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Teaching Decimals in the
PEPE Lesson Plan Format
(
Written
by: Dana Taylor,
Graphics,
editing, and formatting by:
Dr. Beth McCulloch Vinson
I.
Preparing
(to plan for instruction)
Materials:
v
Alabama
Course of Study: Mathematics,
pages 29 and 30 numbers 19 and 20.
v
Children’s
literature: Benny’s Pennies
v
Chart
to use as a visual on decimals
v
Hundred’s
board and
pennies to shade it in
v
Medium
size dry erase board and markers
v
Power
Point presentation
on hundredths place
Objectives:
v
The
student will gain an understanding of the hundredths place in mathematics. (Knowledge)
v
The
student will use the hundreds board and pennies to obtain concrete concepts of
the hundredths place. (Comprehension)
v
The
student will demonstrate his or her understanding by taking part in group
discussion concerning how this applies to his or her life. (Analysis)
v
The
student will demonstrate his or her understanding by obtaining at least 70%
correct on the formal assessment.
(Knowledge)
Grade level:
v
This
is to be taught to the third grade class after place value (ones, tens, hundreds,
and tenths) and fractions have been taught.
II.
Orienting:
(to establish purpose, build background, sustain motivation, and provide
directions)
v
Anticipatory
Set: The
teacher will read the book Benny’s Pennies. The teacher will express to the students that
they will be learning about the hundredths place today. The teacher will say, “This will be easy and
it will show you the smallest part of a dollar.”
v
Purpose:
The teacher
will say, “The purpose of this lesson is to explain place value in the hundredths
place. You use decimals in the
hundredths place almost every day. When
you go to the store and buy a piece of gum and the clerk tells you it will be
$.04 that’s actually four hundredths of a dollar.”
v
Connection
to previous learning/build background knowledge:
The teacher
will say, “I know all of you already can identify the tenths place. Today we will simply move one step further
with the hundredths place.”
III.
Presenting:(to
use sequential direct instruction)
v
The
teacher will define “equivalent”. The
teacher will say, “Equivalent means the same or equal.”
v
The
teacher will show the Power Point slide show.
v
The
teacher will ask, “What coin is 1/100 of a dollar?”
v
The
teacher will explain how 1/100 is equivalent to .01. The teacher will write this on the board for
them also. The teacher will explain how
they use decimals in their lives every day (Ex. Grocery store).
v
The
teacher will draw out a place value chart and a dollar chart to show them how
ones, tenths and hundredths are the same as dollars, dimes and pennies. The teacher will remind them to say the word
“and” when they come to a decimal point.
We will do several of these in class together. The teacher will ask for questions.
v
The
teacher will use the hundreds board and the pennies. The teacher will first demonstrate how .06
looks on the board. The teacher will ask
for questions.
v
The
teacher will write out a list of fractions where 100 is the denominator. The teacher will ask them to convert it to a
decimal. The teacher and students will
say the decimal name aloud together. The
teacher will explain that you can only convert to hundredths this way when 100
is the denominator. The teacher will ask
for questions.
IV.
Practicing
and summarizing: (to reinforce and extend ideas)
v
Review
v
(Application) The teacher will call on volunteers to use
the word “hundredths” in a sentence.
v
(Analysis) The teacher will call on volunteers to
explain the difference in tenths place and hundredths place.
v
(Comprehension) The teacher will call on volunteers to come
to the board and write the equivalent decimal for 16/100.
v
Guided
Practice:
v
The
teacher will ask the students to get out their boards and pennies. The teacher will use also use a hundreds
board and pennies under the Elmo for all the students to see.
v
The
teacher will ask the students to shade in .05 on their boards. The teacher will give several examples. The teacher will model and guide each one.
v
Independent
Practice:
v
The
teacher will ask the students to take out a pencil and paper. The teacher will write a list of decimals and
a list of fractions on the board. (Ex.
0.16, 0.22, 0.54, 0.33, 0.76, 65/100, 23/100, 65/100, 29/100, 42/100) The teacher will ask the students to convert
decimal to its equivalent fraction and convert each fraction to its equivalent
decimal.
v
Summarizing:
v
The
teacher will say, “Today we learned about decimals in the hundredths
place. We learned how to convert
decimals to their equivalent fractions and to convert fractions to their
equivalent decimals.”
V.
Assessment
v
Informal:
The teacher will judge to see if the children are mastering the skills
being taught by how well they are answering questions in class and during
guided and independent practice.
v
The
teacher will take detailed notes on the students’ progress and use a checklist.
v
The
students that are struggling will be given additional attention from the
teacher. They will be given additional
opportunities to work with manipulatives.
If the lesson is still too difficult for them, they will be asked to
work on lessons they are close to mastering.
For example: instead of working on decimals in the hundredths place they
may need to work on those in the tenths place.
Every effort will be made to work with the individual needs of all the
children.
v
The
students who have moved ahead will be given a sheet that asks more advanced
questions for thinking. For example: If
0.42 names the part that is shaded, what decimal names the part that is not
shaded?
v
Formal:
v Students will be given a sheet with twenty problems on it. They will be asked to: write the decimal names of the shaded figures, write each fraction as a decimal, write each decimal as an amount of money, and write the fraction that shows what part of a dollar each is.
Also, see the Fractions and Decimals PowerPoint Slides Shows
at:
http://www.athens.edu/pt3/vinson/fract_set.ppt
See the Addition PowerPoint Slide Shows at:
http://www.athens.edu/pt3/vinson/addition.ppt
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