Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
5E Lesson Plan Math
Grade Level: 4
Subject Area: Math
Lesson Title: Addition and
Lesson Length: 7 days
Subtraction of Whole Numbers and
Decimals
THE TEACHING PROCESS
Lesson Overview:
This unit bundles student expectations that address using various methods to
estimate solutions to addition and subtraction problems, the standard algorithm
for adding and subtracting whole numbers and decimal numbers, calculating
profit, and describing the purposes of financial institutions. According to the
Texas Education Agency, mathematical process standards including
application, a problem-solving model, tools and techniques, communication,
representations, relationships, and justifications should be integrated (when
applicable) with content knowledge and skills so that students are prepared to
use mathematics in everyday life, society, and the workplace.
During this unit, students extend their understanding of rounding to numbers
in the hundred thousands using their choice of strategies (e.g., number lines or
numerical methods based on place value). Mathematical and real-world
problem situations are analyzed for vocabulary that indicates estimation and for
whether compatible numbers exist that could be used to find a reasonable
estimate. Students develop the ability to recognize vocabulary descriptors that
describe the effects of the adjustment on the estimation compared to the actual
solution (e.g., about, close, little more/little less, around, approximately,
estimated, etc.). Grade 4 students make connections between place value and
the standard algorithms for adding and subtracting of whole numbers to adding
and subtracting decimals, including tenths and hundredths. They relate addition
and subtraction of decimals to the hundredths place using concrete objects and
pictorial models (e.g., tenths and hundredths grids, number lines, base-10
blocks, etc.) to the standard algorithm for adding and subtracting decimals. Skill
with the standard algorithm for the addition and subtraction of decimals is
applied as students determine profit from single or multiple sources for incomes
and/or expenses. Also included in the unit is the expectation that students
describe the basic purpose of financial institutions, including keeping money
safe, borrowing money, and lending.
Unit Objectives:
Students will,
 use mathematical processes to acquire and demonstrate mathematical
understanding
 extend their understanding of rounding to numbers in the hundred
thousands using their choice of strategies (e.g., number lines or
numerical methods based on place value).
 analyze mathematical and real-world problem situations for vocabulary
that indicates estimation and for whether compatible numbers exist that
could be used to find a reasonable estimate.
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
 develop the ability to recognize vocabulary descriptors that describe the
effects of the adjustment on the estimation compared to the actual
solution (e.g., about, close, little more/little less, around, approximately,
estimated, etc.).
 make connections between place value and the standard algorithms for
adding and subtracting of whole numbers to adding and subtracting
decimals, including tenths and hundredths.
 relate addition and subtraction of decimals to the hundredths place using
concrete objects and pictorial models (e.g., tenths and hundredths grids,
number lines, base-10 blocks, etc.) to the standard algorithm for adding
and subtracting decimals.
 use skills with the standard algorithm for the addition and subtraction of
decimals is applied as students determine profit from single or multiple
sources for incomes and/or expenses.
 describe the basic purpose of financial institutions, including keeping
money safe, borrowing money, and lending.
Standards addressed:
2014-15 Grade 4 Implementation TAG Tool
TEKS:
 4.1 Mathematical process standards. The student uses mathematical
processes to acquire and demonstrate mathematical understanding.
 4.1A Apply mathematics to problems arising in everyday life, society,
and the workplace.
 4.1B Use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution.
 4.1C Select tools, including real objects, manipulatives, paper and
pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems.
 4.1D Communicate mathematical ideas, reasoning, and their
implications using multiple representations, including symbols, diagrams,
graphs, and language as appropriate.
 4.1E Create and use representations to organize, record, and
communicate mathematical ideas.
 4.1F Analyze mathematical relationships to connect and communicate
mathematical ideas.
 4.1G Display, explain, and justify mathematical ideas and arguments
using precise mathematical language in written or oral communication.
 4.2 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. Supporting
Standard
 4.2D Round whole numbers to a given place value through the hundred
thousands place.
 4.4 Number and operations. The student applies mathematical process
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
standards to develop and use strategies and methods for whole number
computations and decimal sums and differences in order to solve
problems with efficiency and accuracy.
 4.4A Add and subtract whole numbers and decimals to the hundredths
place using the standard algorithm. Readiness Standard
 4.4G Round to the nearest 10, 100, or 1,000 or use compatible numbers
to estimate solutions involving whole numbers. Supporting Standard
 4.10 Personal financial literacy. The student applies mathematical
process standards to manage one's financial resources effectively for
lifetime financial security.
 4.10B Calculate profit in a given situation. Supporting Standards
 4.10E Describe the basic purpose of financial institutions, including
keeping money safe, borrowing money, and lending. Supporting
Standard
ELPS:
 ELPS.c.1 ELL uses language learning strategies to develop an
awareness of his or her own learning processes in all content areas. In
order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English
must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language
proficiency.
 ELPS.c.2 The ELL listens to a variety of speakers including teachers,
peers, and electronic media to gain an increasing level of comprehension
of newly acquired language in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English
language acquisition in listening. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency.
 ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes
with an awareness of different language registers (formal/informal) using
vocabulary with increasing fluency and accuracy in language arts and all
content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. In
order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English
must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language
proficiency.
 ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with
an increasing level of comprehension in all content areas. ELLs may be
at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in reading. In order for the ELL to meet
grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded)
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
commensurate with the student's level of English language proficiency.
For Kindergarten and Grade 1, certain of these student expectations
apply to text read aloud for students not yet at the stage of decoding
written text.
 ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy
to effectively address a specific purpose and audience in all content
areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in writing. In order
for the ELL to meet grade-level learning expectations across foundation
and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency.
For Kindergarten and Grade 1, certain of these student expectations do
not apply until the student has reached the stage of generating original
written text using a standard writing system.
Misconceptions:
 Some students may think that rounding is the only way to make an
estimate, rather than understanding that there are multiple ways to
determine an estimate.
 Some students may think that rounding and estimating are the same skill,
rather than rounding as one way to make the numbers friendly in order to
compute and determine a reasonable estimate.
 Some students may think that decimal numbers should be lined up
vertically according to the maximum number of digits in order to use the
standard algorithm rather than realizing that they must be lined up
according to place values.
Underdeveloped Concepts:
Some students may think the word “more” means to add rather than a term that
could lead to addition or subtraction.
Some students may think the words “take away” means to subtract rather than a
term that could lead to multiple structures of subtraction.
Some students may not transfer the understanding that 10 in any place value
position (place) makes one (group) in the next place position or vice versa when
adding or subtracting whole numbers to adding or subtracting decimals.
Some students may have a procedural understanding of the standard
algorithms for addition and/or subtraction while lacking conceptual
understanding of the operations.
Some students who work through the standard algorithm procedures may think
about numbers as digits and ignore place value leading to an unreasonable
amount, rather than think about place value to help determine a reasonable
amount.
Vocabulary:
Compatible numbers – numbers that are slightly adjusted to create groups of
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
numbers that are easy to compute mentally
Counting (natural) numbers – the set of positive numbers that begins at one
and increases by increments of one each time {1, 2, 3, ..., n}
Decimal number – a number in the base-10 place value system used to
represent a quantity that may include part of a whole and is recorded with a
decimal point separating the whole from the part
Estimation – reasoning to determine an approximate value
Expense – payment for goods and services
Financial institution – an establishment that focuses on dealing with financial
transactions, such as investments, loans, and deposits
Income – money earned or received
Profit – money that is made in a business after all the costs and expenses are
paid
Rounding – a type of estimation with specific rules for determining the closest
value
Trailing zeros – a sequence of zeros in the decimal part of a number that follow
the last non-zero digit, and whether recorded or deleted, does not change the
value of the number
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ...,
n}
List of Materials:
Decimal Addition and Subtraction Grid Model
Modeling Addition of Decimals Worksheet w/ Answers
Video: School House Rock Where The Money Goes
Worksheets: Add and Subtract Decimals Practice and Assessment
Classroom Marker Board
Individual Student Marker Boards
Dry Erase Pens
Erasers/Paper Towels
Math Journal
Construction Paper
Glue
Newspaper
Newspaper Assignment Worksheet
Powerpoint: Add and Subtract Decimals
Adding and Subtracting
Decimals
Combine and Separate
Line Up Place Values
INSTRUCTIONAL SEQUENCE
Phase __Engage_____
Day 1
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
Activity:
Show the video from teachertube.com or youtube.com.
The video will expose students to a real world purpose of learning how to combine
and separate money and the importance of decimals.
School House Rock: Where The Money Goes
What’s the teacher doing?
What are the students doing?
Because money is vital in the world, the
teacher will connect the use of decimals
in money as the way to keep the dollars
and cents separated. Then bridge the
understanding that this is actually
keeping the place values lined up. We
must combine and separate like place
values.
Students will recognize that
understanding how the use of decimals
in money is extremely important in
keeping the place values together.
Phase __Explore______
Day 2
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
Activity:
Teacher Directed Questions
Classroom Marker Board
Individual Student Marker Boards
Dry Erase Pens
Erasers/Paper Towels
What’s the teacher doing?
What are the student’s doing?
The teacher will ask and direct open
class discussion using these questions.
Write the questions and answers on the
classroom board as brainstorming what
they know of decimals and money.
Students will contribute to the whole
class discussion.
In what ways have students used
money?
How is money written? Using
decimals?
When the students use money, how
do the students know how much they
have?
How will students know they have
enough money to purchase what
they want or need?
When money is combined or
separated, why would keeping the
dollars and cents separated be
useful? Using decimals?
What is the purpose of the decimal in
adding and subtracting money?
Phase __Explain___
Day 3-4
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
Activity:
Powerpoint: Add and Subtract Decimals and Newspaper Assignment
Adding and Subtracting
Decimals
Combine and Separate
Line Up Place Values
What’s the teacher doing?
What are the students doing?
Powerpoint
The teacher will explain the process of
using the decimals in numbers as a set
point to line up place values for the
purpose of combining and separating.
Powerpoint
Students will complete the problems
from the Powerpoint as the teacher
instructs.
The teacher will direct the students to
complete the problems as they come up
in the Powerpoint.
The teacher will complete the problems
on the classroom board.
The teacher will explain the steps of
lining up the place values and using
zeroes as place value holders.
The students will check their answers
from the problems the teacher has
worked on the classroom board.
Newspaper Assignment:
Students will find items and calculate
sums and differences in dollar amounts.
The teacher will remind students of
regrouping with the explanation of the
value of the place in multiples of 10.
Newspaper Assignment:
The teacher will show how to find items
and make calculations.
Phase __Elaborate___
Day 5-6
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
Activity:
Math Journal
Solve this problem and explain why it is correct in your math journal
John had $6.50 to spend at the candy shop. He bought
each of his 2 friends a candy of their
choice for $1.75 each. How much did he have left to spend on his candy?
What’s the teacher doing?
What are the students doing?
The teacher will allow students to
elaborate in their math journal.
Students will carefully solve the problem
in their math journal.
The teacher will guide students to
explain in their own words through
journaling how the decimal is helpful in
lining up place values when adding
and subtracting.
Students will line up the decimals and
place values.
Students will be thoughtful in their
reasoning of why and how their answer is
reasonable.
The teacher will walk through the
classroom helping students with their
thoughts when help is needed.
The teacher will ask for volunteers to
tell why their answer makes sense
and why it answers the problem.
Phase __Evaluate___
Day 7
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
Activity:
Worksheets: Add and Subtract Decimals Practice and Assessment
The practice can be used as a take home review.
What’s the teacher doing?
Practice/Review
The teacher will copy pages of the
practice and allow time for students to
review.
The teacher will answer questions for
students to guide them to form their
own answers.
The teacher will complete the practice
for the students to check/grade their
work. This will promote a self-worth of
accomplishment and confidence for
the assessment.
What are the students doing?
Practice/Review
Students will complete the Practice with
help of their previous work and textbook.
Students may take the Practice home as
a Review for the Assessment.
The students will check/grade their
Practice and ask questions to better
understand for the Assessment.
Assessment
The students will complete the
Assessment on their own and turn it in for
the teacher to grade.
Assessment
The teacher will allow quiet time for
students to complete the assessment
on their own.
The teacher will grade the
Assessment and plan for a reteach if
needed.
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Grade 4 Unit 2 Addition and Subtraction of Whole Numbers and Decimals
Teacher Notes:
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