Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
In this lesson, students will learn how to convert fractions to decimals and decimals to
percents. Students will learn how to convert these forms so that they can use them
interchangeably in everyday life while wrestling with the question “when will I need to use
each form of number?”

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will know how to convert fractions, decimals, and percents.
B. Objective(s)— After completing the stations, students will be able to convert ½, 1/4,
and 1/3 without having to use paper to solve them.
After completing the lesson, students will be able to convert at least five different
fractions into decimals and five different decimals into percents.
C. Standard(s): 6.NS.5: Know commonly used fractions (halves, thirds, fourths, fifths,
eighths, tenths) and their decimal and percent equivalents. Convert between any
two representations (fractions, decimals, percents) of positive rational numbers
without the use of a calculator.
II. Management Plan-
a. Time per lesson element: Anticipatory set- 5 minutes, lesson instruction- 20
minutes, stations- 30 minutes (10 minutes per station), and closure- 5-10
minutes
b. Use of space: Students will sit at their desks for the anticipatory set, lesson
instruction, and the lesson closure. Station 1 with me will be done with a
small group at the front table, station 2 with Mrs. Roth will be done at one of
the middle tables, and station 3 can be done wherever students would like to
sit as long as they are not at the station 1 or 2 tables.
c. List of materials: I will use the smartboard for the anticipatory set and lesson
instruction. Students will be given a post it note to be able to put a vote on the
graph during the lesson instruction. I will need base ten blocks for my station,
Mrs. Roth will need the Bingo set at her station, and each student will be
given a matching sheet to cut out the fractions, decimals, and percents with
scissors and then paste them onto another graph with glue so that each one
matches each other. Every student will also need a white board and marker
throughout this lesson.
d. Describe expectations and procedures: Students will be expected to sit at
their desks quietly, raising their hands to answer questions, unless told
otherwise. I will instruct students on where to go during station time before
they move so that there is no chaos or confusion. I will work with Mrs. Roth
once Dr. Soptelean and I know my for sure observation time we will make
groups for that block class based on ability levels. The lowest ability level

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 group will start at my station and then go to Mrs. Roth’s station so they have
the most amount of practice and instruction before doing their independent
matching sheet. The highest ability group will begin with the station with the
independent matching sheet since they can start on something with a little
less support.
III. Anticipatory Set
• I will show students three different photos- a recipe with fractions, a sale sign for
50% off, and a ticket with $2.50 on it. As we go through the pictures, I will ask
students questions.
 “What do you notice about the way these numbers are written?” I will flip back and
forth and ask “how is this number written differently than this number?
IV. Purpose: “We will be learning how to convert fractions, decimals, and percents today so
that you can interchange these and use them easily in everyday life whether it is with
cooking, grades, sales, or money.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
 Students will be placed in groups based on their ability levels so that station
instruction can be individualized based on their needs.
 Skyler, a student with an emotional disability, will have an aid with him who will go
sit with him for the lesson and follow him through the stations. This way he will not
act out or get too overwhelmed.
 Several students have very energetic personalities- some have been diagnosed with
ADHD and some have not. These students will be allowed to stand at their desks and
during stations may be loud and excited so it may take a gentle reminder to have
them quiet down a little.

VI. Lesson Presentation (Input/Output)

 I will begin by asking students “how many siblings do you have?” I will ask them to
raise their hands if they have zero siblings, one sibling, two siblings and so on. As
they raise their hands I will write it in fraction form the results of each. We will then
move to the Pie graph maker and plug the numbers into the boxes and then
generate the fractions into percents that will show on the pie graph. I will ask
students “what does this percent mean?” I will give students think time and an
opportunity to answer until they come to the conclusion that the fractions are equal
to the percents.
 “Now do you remember the pictures at the beginning? How many different ways did I
show you for writing different forms of numbers? Allow time for students to answer
with three: fractions, decimals, and percents.
 “So you all know how to write a fraction because you all have been working on
fractions and mixed numbers for weeks so now we get to talk about how to make
fractions into decimals and then making decimals into percents. We are going to start
with some simple fractions and then move onto something a little harder. I will start
by using ½, ¼, and 1/3. Point to the line that separates the numerator and
denominator and ask what that line means. Wait for students to answer that it

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 means to divide. “Yes! This really means 1 divided by 2. So in order to find our decimal
we need to divide these two numbers. We will write it so that the numerator (1) is
inside the division bracket and our denominator (2) is on the outside.” I will then write
that down on the board and ask if the denominator can go into the numerator- the
answer will be no. “So what do I do?” Give students an opportunity to try to
brainstorm what to do next and if they do not get there, tell them. “So if we want a
decimal answer, then we should have a decimal point, right? That means we are going
to put a decimal point after 1 because that still shows it’s a whole number and then we
are going to add some zeros after the decimal point. Now can the denominator go into
the numerator? Yes! Now it’s just long division.” Walk the students through the long
division problem until you get an answer. Continue walking them through ¼ and
1/3 as well.
 “So we were able to turn these into decimals but what about a percent? When we go
from a decimal to a percent, we are basically multiplying our decimal by 100. The
easiest way to do this is to simply move our decimal point over two place values
making ½ .50 and then into 50. or 50%.” Then look at the decimals of ¼ (.25) and
1/3 (.33) and walk students through moving the decimal point two places again to
make a percent.
 “Alright so we are going to make another graph based on your favorite ice cream
flavors. So what are some favorite ice cream flavors?” Give them an opportunity to list
some flavors and then add an “other” category. Then ask “what kind of graph could
we make with the data that we come up with?” Allow them time to answer until they
come to the conclusion of a bar graph. Then ask “what will go on our x and y axis?”
Allow them time to answer with the flavors on the x axis and numbers on the y axis.
Then give each student a sticky note and time to write their answer on the sticky
note and have them come up and put it under the correct category. After the
students do this ask them some questions about the graph. “What do you notice
about the data? What flavor had the most votes? Which flavor had the least amount of
votes?” After giving time for students to respond after each question ask them “how
many votes do we have in total?” Once they count and give the correct answer, write
the number on the board. Then go through each category asking how many votes each
flavor had. Write them as fractions above each flavor category (ex. 7/20- chocolate,
4/20- vanilla, etc.). Finally ask them “what do you notice about the way I wrote the
numbers?” Allow students time to respond with the fact that they are fractions.
 “So let’s start with our first ice cream flavor. The fraction is ____ and we want to turn
this fraction into a decimal. Which number goes inside our division bracket? Allow
students to answer. “So that means __ will go on the outside because we are dividing __
by __. Now we need to add a decimal point. Where should it go? Allow students to
answer. Then we are going to add a couple zeros and bring our decimal point straight
up. Now let’s long divide” Have students help walk through the long division process
and continue this process through each ice cream flavor votes scaffolding them each
time so that by the time we do the last flavor they should be able to tell me how to
do the problem and I should only prompt them with “what next?”
 After completing the fractions to decimals, help students again with turning the
decimals into percents. “If our first category had .__ or __/__ of the votes, than what

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 percentage of the votes did it have? How can we figure out the percents?” Allow time
for students to answer. Walk them through one or two and then scaffold them so
that by the last category they can tell you the percent.
 “Okay so we are going to move into stations now to give us some extra practice. We
will have three different stations. One group will be up at the front table with me
working with base ten blocks so that we can see how fractions turn into decimals
and percents. Another group will be playing fraction bingo together while the third
group does a matching worksheet where you cut the pieces out, match them, and
then paste them on another sheet and you will do it independently. Are there any
questions about what each station is?” Allow time for questions. “Alright so I have
your groups up on the board. Group 1 will be starting with me, group 2 will be doing
bingo and group 3 is going to do the matching worksheet. Give me a thumbs up if
you know where you are going and what you are doing.” If all students give a
thumbs up tell them to go ahead and move and then start a timer for 10 minutes.
(The station information is attached at the end of the lesson).

VII. Check for understanding. How do you know students have learned? What strategies
will you implement if all students have not met lesson outcomes? Employ one or more
strategies to determine student learning.
 I will observe students throughout instruction. I will notice who is consistently
trying to answer questions and who may not be. This will give me a basis going into
the stations where each student could be at with this topic.
 When students are at my station, I will be checking for how well they understand
place value when they convert fractions to decimals. I will be able to see based on
their work on their white boards and what they show me on the base flat if they
understand how to convert a fraction to a decimal and then know why their answer
is what it is (for example .50 means fifty one hundredths which is 50/100 which
reduces to ½ which is the decimals fraction form.) I will also know if students are
understanding based on the way we talk about it and communicate together. Having
a station with me will give me an opportunity to give students more differentiated
instruction and small group time to reteach anything they may not understand.
 Students with Mrs. Roth playing Bingo will be checked for their understanding
based on how much Mrs. Roth needs to help them in walking them through
problems. Some of the Bingo problems are a little more challenging so it will also
show where they are at with how much they have comprehended and how
advanced they can take that information.

VIII. Review learning outcomes / Closure

 After students have spent 10 minutes at each station, I will ask them to go back to
their seats. I will ask them different conversions based on ½, ¼, and 1/3. Before
students answer the question I ask, I will ask them to put a thumbs up when they
think they know the answer. I will also challenge them to answer my questions
without solving it on paper. Once most of the students have their thumbs up, I will
ask them to tell me the answer all together. If I hear the correct answer from the

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 majority we will move onto the next question, if I hear more than a few people say
the wrong answer we will work through it so the students can understand it.

PLAN FOR ASSESSMENT

 Students will also turn in their independent matching sheet as a reference for me to
see how well they are understanding these conversions. I will look at how many
questions they completed but more importantly how many questions they got
correct. This will be a hard copy of something I can look off of and know how well
students understood what was taught.
 I will listen to students as they answer questions during the lesson and as they
communicate with me and their group members at my station. I will notice how well
they are able to communicate about this new concept.
 I will also assess students based on how well they can tell me the decimal form and
percent form of ½, ¼, and 1/3 without having to solve it on paper because those are
some fractions they should be able to convert quickly based on the standard. This
assessment will be done in the closure of the lesson.
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not,
why not?
Based on the cut and paste sheets and the closure activity, about half of the third class
reached the objective about converting five different fractions. In the first two classes
almost all of the students reached that objective as well as the 1/2, 1/3, and 1/4
objective. The last class struggled the most because the concept was hard to grasp.
They were also forgetting rounding skills which made decimal a little difficult.
2. What were my strengths and weaknesses?

I believe I did a good job of differentiating learning and challenging the students who were
ahead when it came time for stations. The base ten blocks were a really great way of
showing them decimals instead of just telling them. I think I did a good job of making the
lesson engaging and fun as I had students looking forward to it and telling me it was a lot of
fun and they were glad I taught today. I think the cut and paste sheet could have been
tweaked but students still really enjoyed it and they were sad they could not finish it. I
think I could have done a little better at having them do things during the lesson instead of
me doing all of it on the board.
3. How should I alter this lesson?
I should give students an opportunity for think, pair, share and an opportunity to do
problems themselves and then show me the problem. the cut and paste sheet could have
been altered so they could finish it in the short amount of time they had.
4. How would I pace it differently?
I think in the first two classes the lesson was paced very well. The lesson was not too long
and the stations were a pretty good amount of time but I do think more time at the stations
could have been beneficial for students because it was different and they enjoyed them. In
the last class something needed to have been done for students to get more time at

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stations because the lesson went so much longer. I could have spent time having students
explain it in pairs which could have saved time and eliminated some of the confusion that
took time.
5. Were all students actively participating? If not, why not?
In the first two classes the students were very active and excited. In the last class it was the
same students who were participating over and over again. I know the lesson went longer but I
also think it was a lot coming from confusion and kind of shitting down because that's what
some of the students do when they don't understand something.
6. What adjustments did I make to reach varied learning styles and ability levels?
In the lesson I used graphs as visuals and had students get up to make the bar graph which
added some kinesthetics. The station groups were based on ability level so that I could change
the problems based on which group I was with. I also had students go in a certain order during
stations so that the lowest group could work with me and Mrs. Roth before doing the cut and
paste sheet on their own.
7. Did the lesson teach students enough of the concept for them to be able to do the
stations well? How or how not?
I heard many comments in each class about how students were understanding everything so
much better after the stations. I think the lesson gave them a pretty good basis but the stations
really helped set everything in stone for them.
8. Were the graphs a good use of prior knowledge so that students could understand
conversions better?
Yes! The students loved the graphs! They were excited about answering the graph questions
and making it into a graph. It involved them in the process, connected it to something they
already knew, and kept them engaged.

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Station 1: Base ten blocks with me
 I will give students a flat, a few hundreds, and ones units. I will ask them to show me
½ on their flat. We will then talk about how that’s .50 because there are 5 tens and
zero ones looking at place value.
 Then we will do ¼ again looking at place value because we have 25 units down- two
tens and five ones.
o This will be repeated with 1/3.
 We will then move into some harder fractions that they may have to solve on white
boards instead of perhaps knowing off the top of their heads.
I will have a cheat sheet for myself with all of the fractions I will use so that I know how
they are solved and can correct students when necessary.

Station 2: Fractions, Decimals, and Percents Bingo with Mrs. Roth

 I will have Mrs. Roth give each student a bingo board so that the yellow side is facing
up. She will act as the bingo caller. Students will play the game with her and Mrs.
Roth will help them as needed.
 They will play as many games as time allows for and they will switch bingo boards
for every new game.

Station 3: Independent matching sheet

 Students will do this independently but will be allowed to ask other students in their
group if they are very stuck. They will have 10 minutes to cut their pieces out and
then paste them onto another sheet so that they match. This will be used as
assessment but can also be given back to them as reference for some commonly
used fractions.
 The worksheets are below.

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Fraction Decimal Percent
1/20 0.4 12.5%
1/10 0.5 20%
1/8 0.6 80%
1/5 0.625 75%
¼ 0.66 70%
3/10 0.7 66%
1/3 0.75 62.5%
3/8 0.8 60%
2/5 0.05 50%
½ 0.1 40%
3/5 0.125 37.5%
5/8 0.2 33%
2/3 0.25 30%
7/10 0.3 25%
¾ 0.33 10%
4/5 0.375 5%

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Fraction Decimal Percent

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Station 1- my cheat sheets

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