LESSON PLAN TEMPLATE

November 27, Converting Fractions to Decimals with 100 Grid 5

Date 2019 Lesson Title Grade Level

60 minutes Math 2
Time in Lesson Subject Lesson #

Developed by
Stephanie Quinlan

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Math - Number
 Relate decimals to fractions and fractions to decimals

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will…
 Be able to use a 10x10 grid to visually represent a fraction and
convert it into a decimal.
 Observation – will see students practicing this method and
successfully converting a fraction to a decimal using the
proper place values.
 Class discussion - will listen to students using the appropriate
vocabulary as they use the strategy to solve the problem.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

 This will allow students to use a visual way to convert

 SMART board with projector fractions to decimals
 100s Grid paper  Will start with an easy fraction, then will work towards a more
 Markers/Pencil crayons difficult fraction

Adapted from Wiggins, Grant & J. McTighe (1998)

  Will ask students to come up with a fraction of their own and
have their neighbour use this method to convert it into a
decimal.
 Will support learners who need it as they use the strategy to
convert a fraction to a decimal.

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

 Begin with daily math practice questions. Hand out grid paper to students as they are working (2 sheets each)
 Will start the lesson with a discussion about how we have already used long division to convert a fraction to a decimal, and now I will
show them another way to do this using a 10x10 grid.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of
the lesson? What steps are taken during the lesson?
The teacher will take a fraction (1/4) and will show the
students how to use the grid to find the decimal. Then
will have the students come up with another fraction
(something /5 or /10) and have them use one of their
grid sheets to try this method to come up with the
fraction. As a class go over the example.
What are the STUDENTS doing? How are they engaged while
Approx. time
you are teaching the lesson?
Students will be thinking about how to apply this method (15 min)
to change a fraction into a decimal, and what the place
value is for the decimal when using a 10x10 grid. Then
students will have the opportunity to apply the method.

Have the students create one more fraction for their Students will be applying the strategy to the decimal (5 min)
neighbour to use the grid paper to change into a decimal. their neighbour made up to get one more chance to
Once they are done this they can get working on their practice the new skill while it is fresh.
math menus for the rest of the period.

Adapted from Wiggins, Grant & J. McTighe (1998)

As students are working on their math menus, will pull
the ones aside who still need help with long division and
work with them in smaller groups.
Students will be working through their math menus. The (30 min)
students who are being pulled out will be working on
their long division and going over the quiz answers. They
will be applying the long division steps to solve
problems.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

 Students will be reminded that math always has multiple strategies to come up with an answer, and that using the 10x10 grid
can be a good strategy to use to convert a fraction into a decimal.

Adapted from Wiggins, Grant & J. McTighe (1998)