and why is always gives us the
right results?”
○ Show the 10 grid in the overhead projector and ask who many tenths will you shade
to show 0.4. Shade in 4 using the color brown
○ Take out another 10 grid and ask how many tenths would you have to shade in order
to show 0.5. Shade 5 using the color blue
○ Ask, how you could show adding using these two models?
■ What is adding? Define adding? combining of numbers
■ How can I combine these two models? color 0.4 and 0.5 in the same grid
○ Show this by crossing out 0.5 and coloring it on the 0.4 grid
 ○ Ask: “How many do we have in total now? 9 tenths. What is 0.5 plus 0.4? 0.9”
● Place Value chips
○ Show the same problem using the place value chart
○ Show the place value chart on the board. Explain that it is divided into two because
you have two numbers
○ Draw 4 circles in the tenths place value to show 0.4
○ Draw 5 circles below the 0.4 in the tenths place value to show 0.5
○ Ask: how many tenths do I have in total? 9
● Say: “We will use the place value model to add and subtract decimals.”
Adding decimals with regrouping
● Pass out the place value charts
● Write on the board: 0.6 + 0.7
● Have the students model it on their place value charts
● Model it with the place value charts and ask: “How many tenths do we have in total?”
● Ask: “Do you notice anything?”
○ Show that you have more than ten. A group of ten tenths can become a one
○ Show this by filling in the 2 by 5 chart that is located, then circle it and draw an
arrow moving to the ones place. Draw a circle in the ones place and cross out the
chart to show that those tenths have become one one
○ Ask, what is 0.6 + 0.7 = 1.3
Adding with ones and tenths place value
● Say: “Let’s go back to our original question. We want to add these two prices to check if we
can buy them with the 15 dollars our mothers gave us” Point to the candy prices on the
board.
● 5.4 + 7.8
○ Show how to represent this using the place value charts
■ Ask: “For the number 5.4, how many ones, tenths do we have?” Draw the
circles in the place value as the students answer the question
■ Ask: “For the number 7.8, how many ones, tenths do we have?” Draw the
circles in the place value as the students answer the question
○ Say: “Our first step in to add the tenths. Can we create any groups of ten in the tenths
place value? Yes, one. This group becomes a one (show how you model this by
circling the chart, drawing an arrow to connect to the ones place value, drawing a
circle in the ones place value, and crossing out the ten tenths chart)
○ Next step. we add the ones place value. Can we create any groups of ten in the ones
place value? Yes, one. This group becomes a ten. (show how you model this by
circling the chart, drawing an arrow to connect to the tenths place value, drawing a
circle in the ones place value, and crossing out the ten ones chart)
○ Last, we see what our final number is. How many tens, ones, tenths do we have? 13.2
○ Can we buy the two pieces of candy with 15 dollars? Yes
● Show how you write this using an algorithm
○ Line up the place values, the easiest way to do this is to line up the decimal point.
○ Add the tenths place value first. Show how you regroup
○ Add the ones place value. Show how to regroup
○ Add the tens place value

Development: [It may help to number your steps with corresponding times.]
● Students will work on the Let’s practices pg 60 #3-8 and 1-2, 7-8
○ Give the students the option to use the algorithm or the place value charts
○ The students can work individually or in pairs
● If finished they can work on their enrichment packages or workbook packages
10 Closure:
min Explain homework
○ If you think you completely understand this and want to move along on your own,
you can take the A packet and do an independent study at home on how to add
decimals with tens, ones, tenths and hundredths place value.
■ highlight your name if you chose the independent study
○ If you want more practice as to how to add decimals, pick up this practice worksheet.
If you pick the independent study, tomorrow you will be working on your own or
with a partner on how to subtract decimals. I will be around if you have questions.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.