### Lesson plan

# Fractions and Dollars

#### Learning Objectives

Students will understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts by using what they already know about the value of coins compared to the value of a dollar.

#### Introduction

*(5 minutes)*

- Review with students by asking for volunteers to share what they remember about coins.
- Tell the students that today they will be dividing dollars into fractions using the coins they have just discussed.
- Remind students that a
**quarter**is worth 25 cents, a**half-dollar**is worth 50 cents, and that the value of two quarters is**equivalent**, or equal to, one half-dollar.

#### Explicit Instruction/Teacher modeling

*(5 minutes)*

- Divide students into groups.
- Hand out the Fraction Dollar worksheet to students.
- Explain that the nickel, dime, and quarter are represented below the dollar in the worksheet.
- Have students count together for each denomination (sequence count by 5, 10, and 25).
- Tell the students that the class will complete a larger example of these fractions using the sentence strips.
- Remind your students that the
**numerator**is the top number in a fraction, and the**denominator**is the bottom number.

#### Guided Practice

*(10 minutes)*

- Start with the quarter, and ask guided questions for students to work on as a whole group. Potential discussion questions include:
*How many quarters does it take to make a dollar? How many pieces would a dollar be divided into? What value would each unit have? If a unit is a fourth, how much would one quarter be?* - Have a volunteer cut out four quarters and paste them evenly on the sentence strip. Then, have that volunteer draw lines to show the ¼ pieces on the sentence strip.
- Repeat the same procedure for the dime (1/10th pieces) and the nickel (1/20th pieces).
- Explain to the students that each coin row on their worksheet is the same as one of these sentence strips. Explain that it takes four quarters to make a dollar, so a quarter is 1/4th of a dollar. Do the same with the nickel and dime.

#### Independent working time

*(15 minutes)*

- Pass out the needed materials for the Dollar Game to each group.
- Read the instructions to students, and have them play this game for two to three rounds.

#### Differentiation

**Enrichment:**Give students the Enrichment Assessment.**Support:**Give students the Support Assessment.

#### Assessment

*(5 minutes)*

- Have students complete the appropriate leveled Assessment Challenge.

#### Review and closing

*(5 minutes)*

- Begin a discussion about the similarities your students found with the sentence strips and what they drew.
- Encourage students to reflect on any changes they might want to make to their Assessment Challenges.