Comparing Decimals Using Visual Models

Name of Teacher Candidate Angela Hoang

Lesson Overview
Grade Level 4th Grade
45 minute class period:

● 5 minutes for the Engage

Estimated Time Needed ● 10-15 minutes for the Lesson
● 10-15 minutes for the Station
● 10 minutes for the Closing and Post-Assessment

In this lesson, the students will learn how to compare decimals using visual
models to represent the decimals. The students will learn the different ways
of drawing visual models, which include decimal grids, base ten blocks, and
Lesson Description
number lines. The students will be able to accurately draw the visual models
and shade in the decimal grids appropriately to represent the decimal
numbers and solve the problems.
(2) Number and operations. The student applies mathematical process
standards to represent, compare, and order whole numbers and decimals
and understand relationships related to place value. The student is
Content Area Standards
expected to:
(F) compare and order decimals using concrete and visual models to the
hundredths
Technology Standards N/A
The students will be able to compare decimals to the hundredths place
Objectives
using visual models.

Resources/Materials/Tools
Decimal grid, hundredths grid, tenths grid, base ten blocks/place value
Terms/Vocabulary
blocks, visual models
I will be using the computer, projector, and smartboard to teach my lesson. I
will use a PowerPoint to show students the word problem for the engage
portion of the lesson. Then I will teach the students my lesson by using the
projector/smartboard to draw the visual models. By using the smartboard to
Technology Resources
teach the lesson, all of the students can see the visual models that they can
use to represent decimals. The technology will contribute to student learning
because the students can use the smartboard to participate in the lessons
and practice their skills of drawing visual models to represent the decimals.
● Students will need their problem-solving spiral notebooks, pencils,
and math composition notebook.
● The teacher will have decimal grid squares, dry erase boards, expo
Other Resources
markers, and erasers for the small group.
● The teacher will also have index cards for the students to complete
their exit tickets.
Lesson Procedures
This template A step-by-step description of the scope and Describe how each stage of Cite specifically what
is built on the sequence of lesson activities, with estimated time the lesson will be managed, resources for this activity
traditional on task noted in parentheses for each step. In other including role of teacher and will be used, and describe
Comparing Decimals Using Visual Models
“Madeline words, completely describe the flow of the lesson- learners (who is doing what in detail how they will be
Hunter” lesson the content to be presented, and the strategies to at each point), location (e.g., used.
be used. Include actual words you will use and classroom, computer lab, Note who will be using the
structure. questions you will ask students. Consider items outside), and any special tool and in what ways. Note
such as: parts of the lesson that might be difficult, considerations, such as for any safety considerations
and how you will know whether you can go on; how differentiated instruction. needed.
to ensure that students completely understand
directions before releasing them to work
independently; and what students will do if they
finish their work early.
The teacher will open up the PowerPoint
slide to display a contextual word problem
on the board.

“Okay, boys and girls, before starting the The role of the teacher
lesson, I would like for you all to complete is to introduce the
this problem in your problem-solving problem to the students
notebook.” and walk around to
observe the students’
The teacher will read the word problem to work in drawing visual
the students. Then the teacher will explain models and solving the
the question and expectations for how to problem. The teacher
solve the word problem. will be at the front of
the classroom, The only resources
“Ms. Hoang and Mrs. Fowler saved up introducing the problem needed for this
some money to buy ice cream. Ms. Hoang on the smartboard. The activity are the
saved $1.15 in her piggy bank. Mrs. Fowler students will be at their computer, projector,
saved $1.70 in her piggy bank. Who saved desks, solving the word and smartboard. I will
Focus/ up more money in their piggy bank? Draw problem in their be using the
Anticipatory a visual model to show the decimals to problem-solving computer and
Set compare who saved up more money.” notebook. The students projector to display
(motivational should draw some type my PowerPoint on
hook) “For this problem, I want for you all to draw of visual model to the board. Then I will
a model to represent the decimals. For represent the decimals. be using the
example, you could draw decimal grids and After the students have smartboard to draw
shade in the correct amount of tenths and completed the problem, the visual models that
hundredths to show the decimals. You the teacher will also be the students used to
could also draw place value blocks/base asking the students solve the problem.
ten blocks.” questions to formatively
assess their
The teacher will give the students a few understanding. The
minutes to solve the problem. Then the teacher will call up a
teacher will go over the word problem with few students to the
the entire class. board to show what
kind of visual model
The teacher will ask the students the they drew to solve the
following questions: problem.

“What did you get for your answer? Did

Mrs. Fowler or Ms. Hoang save up more
money?”
Comparing Decimals Using Visual Models

“How did you get your answer?”

“What visual model did you draw to solve

the problem and represent the decimals?”

“Did anyone use a different visual model to

represent the decimals?”

The teacher will have a few of the students

come up to the smart board to draw their
visual models.

After completing the motivational

hook/warm-up problem, the teacher will
introduce the lesson to the class.The
teacher calls all of the students to the
carpet with their math composition
notebook and a pencil.

“Okay boys and girls, for today’s mini-

lesson, your learning objective will be to
The only resources
compare decimals to the hundredths place
that are needed are
using visual models.”
The location is in the the computer,
classroom. The teacher projector, and the
“What models can we draw to represent
will be at the front of smartboard. I will be
decimals?”
the classroom, using using the computer
Content-input
the smartboard to and projector to show
(Could include The students will answer, “decimal grids,
model how to draw my problem on the
content place value blocks, and number lines.”
visual models to smartboard. Then I
outline,
represent decimals to will be modeling how
presentation, If the students leave out a method, the
the hundredths. The to draw the visual
questioning, teacher will introduce the method to them.
students will be writing models to represent
modeling,
notes in their math decimals to the
examples) Then the teacher will model how to draw
composition notebooks hundredths place.
the visual models by solving a problem.
and answering the The students will
teacher’s questions need their math
0.8 O 0.85
throughout the lesson. composition
notebooks and
The teacher models how to represent the
pencils to write notes.
decimals by drawing decimal grids and
place value blocks.

The teacher first models how to represent

the decimals using decimal grids. The
teacher draws two hundredths decimal
grids.

“For the number 8 tenths, how many

Comparing Decimals Using Visual Models
hundredths would I shade in?”

The student answers “80”.

“How did you know that?”

The student answers that they knew that

because one tenth is equal to ten
hundredths, so eight tenths is equal to
eighty hundredths.

“What if I drew 8 tenths on a tenths

decimal grid?”

“Can you draw 8 tenths with a tenths

decimal grid?”

The students will answer yes.

“What about for eighty-five hundredths?

How much would I have to shade in in
order to accurately represent the number?”

The students will answer either eight tenths

and five hundredths, or eighty-five
hundredths.

“Can we represent eighty-five hundredths

by drawing a tenths decimal grid and
shading it in?”

The students should answer no.

“Why can’t we use the tenths grid to

represent eighty-five hundredths?”

The students will answer “because there

are eight tenths and five hundredths that
you have to shade in, and there are no
hundredths place to shade in for the tenths
grid.”

Then the teacher will model how to draw

the place value blocks/base ten blocks.

The teacher explains that they can either

draw a stick to represent the rod, draw a
blank rod, or draw the actual rod to
represent the tenths.
Comparing Decimals Using Visual Models

The teacher draws a rod with only 5 units.

“Can I draw a rod like this to represent the

tenths place?”

The students should answer no.

“Why not?”

The students will say “because a rod

equals to one tenth, or ten hundredths.”

“Exactly. If we draw a rod with only 5 units,

it would not be an accurate representation
of a tenth.”

“How many rods or tenths do I need to

draw to represent eight tenths?”

The students will answer eight.

“Do I need to draw any units or ones to

represent eight tenths?”

The students will answer no.

“Why not?”

The students will answer “no, because

there are no hundredths in the decimal
number eight tenths.”

“How many rods do I need to represent

eighty-five hundredths?”

The students will answer 8.

“How many units or ones do I need to

represent eighty-five hundredths?”

The students will answer 5.

“After looking at all of the visual models

that we have drawn, is eight tenths greater
than, less than, or equal to eighty-five
hundredths?”

The students will answer less than.

Comparing Decimals Using Visual Models

“Awesome job everyone!”

The teacher will do another problem with

the class. The students are not required to
write notes for this section unless they For this portion of the
want to or they think it would help them lesson, both the
learn more. teacher and the
students are at the
.29 O .21 front of the classroom.
The students will be
The teacher pulls up the problem on the sitting on the carpet
The only resources
board and has the students solve the and actively
that are needed are
problem by themselves independently for a listening/participating in
the computer,
few minutes. the lesson. The teacher
projector, and
will be facilitating the
smartboard. The
“If you are finished with the problem, show lesson by having the
teacher and the
me a thumbs up so I can know.” students draw the
students will be using
visual models and
the smartboard to
Guided The teacher tells the students to turn and shading them in. In
draw the visual
Practice talk to a partner for 30 seconds to 1 minute case of time
models. In order to
(identify to share how they solved the problem. constraints, the teacher
save time, the
students who may end up drawing
teacher may draw the
failed to “Okay, now that you guys are done with the decimal grids to
outline for the
master lesson the problem, I want for you all to turn and save time. The teacher
decimal grid and
objectives.) talk to a partner and tell them how you will then call up
number line. The
solved the problem.” students to shade in
students will shade in
the decimal grids. The
the decimal grids,
Teacher calls class back to attention. students should be
draw the place value
able to quickly draw the
blocks, and place
“Does anyone want to share how they place value blocks to
dots on the number
solved the problem with the class?” represent the decimals.
line to represent the
For the number line,
decimals.
The students shares their thinking and tells the teacher may draw
the class what visual model they used to the number line in
compare the decimals. order to save time, but
the students will have
“From looking at the models, is twenty-one to place a dot on where
hundredths greater than, less than, or they think the decimals
equal to twenty-nine hundredths?” are.

The students will answer less than.

During independent practice, the teacher This will occur in the The teacher will need
Independent will tell the students to go back to their classroom. The teacher decimal grid squares,
Practice desks and assign their stations. will be at the small dry erase boards,
(reteaching groups table, pulling markers, and erasers
and The teacher will pull up the PowerPoint students who need the to practice using
enrichment) with the stations and explain them to the most assistance in visual models to
students. drawing accurate visual represent decimals to
Comparing Decimals Using Visual Models
models to represent the the hundredths place
All of the students will be working at their decimals. The majority at the kidney table.
desk on page 65 in their math book. of the students will be The other students
Students will tear out the page and draw doing independent will need their
their visual models on a separate sheet of work at their seats. If workbook and pencils
paper for each problem. Students are to the students finish their to work at their desk
complete #1-16. They are expected to work early, they have in their station. The
draw visual models for each problem. the choice of playing students will also
two games on need laptops or iPads
When the students are done working, they Schoology by using the to play the games on
have the choice of playing the Comparing laptops and iPads. Schoology.
Decimals Game or the Comparing
Numbers Race on Schoology.

Schoology Games:
● Comparing Decimals Game
● Comparing Numbers Race -
Choose decimals

The teacher will pluck students from

groups to teach them how to accurately
use visual models to compare decimals to
the hundredths place.

The teacher will be using decimal grid

squares as a mini-game for the students.
The students will choose two squares from
the deck of decimal grid squares. Then
they will write the decimal numbers on their
whiteboards and compare the decimals.

After the station is over, the teacher will tell

the students to clean up their area and
clear their desks. The teacher will pass out
privacy folders to the students.
The closure will occur
The teacher will ask the students, “What in the classroom. The
The teacher will need
was today’s learning objective?” teacher will briefly
to pass out index
review today’s mini-
cards to the students
The students will answer, “the objective lesson and talk about
Closure as their exit ticket.
was to compare decimals to the the expectations for the
Students will only
hundredths place using visual models.” visual model drawings.
need their pencils
The students will
and the exit ticket.
“What visual models can you use/draw to complete their exit
represent and compare decimals?” ticket and turn them in.

The students will answer “decimal grids

and place value blocks.”
Comparing Decimals Using Visual Models
The teacher will pass out the exit
ticket/post-assessment to the students.

The teacher will go over expectations for

the exit ticket/post-assessment and remind
the students that they should draw
accurate models to represent the decimals
and shade in the correct amount of tenths
and hundredths in the decimal grids.

Once the students are done with the post-

assessment/exit ticket, the students will
turn it in the PM Class drawer.

Students who have completed the post-

assessment early will continue working on
their workbook page.
Plans for Differentiated Instruction/Accommodations
In the class that I am doing my lesson in, there are not any special education
students. However, if there were, I would modify the requirements for them
throughout the lesson and for the post-assessment. Instead of having the
students draw an actual decimal grid, I could give them decimal grid templates
so that they could just shade in the appropriate number of tenths and hundredths
Special Education
to represent the decimal. I could also give them number line templates so that
Students
they could fill in the tick marks with the appropriate decimal numbers and place
dots on the correct decimal numbers. I would also extend their work time
because they may need more time in order to solve the problems and draw
appropriate visual models.

For English Language Learners, I would explain any vocabulary terms that they
are unfamiliar with by having a vocabulary bank or chart where there are direct
translations of those terms in their language so they can reference to it when
they do not know a word. I would also modify the word problems to make it more
simple for them to understand. Another strategy I could use is give more wait
English Language time so that they can have enough time to read the problems, let the information
Learners and instructions sink in, and actually solve the problems. Another way I could
help English Language Learners is by partnering them up with students who can
speak the same language as them, but are fluent in English. In doing so, if the
English Language Learners need help with a certain word or definition, their
partners can explain it to them in their language.

In the case of gifted and talented students, the students may become mentally
lazy because they do not need to put as much effort into achieving good results.
For these students, I would try to differentiate their assessment and instruction
Gifted and Talented by giving them more challenging material to work on. For example, I am not
requiring the students to draw 3 different visual models to show their work.
However, I could require the gifted and talented students to do this since they
may finish their work faster than others. I could also raise my expectations for
Comparing Decimals Using Visual Models
the advanced learners by setting high goals for them. Instead of giving them the
same problems as the other students, I could make the material more complex
by having them solve word problems or including problems with whole numbers
and decimals in order to make it more challenging.

For students who have other disabilities such as a visual or hearing disability, I
would make sure to modify my instruction and activities so that they could
actively participate and learn. If they have a visual impairment, I could write with
bigger handwriting to accommodate them or use a certain color to help them
see. I could also have them sit closer to the board to see. As for students who
have hearing disabilities, I could speak in a more expressive manner and use
Other: more body language to convey what I am saying. These students may require
interpreters, so I will try to speak slower and have down time to give the student
time to understand. Overall, I think the most I can do for these students is create
an effective learning environment where they all feel safe and accepted. I want
my students to respect each other and be understanding of everyone’s
differences.

Potential Challenges/Plan B
One challenge that I may face is that the pace is too slow. Since there are many things that I need to go over
in this lesson, I may not have enough time to go over everything with the students and complete the post-
assessments before the forty-five minute mark. If I am running low on time, I can draw the blank template for the
decimal grids and number lines for the students during the guided instruction. I could also go over less or more
examples during the small group lessons, depending on the students’ understanding of the concept.

Another challenge I may face is technological difficulties. From the beginning of the semester, my mentor
teacher and I had run into some problems with the computer. The computer had trouble turning on, the speakers
were not working, and many other issues. If the computer encounters an issue, I may not be able to use my
PowerPoint slides to teach the lesson. To prevent a delay from occurring in my lesson, I will test the PowerPoint
on multiple computers to make sure that it works. I can also print out the PowerPoint slides beforehand to have a
paper copy of the problems. Instead of using the computer and projector to show the problems, I could just use
markers to write the problems on the whiteboard.

The students may have varying paces of working on the activities. Some students may be very quick with
solving the problems for comparing and ordering decimals. Others may require a little more time to draw the
visual models. For students who are fast-paced learners, the teacher can ask them to double-check their work to
make sure they have answered the questions properly. Once they are done with the post-assessment, they can
work on the other assignments they have not finished. For those who work at a slower pace, the teacher can give
them more time to work on the activities and tell them that there is no need to rush because everyone works at
different paces and that’s okay.

The students may engage in off-task behavior. The students may start talking instead of doing their
assignments and engage in off-task behavior. In order to prevent that from happening, I will tell the students about
my expectations before starting the stations. I will also redirect the students if I see any that are engaging in off-
task behavior.

Assessment
To ensure that students have learned, I will be assessing them through observation, an exit ticket, and the
Comparing Decimals Using Visual Models
post-assessment. During the guided practice portion of the lesson, I will be asking the students questions to
assess their understanding of the material. If the students can successfully answer the questions, that
would let me know that they understand how to compare and order decimals using visual models. If they
cannot answer the questions, that would let me know that they need further assistance in understanding
the concept.
To conclude the lesson, I will have the students complete their exit tickets to leave the class. The exit ticket
will be one question about comparing decimals. They will be required to draw a visual model to compare
the two decimals.
I will also be giving each student a post-assessment. The post-assessment has five questions. Three of the
questions are about comparing decimals, while the other two are about ordering decimals. The first
question about comparing decimals require them to draw a visual model to represent the decimals. The
post-assessment is the same as the pre-assessment. By giving them the post-assessment, I will be able to
evaluate the students’ learning by comparing their scores in the pre-assessment to their scores in the post-
assessment.

Notes and Credits

N/A