Lesson Plan

Subject: Mathematics
Grade Level: Grade 4
Objective:
1. Represent decimal numbers using models and manipulatives to show the
relationship to fractions.
2. Read and write decimal numbers using models and manipulatives to show the
relationship to fractions.
Learning within the curriculum:

1. Understanding place value in decimal numbers and how it relates to fractions.
This lesson connects to a previous lesson on fractions, where students learned to
represent fractions visually using pie charts and number lines.
2. Exploring the addition and subtraction of decimal numbers, which will be covered
in subsequent lessons. This ties back to the current lesson by building on the
understanding of decimals as being part of a whole, just like fractions.
Learning across the curriculum:

1. Integration with Science: Students can represent measurements in decimals, such
as length or volume, which are often represented in decimal form in scientific
contexts.
2. Integration with English: Students can read and write word problems that involve
decimal numbers, enhancing their literacy skills while applying mathematical
concepts.
Review Motivation:
Teaching Strategy: Cooperative Learning
Instructional Materials: Whiteboard, markers
Energizer 1: Decimal Relay
Divide students into small groups. Each group will race to write decimal
representations of given fractions on the board. The first group to correctly represent
all fractions wins.
Energizer 2: Fraction to Decimal Match
In pairs, students will take turns picking cards that have either a fraction or a decimal
number and will match them with their corresponding pair. This can be done without
any materials if the teacher calls out the numbers.
Activities
Activity 1: Decimal Representation with Manipulatives
Teaching Strategy: Discovery Learning
Materials: Base ten blocks, grid paper
Significance: This activity helps students visualize the relationship between
fractions and decimals through hands-on manipulation.
Instructions:
1. Each student will use base ten blocks to create a representation of a given
decimal number (e.g., 0.75).
2. Students will then draw their representation on grid paper, labeling the decimal
and its corresponding fraction.
3. Students will present their work to the class, explaining the relationship between
the decimal and the fraction.
Rubrics:
- Accuracy of decimal representation: 5 pts.
- Correct labeling of fraction: 5 pts.
- Clarity of explanation: 5 pts.
Assessment Questions:
1. What decimal representation did you create with your blocks?
2. How does your decimal relate to the fraction you wrote?
3. Can you explain why 0.5 is equivalent to 1/2?
Activity 2: Decimal Number Stories
Teaching Strategy: Project-Based Learning
Materials: none
Significance: This activity allows students to create real-life contexts for using
decimal numbers, enhancing their engagement and understanding.
Instructions:
1. Students will think of a story or scenario that involves decimal numbers (e.g.,
shopping, measurements in cooking).
2. They will write a short paragraph describing their story and include at least three
decimal numbers.
3. Students will share their stories with the class, highlighting the use of decimal
numbers.
Rubrics:
- Inclusion of decimal numbers: 5 pts.
- Creativity of the story: 5 pts.
- Clarity of presentation: 5 pts.
Assessment Questions:
1. What was the scenario you created in your story?
2. How did you use decimal numbers in your story?
3. Why do you think decimals are important in real-life situations?
Analysis:
Activity 1 - Through hands-on manipulation, students grasp the concept of decimals
and their relationship to fractions, enhancing their understanding of place value and
numerical representation.
Activity 2 - By contextualizing decimal numbers in stories, students learn to apply
mathematical concepts in real-life situations, promoting deeper comprehension and
retention of the material.
Activity 3 - Both activities connect to the main objective by reinforcing the
understanding of decimals and their practical applications, preparing students for
more complex mathematical concepts.
Abstraction:
The main point of the objective is to establish a foundational understanding of
decimals and their relationship to fractions through visual and hands-on learning
experiences. Recognizing patterns in decimal numbers can help students see their
relevance in everyday life, such as in shopping or measuring. Concepts like place
value and equivalency between fractions and decimals are crucial for deeper
mathematical understanding.
Application:
Teaching Strategy: Inquiry-Based Learning
1. Task: Students will measure items around the classroom (e.g., length of a pencil,
width of a book) and record their measurements in decimal form.
2. Task: Students will create a simple budget for a hypothetical shopping trip using
decimal prices.
Discussion: Students will discuss how decimals are used in everyday life and why
understanding them is important for managing money and measurements.
Assessment:
Teaching Strategy: Think-Pair-Share
Questions:
1. What is a decimal number, and how is it different from a whole number?
2. Can you give an example of when you might use a decimal in real life?
3. Why is it important to understand the relationship between fractions and
decimals?
For Higher Order Thinking Skills:
Questions:
1. How can you convert a fraction to a decimal?
2. In what situations might decimals be more useful than fractions?
3. Why do you think decimals are important in mathematics?
Answers:
1. You can convert a fraction to a decimal by dividing the numerator by the
denominator.
2. Decimals are often more useful in financial contexts, such as currency, where
precision is required.
3. Decimals are important as they allow for more precise measurements and
calculations in various fields, including science and finance.
Assignment:
1. Write a short story or scenario involving at least five decimal numbers and
illustrate it with drawings or diagrams to visually represent the story.

Lesson Plan

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Lesson Plan

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Subject: Mathematics

Grade Level: Grade 4

Learning within the curriculum:

Learning across the curriculum:

For Higher Order Thinking Skills:

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