Lesson plan - Study Island



|Math Lesson: Compare and Order Decimals |Grade Level: 4 |

|Lesson Summary: The teacher will begin by making sure that students are able to write a decimal that represents a picture model. The teacher will then use a |

|PowerPoint presentation to explain to students how to compare two decimals using a greater than or less than symbol and then how to order decimals on a number |

|line. Students will then work in partners on an activity in which they will draw decimal cards, shade in models to represent the decimals, and then compare or |

|order them. Advanced learners will play a partner game in which they will roll dice to create decimals and then compare the decimals that they made. Struggling |

|learners will learn how to relate decimals to money in order to compare and order them. |

|Lesson Objectives: |

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|The students will know… |

|How to compare and order decimals to the hundredths place. |

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|The students will be able to… |

|Compare and order decimals to the hundredths place. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a whiteboard, dry-erase marker, and a tissue. Show students the first model from the Pre-Assessment*. Make sure students |

|understand why the model shows 2.34. Have students draw a place value chart on their whiteboards similar to the one shown beside the first model. Tell students you|

|are going to show them 2 models of decimals, and you want them to use the place value chart they have drawn to write in the decimal shown by the model. Show |

|students the second picture, and have them write the answer on their whiteboard. At your instruction, students should hold up their whiteboards for you to see. If |

|you notice that students aren’t answering correctly, stop and explain why the answer is 1.91. Show students the third picture, and have them write the answer on |

|their whiteboard. At your instruction, students should hold up their whiteboards for you to see. If you notice that students aren’t answering correctly, stop and |

|explain why the answer is 0.7 or 0.70. |

|Whole-Class Instruction |

|Materials Needed: 1 whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, Teaching Points PowerPoint*, a computer connected to a projector,|

|1 set of pre-cut cards from the Decimal Activity* per pair of students, 1 plastic baggie per pair of students, several model sheets from the Decimal Activity* per |

|pair of students, 1 pair of scissors per pair of students, 1 bottle of glue or glue stick per pair of students, 1 recording sheet from the Decimal Activity* per |

|pair of students, writing utensils |

|Procedure: |

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|Project the first slide of the Teaching Points PowerPoint, and tell students that they are going to learn how to compare and order decimals. Project the second |

|slide, and ask students to use the place value chart they made during the Pre-Assessment to identify the decimal shown by the first picture. When students have |

|answered, click on the PowerPoint so the correct answer appears. Do the same for the second picture so that both models have decimals written underneath them. |

|Click again so the question, “Which decimal is greater?” appears. Have students write their answers on the whiteboards and hold them up. Choose a student who chose|

|1.7/1.70 as the correct answer, and have him/her explain why it was his/her choice. Click so that 1.7/1.70 shows as the answer. Lead students to see that the digit|

|in the ones place is the same, so the digit in the tenths place must then be compared. Ask students what symbol is used to show that 1.07 is less than 1.7/1.70. |

|Elicit responses until a student says the less than symbol. Click twice more so that the symbol and number sentence appear. |

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|Project slide 3 from the PowerPoint. Have students first name the two decimals shown by the models, and hold up their whiteboards for you to see. Once students |

|have correctly identified both decimals, ask students to compare the two using the appropriate symbol. Have them again hold up their whiteboards for you to see, |

|and explain the correct answer. Make sure students understand why 0.31 is larger than 0.13. Repeat this process for the models shown on slide 4. |

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|Project slide 5. Tell students that they are going to learn how to compare two decimals without using picture models. Explain to students that they should first |

|look at the ones place because it’s the largest place value used in both numbers. Because the digits in the ones place are the same, students should look at the |

|tenths place and compare the digits there. Explain to students that because the 6 in 4.6 is larger than the 1 in 4.16 that 4.6 is the larger number. Click on the |

|PowerPoint so that the comparison symbol appears. |

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|Project slide 6. Have students write both of the numbers on their whiteboards. Have them use the same process of comparing each place value until they find the |

|larger number and draw in the appropriate symbol. When students finish, have them hold up their whiteboards so you can check their work. Reteach as necessary. |

|Repeat for slide 7. Make sure students understand how to compare the place values to find the larger and smaller number. |

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|Project slide 8. Tell students that ordering decimals requires a similar thought process as comparing decimals. Model for students how to order the numbers by |

|comparing the ones places, tenths places, and hundredths places. Click on the presentation so that the correct order appears. |

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|Take up whiteboards, markers, and tissues from students, and put students into pairs. Give each pair a set of pre-cut cards from the Decimal Activity, a recording |

|sheet, 2-3 copies of the model sheet, a pair of scissors, and a bottle of glue or glue stick. Read aloud the directions on the Recording Sheet. Make sure students |

|understand that each time they compare two decimals, they should draw two decimal cards, shade the cut-outs on the model sheet to create a picture representation |

|for each card, and then compare the two decimals with the appropriate symbol. For the second portion of the Decimal Activity, students will just need to draw three|

|decimal cards and glue them in order from least to greatest or greatest to least without shading models to represent the cards. When students understand the |

|directions, allow them to work with their partners. Make extra copies of the model sheets available to students who need them. |

|Advanced Learner |

|Materials Needed: 1 copy of Fill It Up* per pair of students, 2 dice per pair of students, writing utensils |

|Procedure: |

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|Put students into pairs, and give each pair a copy of Fill It Up, and 2 dice. Explain to students that they are playing a game against one another to see who can |

|fill up the whole first. The winner of each round is the student who has shaded in his/her complete whole first. Tell students that they should first decide who |

|goes first. Player one will roll the two dice. Player one gets to decide which rolled dice represents the number of tenths the player may shade in and which rolled|

|dice represents the number of hundredths the player may shade in. After player one has shaded in his/her whole the correct amount, player two does the same. After |

|both players have taken a turn, they should record the total amount shaded for both players on the right side of the game sheet and use the appropriate symbol to |

|compare the two amounts. Play continues until one player has completed filled his/her whole. At any point in the game, a player may decide to only roll one dice |

|and choose for it to represent tenths or hundredths. Players may play as many rounds as they have time for. |

|Struggling Learner |

|Materials Needed: 1 copy of the Struggling Learner Activity* per student, 1 copy of the Struggling Learner Activity* to project under a document camera, a document|

|camera connected to a projector, writing utensils |

|Procedure: |

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|Tell students that the most common instance of decimals found in real life are amounts of money. Tell students that you want them to think of decimals as money, as|

|most people are very familiar handling and understanding money. Give each student a copy of the Struggling Learner Activity, and project a copy of it under a |

|document camera. |

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|Have students look at 6.4 in problem 1. Ask students how that number looks different than an amount of money. Elicit responses. Students will likely say that there|

|is no dollar sign and that there is only one number after the decimal point. Model for students how to add the dollar sign in front of the number and a 0 as a |

|place holder in the hundredths place. Ask a student to tell you the amount of “money” shown by the number. Have students add the dollar sign to the second number |

|in problem 2, and ask a student to tell you the amount of money shown by the number. Ask students which amount is larger. Elicit responses, and model for students |

|how to draw in the appropriate symbol to compare the two numbers. |

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|If necessary, go through a few other problems, showing students how to change the numbers shown into amounts of money before comparing them. When you feel students|

|are able to do this one their own, allow them to work independently. |

*see supplemental resources

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