UH COE Lesson Plan Template (Inquiry Lesson)

Name of Teacher Candidate

Lesson Overview
Grade Level 4th
Estimated Time Needed 1 hour and 20 minute class period
Students will be standing in line outside of the classroom, waiting for the
teacher to welcome them inside. The teacher will welcome students into the
classroom, and tell them their warm-up will be on the board. The teacher
will display a picture of a grocery store on the board. The teacher will
instruct students to wonder and notice. The teacher will write the students'
wonder and notices on an anchor chart to display to the class. When the
students have finished wondering and noticing, the teacher will display a
menu from Kroger. The teacher will tell the students they will work with a
partner to add up the prices of 4 items on the menu. The students will
Lesson Description create a poster with their equation and pictures of their items. The teacher
will post the students posters around the room, and have them do a gallery
walk. The students will look at each poster, and the teacher will walk around
and ask questions. The teacher will have a few students present their
poster and explain their thinking to the class. When they have finished
presenting, the teacher will pass out a worksheet with three word problems.
The teacher will guide students through the first problem and make the
second problem less guided. The third problem will be for students to solve
on their own. When they have finished solving, they will be allowed to work
on Dreambox.
4.4(A) Number and Operations. The student is expected to: add and
subtract whole numbers and decimals to the hundredths place using the
standard algorithm.
Content Area Standards
4.8(C) Geometry and Measurement. The student is expected to: solve
problems that deal with measurements of length, intervals of time, liquid
volumes, mass, and money using addition, subtraction, multiplication, or
division as appropriate.
Technology Standards N/A
The student will be able to add word problems involving decimals and
Objectives
money.

Resources/Materials/Tools
Place Value: the numerical value that the digit has. The teacher will
reference the unit house and the decimal house.

Terms/Vocabulary Tens Place: the place two before the decimal.

Ones Place: the first place before the decimal.

UH COE Lesson Plan Template (Inquiry Lesson)
Tenths Place: the first place after the decimal.

Hundredths Place: the second place after the decimal.

Technology Resources N/A
Decimal Lesson Slides Link
Other Resources
Word Problems Link

Lesson Procedures
Warm up: Students will wonder and
notice about a picture inside of a
grocery store. The teacher will post
the sentence stems, “I wonder…”
and “I notice…” on the board and the
teacher will record their thinking on
an anchor chart.

Share the objective with the class.

The teacher will display a picture of

the Kroger Menu on the board and
have students work in pairs to add
up 4 of the menu items. They will
create a poster with a picture of their
items and the strategy/equation they
will use to do so.

When the time is up, students will

complete a gallery walk and look at
each other's posters. The teacher
will walk around and ask questions.
Then, some groups will share their
posters with the class.

The teacher will go into a guided

whole group lesson on solving word
problems with adding decimals. The
students will follow along with their
own copy.

Before the students leave, the

teacher will have students do the last
problem on their own. When they
finish, they will work on Dreambox or
in Summit.
*Students will be waiting outside of *Students will be waiting Supplies Needed:
the classroom for the teacher to outside of the classroom for - Picture of a
welcome them inside* the teacher to welcome grocery store to
them inside* display on the
Engage (7 minutes) The teacher will greet the students at board.
the door and tell them their warm-up The teacher will go into the
will be on the board. hallway and say, “Good Warm Up
morning Mrs. Schapers
The teacher will display a picture of class! Please go in and sit The students will wonder
UH COE Lesson Plan Template (Inquiry Lesson)
the inside of a grocery store and down at your desks, quietly, and notice about a picture
have students wonder and notice your warm-up is going to be of a grocery store. They
about the picture. The students will on the board. We are will post their sticky note
have 2 minutes to think of a wonder wondering and noticing on the anchor chart.
and a notice. about the picture.”

The teacher will write the sentence *The teacher will greet each
stems, “I wonder…” and “I notice…” student as they walk inside.*
on an anchor chart and record
student thinking. Once the students are
sitting at their desks, quietly,
The teacher will share the objective the teacher will say, “I am
with the students. going to display a picture on
the board. I want you to
think in your head about
something you wonder and
something you notice. We
will share our ideas in a
couple minutes. Start
thinking about a wonder and
a notice about our picture.
Raise your hand when you
have an answer.”

*The teacher will give

students time to wonder and
notice.*

When the time is up, the

teacher will say, “Okay,
raise your hand if you have
a wonder or a notice.”

*The teacher will call on

students to share.*

Once the students have

finished wondering and
noticing, the teacher will
share the objective and say,
“Today our I can statement
is, I can add word problems
involving decimals and
money.”

*The teacher will finish saying the Supplies Needed:

*The teacher will finish
objective for the day and give - Pencil
saying the objective for the
students the next instructions.* - Markers
day and give students the
- Poster paper
next instructions.*
The teacher will display the Kroger - Grid paper
Explore (12 minutes) Menu on the board for students to
The teacher will display the
see. The students will make a
Kroger menu on the board
poster with their equation
and say, “Today we are
The teacher will have students and picture of the 4 items
going shopping at Kroger.
paired up with their partner from the they added. They will use
UH COE Lesson Plan Template (Inquiry Lesson)
previous day. Thumbs up if you have ever the grid paper to show
been to Kroger.” their work before copying
The teacher will explain the it on the poster.
directions to the students and tell *Wait for students to give a
them to choose 4 items on the menu thumbs up* Manipulatives:
and add up the total price. They will - Fake Money
also need to draw a picture of their Once the students have - Base ten blocks
items and make sure their strategy given a thumbs up, the
and equation is on the poster. teacher will say, “Great! You The students will be able
and a partner will choose 4 to use fake money and
The students will begin working with items from the Kroger Menu base ten blocks to help
their partner on adding 4 items from to buy. Each partner gets to them solve for the total
the menu. They will create their choose two items, so that cost of 4 items from the
poster with the equation and the you will be adding 4 all menu.
picture. together. Thumbs up if you
understand the first part of
The students will be able to use the directions.”
manipulatives such as fake money
and base-ten blocks. They will also *Wait for students' thumbs
have grid paper available, to show up.*
their work before putting it on the
poster. Once the students show a
thumbs up, the teacher will
say, “You and your partner
The teacher will walk around and will get a piece of poster
monitor students. paper and draw a picture of
your items from the menu
and your strategy you used
to solve. You will have grid
paper to solve on first, and
then copy it on to your
poster. You will also be able
to use fake money and
base-ten blocks to solve.
Here is an example of what
you need on your poster.”

*The teacher will show

students an example.*

Then the teacher will say,

“Both partners need to
contribute to the poster. You
are both picking two items
and adding them up. We will
present it to the class when
the time is up. If we have a
problem where only one
person is doing all of the
work, we will get a conduct
mark.Thumbs up if you
understand.”

*Wait for students' thumbs

up.*
UH COE Lesson Plan Template (Inquiry Lesson)

Then the teacher will say,

“Okay great. You will be
working with the partner you
had yesterday.. Now turn to
and point at your partner.
Does everyone know who
their partner is?”

*Wait for students' find their

partner.*

Then the teacher will say,

“Now you will have 12
minutes to pick your 4 items
and add them up, then show
your work and draw a
picture on your poster.
When the time is up, we will
do a gallery walk around the
classroom to look at
everyone's strategies. I will
also let some of you share
with the class. Now get with
your partner and start
working. You have 12
minutes.”

*The students will begin

working on their poster, and
the teacher will walk around
to monitor student work.*

*The students will be working on the *The students will be

poster with their partners while the working on the poster with
teacher walks around the classroom their partners while the
to monitor student work.* teacher walks around the
classroom to monitor
When the time goes off, the students student work.*
will post their posters around the Supplies Needed:
room. When the timer goes off, the - Pencil
teacher will say, “Okay, I - Paper
The teacher will share expectations need one person from each
Explain (8 minutes) for the gallery walk and explain the group to come get a piece The students will walk
directions. of tape, so you can post around and look at each
your posters around the other's posters. They will
The students will complete a gallery room.” be able to take notes on
walk, and view each poster. the posters and compare
*The teacher will give it to their own.
The teacher will ask students students time to post the
questions throughout the gallery posters around the room.*
walk.
Once the posters are posted
The teacher will call on a few around the room, the
students to share their poster with teacher will say, “Now we
UH COE Lesson Plan Template (Inquiry Lesson)
the class. are going to do a gallery
walk. When you are at each
The teacher will ask the students poster, I want you to keep
questions about their poster. this in mind. Look at their
strategy and items, and see
how they are similar or
different from yours. I will be
walking around the room
and asking you these
questions, so you need to
make sure you are paying
attention to the poster.”

*The teacher will have

students complete a gallery
walk. The teacher will have
students move every 20
seconds, and will ask
students questions.*

Once the gallery walk is

finished, the teacher will
say, “Can this group share
their strategy with the class.
(point to a group).”

*The teacher will let a group

share with the class. The
teacher will ask them a
question about their work.*

The teacher will do the

same thing for another
group, before moving on.

When another group has

finished sharing, the teacher
will say, “I need you to go
back to your seats, quietly.”

*The students will go back to their

*The students will go back
desk and wait for further instruction.*
to their desk and wait for
Supplies Needed:
further instruction.*
The teacher will instruct students to - Word problem
take out a pencil for their next task. worksheet
The teacher will then say, “I
- Pencil
need you to take out a
The teacher will have a student pass
Elaborate (10-12 minutes) pencil for our next activity.
out a worksheet containing decimal The students will be
Also, I need someone to
word problems. working on the word
pass out our worksheet.”
problem worksheet with
The teacher will read the first their teacher. They will
*The teacher will call on
problem to the students and solve it. need a pencil to write and
someone to pass out the
The teacher will share strategies with solve the problems.C
worksheet.*
the students and what to look for in a
word problem.
UH COE Lesson Plan Template (Inquiry Lesson)
Once the students have the
The students will copy down the worksheet, the teacher will
work the teacher has on their own say, “Okay, everyone look at
paper. the first question. I am going
to read this one to you. It
The teacher will call on a student to says, ‘Sandy purchased two
read the next problem. Cinnamon Toast Crunch
cereals that cost $5.29 each
The teacher will ask them questions and Uncrustables that cost
and have them turn and talk. $11.50. What is the total
cost of these items?’”
The teacher will not guide the
students as much on this question. Then the teacher will say,
“The first thing we do in a
They will solve the question and the word problem is underline
students will write it down on their what the question is asking
paper. us to do. The question is
asking us what the total cost
The teacher will then read the last of the items she bought.
problem to the students and have What should we underline in
them complete it on their own. our question?”

*Wait time for students to

answer.*

Once students answer, the

teacher will say, “We need
to underline, ‘total cost of
the items.’ Make sure you
are copying this down on
your paper.”

Then the teacher will say,

“Since it is asking me for the
total cost of the items, I
know that we need to add
these numbers. Now let’s
take a look at our problem.
It says that she bought two
cinnamon toast crunch
cereals. This means that I
need to add $5.29 twice. It
is very important that we
reread our problem, so we
see how many they bought
of each item. We cannot just
look at the two numbers in
the problem and add them
up. We would get the
question wrong on the
STAAR test if we did that.”

Then the teacher will say,

“She also bought one box of
Uncrustables for $11.50. We
have three decimals, three
UH COE Lesson Plan Template (Inquiry Lesson)
prices we need to add up to
find the total cost. I do not
want you to try adding all
three at one time. I have
seen many of you get it
wrong by doing that. We
need to start with two
numbers first and then add
the last number to that
answer.”

Then the teacher will say,

“What two numbers are we
adding together first?”

*Wait time for the students

to answer.*

When the students have

answered, the teacher will
say, “We need to add the
$5.29, first, because Sandy
bought two boxes of
Cinnamon Toast Crunch.
Let’s write this down. It is
important that we line up our
decimals when adding, so
we are adding the same
place values. Let's write
down 5.29 plus 5.29. When
adding and subtracting
money, the decimal point
separates the dollars from
the cents.”

*Wait time for students to

copy this down.*

Then the teacher will say,

“When we are adding
decimals, we need to make
sure we start with the
hundreth’s place. We do not
start with the one’s place. If
we are starting with the
hundreths place, what
number is that?”

*Wait time for students to

answer.*

Once the students have

answered, the teacher will
say, “The 9! We need to
start with the 9. 9 plus 9 is
18. I write 8 underneath and
UH COE Lesson Plan Template (Inquiry Lesson)
then I need to regroup. I am
going to put a plus 1 above
my 2. Now I am adding 2
plus 2 plus 1. That gets me
5. Now I have to add 5 plus
5 and I get 10. My answer is
10.58. Oh and look, that is
an answer choice, but am I
done yet?”

*Wait time for students to

answer.*

When the students have

answered, the teacher will
say, “No! I still need to add
the Uncrustables. Now let’s
take 10.58 and add 11.50 to
it. I still am making sure I
line up my decimals and
start in the hundreths place.
8 plus 0 is 8. Then 5 plus 5
is 10. I drop my 0 and carry
my 1. 1 plus 0 plus 1 is 2.
Then 1 plus 1 is 2. My
answer is 22. 08. The sum
of 10.58 and 11.50 is 22.08.
What is another way we
could say this number?”

*Wait time for students to

answer.*

Then the teacher will say,

“twenty-two and eight
hundreths. That is correct.
Now, circle answer choice
B.”

*Wait time for students to

circle.*

Once the students have

circled the answer, the
teacher will say, “Now I
need someone to read the
second question for us.”

*The teacher will call on a

student to read.*

The student will read,

“Hannah went shopping for
groceries at Kroger. The
table below shows the price
UH COE Lesson Plan Template (Inquiry Lesson)
of the items she bought.
What is the total cost of the
Capri Sun and the
Cupcakes Hannah bought?”

When the student finishes

reading, the teacher will say,
“Thank you for reading.
What is the first thing we
need to do?”

*Wait time for students to

answer.*

When the students answer,

the teacher will say, “We
underline what the question
is asking us. Turn and talk
to your neighbor about what
we are underlining and what
the question is asking us.”

*Wait time for students to

turn and talk.*

After the turn and talk, the

teacher will say, “Someone
tell me what the question is
asking and what I should
underline.”

*Wait time for students to

answer.*

The teacher will say, “Thank

you! We are looking for the
total cost of the Capri Sun
and cupcakes Hannah
bought. I am going to
underline the total cost of
Capri Sun and
cupcakes.make sure you
are following along and
copying this down.”

*Wait time*

Then the teacher will say,

“When I look at my table,
am I going to just add up all
of the numbers?”

*Wait time*

The teacher will say, “No! I

need to add up the Capri
UH COE Lesson Plan Template (Inquiry Lesson)
Suns and the Cupcakes. I
just need those two prices.
The other is just extra
information. It says Capri
Suns are $2.43 and
cupcakes are $10.67. How
do we add two decimals?

*Wait time for students to

answer.*

When the students answer,

“We line up the decimals
and put the $10.67 on top
since it is the bigger
number, and then the 2.43
on bottom. That is correct.
Now write that down on your
paper and we are going to
get ready to solve it.”

*Wait time*

Then the teacher will say,

“When adding using the
standard algorithm, do you
start adding with the
hundreths, tenths, or the
ones place?”

*Wait time for students to

answer.*

When the students have

answered, the teacher will
say, “We always start
adding with the hundreths
place. Turn and work with a
partner to try and solve this
problem. We will go over it
in a minute.”

*Wait time for students to

answer.*

When the students have

solved, the teacher will say,
“Okay let’s go over this
problem. 7 plus 3 is 10. I
drop my 0 and carry my 1. 4
plus 6 plus 1 is 11. I drop
my 1 and carry a 1.2 plus 0
plus 1 is 3. Then I drop my 1
and my answer is 13.10.
You should have gotten
answer choice C. Thumbs
UH COE Lesson Plan Template (Inquiry Lesson)
up if you and your partner
got C.”

*Wait time for thumbs up

before moving on.*

*The students will have the

worksheet with the problem
they need to solve.*
*The students will have the
Supplies Needed:
worksheet with the problem they The teacher will say, “Now
- Word problem
need to solve.* you are going to solve
worksheet
number 3 on your own. This
- Pencil
The teacher will tell students to show is independent and quietly.”
- Laptop
their work on the next problem.
Then the teacher will say,
Evaluate (5-7 minutes) The students will be
The teacher will give expectations on “Remember all of your
working on the last
voice levels and to work on the strategies we have been
problem on the worksheet
problem alone. practicing and show your
by themselves. They will
work. I want to see what you
need a pencil to write and
The students will turn in their know, so try your very best.
solve the problems. When
completed worksheet and get on When you are finished, turn
they complete their work,
Dreambox or work in the Summit it in to me. You will then
they will use their laptop
Learning Platform for the remainder take out your laptop and
to work in Summit or on
of the class time. work on Dreambox. If you
Dreambox.
haven’t finished the next
math power focus area, you
will do that instead.”

Plans for Leading a Discussion Following Guided Practice and Independent Practice

Plan for Leading a 5-10 Launch Frame

minute Discussion
Following Guided We have been learning how to add decimals in this lesson today. What is an
Practice important thing to remember when adding decimals?

Eliciting, Orienting Questions to ask During the Discussion

Eliciting: What do we underline first in our problems?

Orienting: What two numbers are we adding together, first?

Probing: The sum of ___ and ___ is ___? and What is another way we could say
this number.
UH COE Lesson Plan Template (Inquiry Lesson)

Conclusion Frame

We have been adding decimals in this activity, and I want to see how you do on
your own. You are going to try the next problem by yourself. We will continue
working on this for the rest of the day.

Plan for Leading a 5-10 Launch Frame

minute Discussion
Following Independent We practiced adding decimals in the last problem. What is the first thing we do after
Practice we read our problem and question?

Eliciting, Orienting Questions to ask During the Discussion

Eliciting: When adding using the standard algorithm, do you start adding with the
hundreths, tenths, or the ones place?

Orienting: When adding or subtracting money what is the purpose of the decimal
point in the numbers?

Probing: How do we add two decimals?

Conclusion Frame

Now that you have had a chance to practice adding decimals on your own, we will
work on subtracting decimals tomorrow.

Plans for Differentiated Instruction/Accommodations

NOTE: Put NA for any that do not apply.
There will be anchor charts posted around the room that contain the vocabulary
words specific to this lesson. The students will be able to access these anchor
Special Education
charts when completing their work. Students will also be allowed to use
Students
manipulatives such as money and base-ten blocks when completing the
activities.
There will be anchor charts posted around the room that contain the vocabulary
words specific to this lesson. The students will be able to access these anchor
English Language
charts when completing their work. Students will also be allowed to use
Learners
manipulatives such as money and base-ten blocks when completing the
activities.
Gifted and Talented N/A
Other: N/A
UH COE Lesson Plan Template (Inquiry Lesson)

Classroom Management Plan for the Lesson

Throughout each portion of the lesson, I will set expectations for the students. They will receive reminders about
voice levels for each activity. When the students complete their partner work, I will assign each partner a role. If
the students are unable to work with a partner or not completing their work, they will complete the poster on their
own. I will use countdowns to get students quiet and redirect behavior. As students are working, I will use the
timer to keep track of time. The students are familiar with the timer and know to go back to their desks when it
goes off. Students will receive conduct marks for misbehavior and the class will lose 5 minutes of recess if
off-task.

Potential Challenges/Plan B
If the students are having trouble with the word problems, I will model more than two of the problems. I may need
to do all three with the students, if they are unable to complete one on their own.

If the projector is not working, I will have all of the slides printed out for the students to see. They will also have a
copy of the word problems, so they will be able to follow along on paper.

If the students are unable to complete the partner activity, I will have them go back to their desks and we will
practice adding up 4 items, together. Once they are confident, I will have the students try adding the items with
their partners.

If students have trouble with the gallery walk, the students will present their posters to the class instead of walking
around the room.

If the students are having trouble with the manipulatives, I will model how they are supposed to use them when
solving their problem. They have used them before, but may not be sure how to do so on their own.

If the students are not working well with their partner, they will complete the work on their own or with the teacher.
They will make a poster without their partner. If the other partner was behaving, they will join another group.

Notes and Credits

Cinnamon Toast Crunch Link

Capri Sun Link

Takis Link

Cupcakes Link

Orange Juice Link

Cheese It Link

Green Grapes Link

UH COE Lesson Plan Template (Inquiry Lesson)
Uncrustables Link

Kroger Logo Link

Grocery Store Photo