Lesson Plan Template – Math Lesson

Name: Meredith A. Dickens

Title: A Day at The Store
Grade: 4th
Concept/Topic: Comparing decimals to the hundredths place/critiquing
reasoning of others
Time Needed: ​1 hour

Backward Design Approach:​ ​Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
Students will know how to compare decimals to the hundredths place
Students will understand an everyday application of decimal numbers to the hundredths
place (money)
Students will demonstrate their ability to add and subtract decimals

Ensuring Lesson supports district and state goals

Content Standards from the CCSS-M:
4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize
that comparisons are valid only when the two decimals refer to the same whole. Record
the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g.,
by using a visual model.
4.MD.2 Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and​ money​, including problems involving
simple fractions or decimals, and problems that require expressing measurements given
in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.

Standards for Mathematical Practice (SMPs) from the CCSS-M:

CCSS.MATH.PRACTICE.MP3​ Construct viable arguments and critique the reasoning of
others.
Students will be required to solve the problems given and provide reasoning for their
answers on their own worksheet and through class discussion. Then, a select few
students will share their responses and students will give critique to their idea.

Assessment Plan:
When students are able to appropriately order a group of numbers with decimals to the
hundredths place, use symbols to compare them, and accurately place them on a
number line it will be evident that they get the material being taught. I will hear
students discussing what the numbers after the decimal represent (fractional part of a
whole) and knowing what two numbers a decimal falls in between (i.e. 1.5 is in between
1 and 2.) Students will also be assessed on their ability to add and subtract money
through finding differences and sums between two friends’ amounts of money. This will
be assessed through collected student work and oral discussion in class.

The Lesson or Learning Plan

The lesson will begin by asking students these questions: (1) Ask: Who has ever been
shopping or saved up money for something they really wanted? How did you know how
much money you had? (2) Who has a sibling or a friend that they compare money with
to see who has more? (3) We are going to be looking at some friends today who have
been saving up money and help them answer some questions that they have!
When students respond to these questions, tell them: money is a big part of everyday life
that we need in order to buy food, pay for gas, and live in houses.
Tell students: it is important that you learn the skills and concepts being taught today in
order to manage your money when you are older
Next, pull up the ​slide​ which was the story problem for the lesson on it
Read the story-problem aloud to students, making sure they know what a piggy bank is
and what it is used for.
Ask students why they think Destiny’s amount is left out (Does she have no money? Was
she unable to count it all? Let’s find out and see!)
Pass out the worksheet which has all of the questions outlined in slide two
Read these questions aloud to the class and address any questions at this time
Tell students: you are allowed to work in small groups, but if it becomes too distracting
and you aren’t getting work done, you will have to work individually
As students work, walk around and listen to conversations and view work. If a student is
clearly struggling to get started, ask probing questions such as: Have you tried all of the
problems? Figuring out one will help you with the others; Do you know what this
number represents? Tell me; What two numbers would this one fall in between?
Write down student responses which are on target, unique strategies, or would be
beneficial to share with the class.
Inform the students you have chosen to share work so that they can prepare.
Once everyone begins to wrap up, give them a 3 minute warning that the class
discussion will begin soon
Have selected students come up and share their work and answers
Facilitate students to engage in evidence based argument by indicating whether they
agree or disagree with a thumbs up or thumbs down. Require students to elaborate with
evidence (their own work and thinking) for both sides until the class reaches an
agreement on the answer.
Continue this process with each question providing support only as needed. Really let
the students guide a majority of the discussion.
When this is finished, talk with the students about any other questions or comments
they may have regarding the problems. Ask: what was most challenging? What did you
really understand? Do you feel better prepared to defend your mathematical arguments
with evidence?
Conclude the lesson by thanking the students for their participation and collecting
papers.

Launch (or “Before” Part of Lesson):

(1) Ask: Who has ever been shopping or saved up money for something they really
wanted? How did you know how much money you had?
(2) Who has a sibling or a friend that they compare money with to see who has more?
(3) We are going to be looking at some friends today who have been saving up money
and help them answer some questions that they have!

Middle of the Lesson (“During” Part of Lesson):

1. The lesson will proceed by displaying ​this slide​ to the class.

2. We will talk about how money is written in the form of decimal numbers. Ask:
what decimals place is money written to? (answer: hundredths)
3. Students will then be given ​this worksheet​ and prompted to answer the questions
either individually or in partners.
4. Ample wait time will be given and I will observe as students complete the
worksheet. I will make note of who I would like to share their answers and will let
them know ahead of time so they are prepared.
Planning for different types of student responses:
What will you ask students who….

Are stuck? Have one strategy but have Have a firm grasp on the
● Have you tried all of made an error or need to task and strategies to solve
the problems? develop another strategy? it, and need your push to
Figuring out one ● Is there any other extend their thinking
will help you with way you could have beyond?
the others figured this out?
● Do you know what ● Are you sure you are ● How much money
this number using the signs would they have if
represents? Tell me. correctly? How do they put all of their
● What two numbers you know which one money together?
would this one fall is appropriate? ● What would happen
in between? if person x lost x
amount of money?

Concluding the Lesson/Closure/Debriefing (“After” Part of Lesson):

● Students will have written explanations and reasoning for each of their problems.
● Designated students will share their work and answers and students will have the
opportunity to respond and critique. Choose students with correct answers as
well as students with good work but the wrong answer. This is a great learning
opportunity for all. Be sure to remind students of the classroom environment and
the way we critique arguments before beginning.
● Allow peers to offer critique on whether they agree or not with the students
answer. Provide additional explanation as needed. Ask questions like: Did anyone
else get this answer? Did anyone have a different approach to get this answer?
Who thinks they know where this students got off track with their work?
● Collect papers and review answers. Provide feedback to students needing
additional support.

Materials/Resources:
Document camera
Whiteboard and markers
Student worksheet (linked above)
Slide with problem displayed (linked above)