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Pre-service Teacher: Ken Reissig Grade/Cooperating Teachers: 6th grade/Laura Botte School/Program: Burlington

Middle School/Everyday Math Subject/Content: Math/Fraction & Decimals Standards/GLs/ Established Goals: Students understand arithmetic in computation, and they select and use, in appropriate situations, mental arithmetic, pencil and paper, calculator, and computer. This is evident when students: 7.6.bb. Interchange fractions, decimals, and percents; know that irrational numbers neither terminate nor repeat when written in decimal form; Enduring Understanding & Essential Question addressed in this lesson: EU: Examples of the relationship between fractions and decimals are found in everyday life. EQ: Why is it important to know the relationship between fractions and decimals? In what situations might we need to convert fractions to decimals or decimals to fractions? Objective(s) of Lesson: Knowledge: 1. Students will know that fractions can be written as decimals and a decimal can be written as a fraction. Prior knowledge that may needed to be reviewed/taught: • Students will know parts of fraction (numerator, denominator) • Students will know parts of decimal (place values) • Student will know that our money is based on ten. • Students will know that all decimals are base ten representations of fractions. Skills: 1. The students will be able to convert decimals to fractions and fractions to decimals. Prior skills that may needed to be reviewed/taught: • Students will be able to identify parts of fraction (numerator, denominator) • Students will be able to identify parts of decimal (place values) • Students will be able to identify coins and write their value in decimal form. • Student will be able to add decimals Assessment Evidence 1. Students will demonstrate converting fractions to decimals and decimals to fractions using money models. Possible extensions:

• Students will demonstrate (on paper) the process of converting fractions to decimals and decimals to fractions using algorithms. From the activity above ask students to write the fractions as a decimal (demonstration/practice) • Ex. The only problem is that in 1907 Walmart priced their products as fractions of dollar. when items are priced as fractions. practice these conversion steps with the following sets of coins (100-pennies. ask students to show you 1/4. Using coins demonstrate models of decimals and fraction. ask student to show you . Situation: You have been asked to plan a party for 12 people with $9. 3/10. 3/4. She has invited 12 guest to the party. so you will have to convert the price to decimals to determine how much you can spend. Using assorted fractions.” Learning Plan: • Introduction/Hook: You are birthday planner in the year 1907. Task: Goal: Calculate the amount of money needed to purchase items for a party. 10 dimes. (ex. ask students to show you 2/10. Using 10 dimes. 4/4 • Ex. Using 4 quarters.00. 4-quarters) (demonstration/practice) • Ex.35) . which is 40 cents which can be written as . • Steps for Instruction (done in small groups) 1. Performance: Create an itemized list showing your work. then determine the decimal (. The parents have budgeted twelve dollars for the even and asked you to plan the nicest party possible…but there is one slight problem… They would like you to shop at Walmart. pre-assessment for prior knowledge and skills • Observe groups and look for misunderstandings • Re-teach common misunderstandings 2. 2/4. 2/5 is 4 dimes. What set of coins would you use to show 3/5 3. • Students will explain and demonstrate how the money base-ten models prove the algorithms. Find 7/20 with nickels. Step-by-step plan for “Learning Experience” and “Instruction. (Prepare coin sets) • Ex.25 (25/100) using the least amount of coins. each party hat cost 2/5 of dollar…hint use 10 dimes) Role: Birthday Party Planner in the 1900s. • Ex. 20-nickels.40 4. The Walton family has asked you to plan the birthday for their 10 year old daughter. etc • Ex. Audience: Birthday guest.

practice these conversion steps. Students will work in their groups to solve the problem b. then determine the decimal (.• Ex. • I will collect the journal and problem . • Ex.45 (9/20) Using the coins find a fraction equal to . Re-Introduce the GRASP problem. • Ex. (. What is the relationship between fractions and decimals? • Challenge question: Can you create and algorithm to convert fractions to decimals and decimals to fractions.27 (27/100) 5. • Ex. a. Determine which coins can represent 4/5 and convert to a decimal.60) Find 33/100 with pennies.70 (7/10 Using the coins find a fraction equal to . 6. Find 3/5 with dimes. then determine the decimal Using the coins find a fraction equal to . Using assorted fractions.33) • Ex. Each student will complete their own problem Closure • Students will respond to the EQ in their math journal and share their entry with partner. (Demonstration/practice) • Ex.

o I know this because…? . o I know this because…? • During this lesson students were not able to….Student Teacher Reflection • During this lesson students were able to….