ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Ms. Priscilla Fuentes Date: April 10, 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 add with multiple place values and be challenged to add decimals
mentally.
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 remember how to regroup

Objectives: [Indicate connections to applicable national or state Assessment: [Formative and

standards.] Summative]

Students will be able to add decimals with four place values by lining up Exit ticket [Formative]
the place values correctly.

CCSS.MATH.CONTENT.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using

the standard algorithm.

Students will be able to regroup in the hundredths, tenths, ones and tenths Exit Ticket [Formative]
place value.

CCSS.MATH.CONTENT.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using

the standard algorithm.
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.

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:
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
4.2 Students will be able to use
their place value charts to solve
addition problems.
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
2.3 I will explain how the model Persistence
for adding decimals matches the 8.2 Since some students master
algorithm for adding decimals. adding decimals with the
algorithm, I will challenge them
by having them add decimals
mentally.
Options for Comprehension Options for Executive Function Options for Self-Regulation
3.1 I will do a number talk to 6.2 I will write the steps to adding 9.1 During number talks, students
remind the students what they
learn last lesson.
decimals on the board. Then, as a
whole class we will add more
details to the steps such as
remembering to regroup.
will be ask the share the strategies
they used when solving the
problem mentally. Then, students
will be asked to share which
strategies they like best.

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.
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:
I will use movement to make transitions such as move from the reading corner to the students desk.
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. I will
also use the reading corner for number talks.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON

Time Teacher

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
Number talks
● Have the students come in and sit in the reading corner
● Explain that we are going to do mental math with adding decimals and share the strategies
we use to add decimals because there are multiple ways to arrive at a problem
● Remind students of the rules for number talks.
○ 1. Once you have the answer you show the teacher by putting a thumbs up on your
chest.
○ 2. When the teacher asks for answers, you share all the answers you have and if you
agree you shake your pinky and thumb
○ 3. Lastly, once the teacher obtain all the answers, you share the strategies you used
to arrived at the problem.
● Write each problem in a medium whiteboard
○ 0.2 + 0.7
○ 2.4 + 4.6
○ 5.8 + 1.9
● When asking how the students arrived to their answer, write down the steps the students
took.
 ● Once done, ask which strategy the students like best by showing thumbs up

Development: [It may help to number your steps with corresponding times.]
● Have the students go back to their seats
Adding Decimals in the hundredths place value
● Present this problem, 0.02 + 0.07, and tell students to guess how you would solve it. They
can talk to their partner
● Show the place value charts in the overhead projector and ask: “how many circles should I
draw in the for the first number (0.02) and in which place value? What about the other
number (0.07)?”
○ For 0.02, there are two circles in the hundredths place value
○ For 0.07, there are seven circles in the hundredths place value
● Ask: “How many hundredths do we have in total?” nine. “The answer is 0.09 (nine
hundredths)
● Show the two models on page 61 of the students workbook for Math in Focus
● Show the students how to solve the problem algorithmically. Write the steps on the board
○ Step 1: Line up the place values, by lining up the decimal point
○ Step 2: Add the hundredths
○ Step 3: Add the tenths
○ Step 4: Add the ones
Adding Decimals with multiple place values and regrouping
● Pass out the place value charts
● Have the students model 0.08 + 0.26 in their place value charts
● Ask: “Do you notice anything about this problem? There is an extra step that we need to
do.” Regroup
● Say: “We created a group of ten in the hundredths place value. That means that that group of
ten hundredths can become a tenth.”
○ Show the regrouping by circling the group and drawing an arrow to the tens place.
Then, draw a circle in the tenths place and cross out the chart.
● Show how to represent this algorithmically.
○ When you add, you regroup 14 hundredths, by putting a small one on top of the zero
and add it to the next problem
● Write 1.47 + 3.95 on the board
○ Give the students the choice to model it by using the place value charts or use the
algorithm
○ Once all students are finished review the problem and ask the students to again give
you the steps of how to add decimals, but with one addition to the steps. If the
students are having trouble with coming up with the steps ask: Which place value do
we add first? What do we need to pay extra attention to?Then, what do we do?
■ Step 1: Add the hundredths. Is there any regrouping?
■ Step 2: Add the tenths plus the regrouped. Is there any regrouping?
■ Step 3: Add the ones plus the regrouped. Is there any regrouping?
■ Say: “what is the answer?”
● Have the students work on the guided practice page 63 #11-13
○ tell the students they can use their place value charts

Closure:
Exit ticket
● Write these problems on the boards and hand out a half piece of paper to each students.
Have the students solve the problems. Tell them that the last problem is alright if they do not
know how to solve it.
 ○ 4.5 + 6.48
○ 10.25 + 6.35
○ 1.99 + 1.05
○ 2.49 + 1.86
○ 4.4 + 1.99
○ 8.3 - 4.9

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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