Lesson Plan:

Dizzy Decimals

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Grade
Subject
Standards
August 2, 2015
by Sarah Marten

Learning Objectives

Students will be able to convert tenths fractions into decimals.

Lesson

Introduction (15 minutes)

  • Hand out graph paper to each student and have them write their name on the paper.
  • Tell the students they will be using their knowledge of fractions to write numbers using decimals.
  • Ask for 10 volunteers to come to the front of the classroom.
  • As you choose students to come to the front, identify a like characteristic of the students. Example: 4 students have brown hair.
  • Ask the students that are sitting how many students out of the ten have a like characteristic and write the number as a fraction on the board. Example: 4 students have brown hair so you would write 4/10 on the board.
  • Repeat the above process after you switch volunteers and have at least 4 to 5 different fractions written on the board.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Have students get out colored pencils and graph paper.
  • Project the image of graph paper on the board. Choose a colored marker and have students use the same color colored pencil on their own paper.
  • Draw a box around 10 squares on the graph paper and label it number 1.
  • Bring attention to the first fraction you created with the class volunteers, 4/10, and color in the corresponding number of boxes within the ten boxes on the graph paper.
  • Under the 10 squares, write the fraction it represents, 4/10.
  • Ask the students how to say the fraction.
  • Explain to the students that the tenth place value is the first number behind a decimal point when written out as a decimal number.
  • Write a zero on the board and explain the zero is in the ones places value.
  • Write a decimal after the zero.
  • Underscore the place value after the decimal and explain to the students this is the tenth place value.
  • Next to the fraction already written on the board, write 0.4 and explain to the students that the decimal number is read four tenths and is the same place value as the fraction 4/10, which is also read as four tenths.
  • Referring back to the graph paper, write an = sign after the fraction 4/10 and after the = sign write 0.4.
  • Repeat to the students again that the fraction 4/10 is equal to, or the same as, four tenths (0.4).

Guided Practice/Interactive Modeling (15 minutes)

  • Choose a color for the next fraction created from the class volunteers.
  • Have the students repeat the explicit instruction process while you walk around the room and help as needed.
  • Choose a color for the remaining fractions on the board and repeat this process until all fractions are represented on the student's graph paper.

Independent Working Time (10 minutes)

  • Hand out the Tenths Place worksheet and have your students complete it independently.
  • You may choose to have students work in pairs if you feel students need support.
  • Circulate the classroom to answer any questions students may have and assist struggling students.

Extend

Differentiation

  • Enrichment: Challenge above grade level students to write all fractions representing 1/10 to 9/10 on the graph paper and write each as a decimal.
  • Support: Pair students who need support with a student who understands the concept. Limit the number of problems needed to complete on the Tenths Place worksheet.

Review

Assessment

  • Use the worksheet as an informal assessment to help identify who needs reteaching.

Review and Closing (10 minutes)

  • Display the Tenths Place worksheet on the overhead and ask for student volunteers to come to the overhead and complete a problem until all problems are completed.

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