### Lesson plan

# What's in a Name? Fractions and Decimals

#### Learning Objectives

Students will be able to rename fractions with denominators of 10 and 100 as decimals.

#### Introduction

*(10 minutes)*

- Engage students in a discussion about any nicknames they may have. Give several examples of full names and shorter names, such as Matthew and Matt.
- Ask your students if calling someone by a nickname changes who the person is.
- Relate fractions to decimals by making a comparison to nicknames.
- Explain that fractions and decimals are different names for the same value.

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Explain to students that to determine how to write a fraction as a decimal, they need to look at the
**denominator**, or the bottom number in a fraction. The fractions they will use today have denominators of 10 or 100. - Tell students to listen to how you say the fraction 53/100.
- Write this fraction on the board. Write the decimal 0.53.
- Explain that the denominator of 100 tells them to take the digits in the
**numerator**, or the top number, and fill the tenths and hundredths places to get 0.53. Show this number using base 10 blocks. - Give students the example of 7/10. Explain that this denominator of 10 tells them to fill in one digit in the tenths place.
- Give a final example of 8/100. Explain the use of 0 as a placeholder in the tenths place since both the tenths and hundredths places have to be filled to show 0.08.

#### Guided Practice

*(20 minutes)*

- Have students work in groups of 3 to 4.
- Give each group of students a deck of cards.
- Separate cards into two piles of face cards and number cards.
- Keep the ace card with the number cards.
- Tell students that on their turn, they will choose two number cards that will serve as the numerators.
- Instruct them to choose one card from the face card deck for the denominator, where a king equals 10, and a queen equals 100. Explain that the jack is a wild card, and students can decide whether to use 10 or 100.
- Have all students in the group write each fraction and decimal in their notebooks.

#### Independent working time

*(10 minutes)*

- Distribute and have students work on the Lock and Key worksheet independently.

#### Differentiation

**Enrichment:**For a challenge, encourage students to convert decimals back to fractions. You can also ask them to convert fractions with a denominator of 1,000 to a decimal.**Support:**For students in need of support, build base 10 block models to represent the fractions chosen during the guided practice portion of the lesson.

#### Assessment

*(5 minutes)*

- Make sure to circulate as students work in groups to check for understanding.
- Collect the independent practice worksheet.

#### Review and closing

*(10 minutes)*

- Have students pair and share about the relationship between fractions and decimals.
- Give several fractions, and have your students convert these number to decimals.
- Have students write the decimals on whiteboards to hold up for a quick visual assessment.