Direct Instruction Lesson Plan Template
General Information
Lesson Title: Working with Decimals and Fractions
Subject(s): Mathematics
Grade/Level/Setting: 4
th
Grade
Prerequisite Skills/Prior Knowledge:
Knowledge of the four operations, equations, multistep problems, decimals, fractions, number line
Standards and Objectives
State/National Academic Standard(s):
4
th
Grade:
MGSE4.NF.6
Use decimal notation for
fractions with denominators 10 or 100.
For example, rewrite 0.62 as 62/100; describe a length
as 0.62 meters; locate 0.62 on a number line diagram.
Learning Objective(s):
The learning objective of the lesson is when given the materials for the lesson (anchor chart, problem(s),
recordex board, document camera, background knowledge), students will be able to solve problems
using fractions and decimals with at least 70% accuracy.
Materials
Technology
Anchor chart from the previous lesson
Math problems (Displayed in lesson)
Recordex board
Document camera
I will use the recordex board to model the
problems in an engaging manner to guide
a classroom discussion and I will be able to
activate my students background
knowledge by doing so.
Language Demands
Language Function(s):
Explain: Students will need to explain their answer and which form they wrote it in.

Justify: Students will need to justify their strategy that they used.
Discourse: Students will be engaged in discussions throughout the lesson.
Vocabulary:
Multi-step, equations, fractions, decimals
Discourse and/or Syntax:
The students will engage in discourse throughout the lesson to ensure that they have a complete
understanding of fraction and decimal problems and are able to solve them individually. They
will use discourse when turning to talk with their partner.
The students will be using syntax when they are completing their answers using an answer
sentence (use of words).
Planned Language Supports:
The teacher will use the turn-and-talk strategy for the students when discussing with their partners. The
teacher will also have sentence stems for the students that typically struggle in math.