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Lesson Content

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 The students will be able to rewrite equivalent decimals as fractions with denominators of 10 and 100.
 The students will be able to rewrite equivalent fractions as decimals with their place value in the tenths and hundredths.

Prior Knowledge: What prior knowledge should students have for this lesson?
The students will have already learned and will have a basic understanding of:
 Place value (specifically tenths and hundredths)
 How to represent fractions, with denominators of 10 and 100, in decimal notation.
 How to represent decimals, in tenths and hundredths, as fractions.
 How to appropriately and effectively work with a partner.
 The meaning of a numerator and a denominator.

Guiding Questions: What are the guiding questions for this lesson?
How can we represent the same portion using fractions and decimals?

Teaching Phase: How will the teacher present the concept or skill to students?
1. Begin the fraction to decimal activity (Called FracImal!): You will notice that the attached FracImal cards include premade fractions and decimals, in addition to blank cards. This is to allow the teacher to provide his or her students with frations and decimals that are most appropriate for their students. FracImal Cards
 Discuss the directions and expectations for the activity. Each student will receive a FracImal playing card. Each card consists of either a fraction (with a denominator of 10 or 100), or an equivalent decimal.
 When each student has their playing card, they will be instructed to stand up and find their equivalent partner. For example, all students holding a fraction playing card will find the equivalent decimal, and all students holding a decimal playing card will find the equivalent fraction.
 Once the students have found their partner, they will sit together quietly. Each pair will discuss WHY their playing cards are equivalent and HOW they know they are equivalent. They will record their responses on the back of their playing cards, in preparation for a discussion.
 Showing page 1 of the PowerPoint, have one member from each pair put the two playing cards on the correct side of the chart. Have the students look at the completed class chart with their partners, discussing whether or not each decimal and fraction pairs are correct.
 **If all of the responses are correct, you may want to discretely add a pair that is not equivalent (for example 4/10 and 0.04).
 When the pairs find any incorrect answers on the board, they are not to yell out the answers, but are to write them in their math journals (or onto notebook paper). Not only will they indicate which fraction and decimal pairs are not equivalent, they will correct each incorrect answer as well. Discuss the corrected responses once all or most of the pairs have completed.
 Motivational option:
 To motivate students towards success in this activity I use motivational/ talking clips. Each student has 5 clothes pins that contain their names on them. When a student participates or completes an activity above and beyond expectations, they are asked to hand the teacher one of their clothes pins. At the end of the week the student who has turned in the most clothes pins is rewarded. For this activity, the first 2 pairs to successfully complete the FracImal activity are asked to give a clothes pin to the teacher.
2. Use the overhead or document camera to show the students the attached TENTHS worksheet. Tenth and Hundredth Grids
 Explain that the grid is split up into 10 equal parts (or portions).
 Ask the students the following questions: (Use talking clips)
 What does the entire grid represent? One
 What would we use to describe each of the equal parts of portions of the grid? Fractions and/or decimals
 Shade in 2 of the equal parts on the tenths grid (this can be done on the board or straight onto the paper).
 Conduct a think aloud to model your thinking. For example: "There are 10 equal parts in this 1 square. Out of those 10 equal parts, 2 of them are shaded in. I know from what we learned before that the total number of equal parts would be my denominator, which in this case is 10. The number of parts that are shaded in is my numerator; therefore the fraction that would represent this grid is 2/10.
 Call on a student to read the fraction aloud (2/10), repeating the fraction a few times for all students to hear. Ask another student to come to the board and write 2/10 as a decimal.
 Complete this same short activity once more using the hundredths grid. Shade in 25 of the squares.
 Conduct another think aloud. For example: "There are 100 equal parts in this 1 square. Out of those 100 equal parts, 25 of them are shaded in. I know from what we learned before that the total number of equal parts would be my denominator, which in this case is 100. The number of parts that are shaded in is my numerator; therefore the fraction that would represent this grid is 25/100."
 Call on a student to read the fraction aloud (25/100), repeating the fraction a few times for all students to hear. Ask another student to come to the board and write 25/100 as a decimal.
 **Teacher note: 25/100 is a learning opportunity for the higher level students. You may want to take this opportunity to allow students to see that 25/100 is equivalent to 1/4.**
If time allows, ask for student volunteers to come up to the board and shade in portions of the grids, conducting their own thinkalouds for the class to illustrate their thinking process.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
 Using slides 25 on the attached PowerPoint, work with the students in finding equivalent fractions and decimals (more examples can be added based on student understanding). FracImal PowerPoint
 Take note that the last problem on each slide is left blank. This is for you as the teacher to insert a problem that is suitable for the level that your students are at during that portion of the lesson Another option is to have the students create fractions or decimals for their classmates to then find the missing equivalent.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
 The students will work on their own in completing the Fraction to Decimal and Decimal to Fraction worksheets (it is recommended to print these back to back to eliminate extra paper). Worksheets
 The worksheets mirror what was completed during guided practice.
 It is not as important that every student finishes each worksheet, but that they complete at least a few problems with accuracy. A suggestion would be to assign the first 3 problems on each page to the students, having early finishers complete the unfinished problems at the end.
 See accommodations and Recommendations section for below and above grade level activities.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
 Once the students have finished the independent practice, either collect the papers or ask that the students put their pencils away (to prevent changing of answers before making an assessment).
 Conduct a ThinkPairshare, having the students circle the most difficult problems from each page on the worksheet. (ThinkPairShare: The students think about which problems were most difficult for them, they then discuss which problems were most difficult with the person sitting next to them, and they then share out to the teacher which problems they wish to go over).
 Using a few of the chosen problems, complete the problems as a class, or by asking for student volunteers to come to the board to discuss their thinking. Use Motivational/ Talking Clips.

Summative Assessment
 The work that the students completed during their independent practice will be used as the summative assessment. This assessment will show whether or not the students have met the standards. This lesson will be used at the end of the unit, therefore most students should be at a 3 or a 4, according to the rubric by the end of the lesson. Students who are at a 1 or a 2 at the end of the lesson will need to be pulled aside for small group instruction.
 Use the same attached studentfriendly scale that was used to assess to formative assessment, to assess student knowledge in relation to the standard.

Formative Assessment
 Give the students the attached worksheet entitled What I already know about equivalent fractions and decimals. The assessment is printed with 2 on one paper, and needs to be cut in half prior to administering it to the students. (Formative Assessment)
 It is recommended that the assessment be given a day prior to the lesson, therefore the teacher has time to see exactly where the students are in relation to the standard before teaching the lesson. Use the attached studentfriendly scale to assess student knowledge in relation to the standard. (Rubric)

Feedback to Students
 The students will be given feedback on their formative assessments, based on the studentfriendly rubric. The students will receive star stickers on their assessment (either 14 stars), based on the number that they received on the rubric.
Assessment
 Feedback to Students:
 The students will be given feedback on their formative assessments, based on the studentfriendly rubric. The students will receive star stickers on their assessment (either 14 stars), based on the number that they received on the rubric.
 Summative Assessment:
 The work that the students completed during their independent practice will be used as the summative assessment. This assessment will show whether or not the students have met the standards. This lesson will be used at the end of the unit, therefore most students should be at a 3 or a 4, according to the rubric by the end of the lesson. Students who are at a 1 or a 2 at the end of the lesson will need to be pulled aside for small group instruction.
 Use the same attached studentfriendly scale that was used to assess to formative assessment, to assess student knowledge in relation to the standard.
Accommodations & Recommendations
Accommodations:
 Below Grade Level: If possible, pull these students aside for small group instruction, while the class is engaged in their independent practice. Have extra copies of the provided tenths and hundredths grids for these students. Before writing the fractions and decimals down using numbers, it may be helpful to master picture representations of the numbers. It may be necessary to have a place value chart available for these students, indicating tenths and hundredths. In addition to a place value chart, reviewing essential vocabulary with these students is essential, as it is a necessity and is prior knowledge for this lesson. Focus on how to say the fractions and decimals, which will help them to find equivalencies. When playing FracImal, give these students playing cards that you know they will succeed with, and be available for their assistance, if needed.
 Above Grade Level: Provide these students with higher level questions during independent practice. For example give them the task of finding the equivalent decimal to 10/10, which is 1.0.
 To challenge them even farther, ask them to explain the similarities between all of these fractions: 10/10, 11/11, 12/12, etc. They are all equivalent to 1.0.
Extensions:
 Have the students become equivalency detectives within the classroom. The students can hunt for fractions within the classroom, and will then find the decimal equivalents.
 Give the students decimals and fractions in the thousandths, asking them to find their equivalents.
 Have the students represent the fraction and decimal equivalencies in picture form.

Suggested Technology: Document Camera, Computer for Presenter, Overhead Projector, Microsoft Office
Special Materials Needed:
 Overhead or Document Camera (The lesson can be adapted if these are not available)
 Provided FracImal playing cards
 Tape or magnets
 Provided PowerPoint
 Provided Tenths and Hundredths Grid Worksheet
 Provided Fraction to Decimal and Decimal to Fraction Worksheets
 Pencils
 Math journals (loose leaf paper if journals are not used)
 Optional: Clothes pins to use as motivational/ talking clips
Additional Information/Instructions
By Author/Submitter
This resource is likely to support student engagement in the following Standards for Mathematical Practice:
MAFS.K12.MP.3.1  Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.6.1  Attend to precision.
Source and Access Information
Contributed by:
Kathryn Flerlage
Name of Author/Source: Kathryn Flerlage
District/Organization of Contributor(s): Collier
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.