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Description of Lesson: This lesson will be taught to show students the relationship between decimals and fractions. Using number lines and grids, students will visually see this relationship. Lesson Title: Modeling Decimals as Fractions Essential Question: How can we use decimals to make fractions with denominators of 10 and 100? Curriculum Standards Addressed: South Carolina Curriculum Standard(s): Common Core: 4.NF.C.6- Use decimal notation for fractions with dominators, 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.

Lesson Objective(s) Fourth grade students will use decimal notation for fractions with denominators, 10 and 100 with 90% accuracy.

Assessment(s) of the Objective(s) During: Students will work in partner pairs to answer questions provided by the teacher in their math notebooks. I will talk with a couple groups to hear their thought processes and assist as necessary. I will walk around to look at the notebooks to see that students modeled the problems correctly and wrote down the correct answers. After: Small groups will also be pulled to monitor progress and review what lower level students havent grasped. At the other end of the spectrum is the higher-level students, who are challenged during small groups through the use of more challenging problems. After students complete their individual work in their workbooks, I will go over the page with the whole group to see what students got wrong and what needs improvement.

Materials: Math notebooks, SmartBoard, pencils, copy of the tenths and hundredths grid sheet for each student, and math workbook.

Lander University Teacher Education Lesson Plan Template Prerequisites: Cognitively, students should be able to extend knowledge they have been learning about equivalent fractions and place value through tenths and hundredths as they pertain to decimals to explore the relationship between the two using visuals such as grids and number lines. Students will also review key words in word problems, which tell them the operation to use. Physically, students should be able to sit facing forward with their eyes on the teacher and keep their hands and feet in their own space. Socially, students need to actively listen and share ideas with their partners and talk only about math related content during partner talk to stay on task. Emotionally, students need to effectively communicate with their teachers and peers. If issues with frustration arise, students need to remain respectful to their teacher and peers. Procedures: 1. Have students move to the carpet with a pencil and their math notebooks. 2. The other day I was wrapping a birthday present for my friend and wanted to add a small string to the handle to make it pretty. So, I had a piece of string that was 0.6 inches long but it was too long because I needed a piece that was half as long as 0.8 inches. What size string did I need? Write the size in decimal form. (NCTM 4) 3. Have students think individually first. Then they should turn to their partner and work through this problem. Work with your partner to answer this problem. a. Walk around to the different groups listening to conversations and assisting as needed. 4. Pull the group back together as a whole and discuss the answer. a. Ask students which key words told them which operation to use. b. Ask a student to share how they set up the problem and/or which strategy they used to solve the problem. Explain to me what you did to get this answer. (NCTM 2, 3, 5) 5. Write four tenths on the SmartBoard and ask students, How can the written form of four tenths help us determine the numerator (top number) and the denominator (bottom number) of the fraction that represents 0.4? a. The four represents the numerator, 4, and the tenths represent the denominator, 10. 6. Model and have students draw a number line in their math notebooks and label it from 0 to 1 into ten equal parts. a. Then have students write the fractions that would be between 0 and 1. This is a review for students from the previous week. b. Then have students write the decimals: 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, and 0.9 under each corresponding fraction on the number line. c. Draw a dot at 0.4 and say that, the number line shows how 0.4 is 4 out of 10 or 4/10.

Lander University Teacher Education Lesson Plan Template d. Remind students that 0.4 is equivalent to 0.40 because the 4 is still in the tenths place and the 0 is not needed. (NCTM 2 and 3) e. So what do we notice about the fractions and decimals, looking at our number line? How are the two related? Remember how you learned about tenths and hundredths place on Tuesday and Wednesday? Each of the digits in the decimals (the 1, 2, 3, etc.) are the numerators of the fractions they go with and because that digit is in the tenths place, the denominator is 10. That is why 0.4 is 4/10. f. Now write 0.62 as a fraction. What would the answer be? g. Now find 0.62 on your number line and mark it with a dot. 7. Ask students to identify what decimal is the mid-point between 0.40 and 0.50, 0.80 and 0.90, and 0.10 and 0.20 using the number line. a. Ask students to help you number the number line to ensure they understand how hundredths are accurately plotted on a number line. This will be a review from the day before. (NCTM 4) b. How did Mrs. Williams show you to use a number line with hundredths during yesterdays lesson? Rewrite the number line using only the two numbers necessary, for example 0.40 and 0.50. Then draw ten notches between these two numbers for students to see which number is the mid-point of 0.40 and 0.50 c. Then have them write 0.45, because it is the mid-point, in fraction form. The decimals 0.85 and 0.15 should also be written in fraction form after students plot it on a number line. (NCTM 4) 8. Using a number grid worksheet, students will tell the teacher how much of the grid to shade to show the correct fraction for the given decimal. a. Do the first question as a model What is 0.15 as a fraction? 15/100 correct. So what should I shade in on the hundredths grid? One tenth bar and five individual squares in the hundredths grid to show this decimal. Is that the only way you can represent 0.15 on the hundredths grid? No, so can you can give me a few other ways. 3 rows/columns of 5, 15 scattered blocks shaded, 5 rows/columns of 3. Now you do the second one with your partner. b. Have students share to the class what they did with their partner for the questions they completed and to explain how they knew 0.94 was 94/100 and 0.03 was 3/100. (NTCM 2, 3, 5) c. Students use a hundredths grid in their notebook and complete the decimal 0.70 with a partner using a hundredths grid. i. Make 0.70 into a fraction and shade to represent the fraction in the hundredths grid. 9. Dismiss students to their desk and have them work individually to complete questions 520 in their math workbook on page 653-654. Two students will work on Fast Math instead. a. Walk around to monitor students work and assist students as necessary.

Lander University Teacher Education Lesson Plan Template 10. Pull small groups to further work on decimals with low-level students. a. This will provide feedback for student progress. 11. Go over students workbook page to see what students got right and what they need to work on further to improve. Activity Analysis: 1. At the beginning of the lesson, students will do a think-pair-share to figure out the answer to the math problem I will share with them. After about a minute, students will turn to their partner and share what they think the answer is and how they got their answer. Working in pairs helps many of these students because they are a diverse group of students. The ESOL and RTI students benefit from this activity because they are able to talk with a partner. As a whole, this activity should get the students interested in the lesson. 2. Students will receive a worksheet that they will complete with their partner during instruction to practice using the grids to represent decimals and their relationship with fractions. This provides a visual model for students. They should then be able to recognize how to write decimals more readily. Many of these students need visuals to better understand content. 3. Technology: Technology will only be used by the teacher. The teacher will use the SmartBoard to model for students. The teacher will draw number lines and hundredth grids as models. The SmartBoard will also show students examples from the workbook and their individual practice page that they will complete following the lesson. Accommodations: For ESOL and special needs students accommodations include partner talk and assigned seating based on academic level. Further explanation may be required for students who are below level and that will be addressed as necessary. During the lesson, two students will not understand the concept as they are usually pulled for extended resource with reading during math instruction. For these students, they will sit on the carpet with the other students but since they will not understand the lesson, they will not complete the same individual work. Instead, they will work on Fast Math using the computers in the classroom. References: Chapter 10, Lesson 4: Hands on: Model decimals and fractions My Math: Teacher Edition. Grade 4, Volume 2. Print.

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