Planning a Standards-Aligned Lesson

Lesson Details

Name of Lesson: Fractions and Decimals using base 10 number sense

Class/Period: 4th

Lesson date: March 24, 2017

Number of days/class periods for lesson: 90 minutes

Selecting Clusters & Standards

What standard(s) and/or cluster(s) am I targeting in this lesson?
4.NF.C.5 - Express a fraction with denominator 10 as an equivalent fraction
with denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100. (Students who can generate equivalent
fractions can develop strategies for adding fractions with unlike denominators
in general. But addition and subtraction with unlike denominators in general is
not a requirement at this grade.) For example, express 3/10 as 30/100, and
add 3/10 + 4/100 = 34/100.

Coherence
How does this work connect to previous or future work in the grade and
what will I do to make that connection?
For this lesson the student would need the previous understanding of:

1) Base 10 number system.

2) Be fluent in the basic operations of addition, multiplication and division.
3) Understand place value.
4) Understand equivalency.

To reconnect this lesson to previous ones I would:

1) Use modeling and number lines the students to make connections back to
base 10 number sense.

2) I would then have the students break down the numerators and
 denominators by way of factoring (factor trees). Then use these factors to find
equivalency.

3) Place Value would be addressed with number lines and manipulatives.

Learning Goal
What is the learning goal for students in this lesson?
Students will be able to express a fraction or decimal with a denominator of
10 as an equivalent fraction with denominator 100, or a denominator of 1000.
Then use this technique to add two fractions with respective denominators
10, 100, or 1000.

For example,
Express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Express 0.5 as 5/10 as 50/100, and add 0.5 + 5/100= 55/100

Rigor
Which aspect(s) of rigor do the targeted standards require?
Procedural skill and fluency
Application

Mathematical Explanations
What explanations, representations, and/or examples will I share to make the
mathematics of this lesson clear?
Explanations used:
* What are fractions?
* How do decimals relate to fractions?
* Changing fractions to decimals.
* Equivalency of Tenths, Hundredths, Thousandths.
* Why is all of this important to you (the student)?
 Representations used:
* Every fraction can be represented as a decimal and vice verse
* Every fraction and decimal has a specific place on a number line

Grade-Level Problems
What grade-level problem(s) will I ask the whole class to solve? Attach a
document or write below.
How can you write a fraction as a decimal?

Opener (Guided): On Main Street, 4 out of 10 homes have swing sets in their
backyards. Show drawing of street on board with houses and swing sets.

Question 1:Write 4/10 as a decimal. Also, show draw a model as the decimal
value.

Question 2: On Main Street, what fraction of homes do NOT have swing sets?
Write your answer as a fraction and decimal.

Question 3: Please use the answer from question number 2 to draw a grid and
shade in the value

Questions 4-13: Write each fraction as an equivalent decimal, and each

decimal as an equivalent fraction.

4) 4/10= 5) 21/100= 6) 810/1000= 7) 9/100=

8) 5/100= 9) 0.60= 10) 0.3= 11) 0.250=

12) 0.02= 13) 0.006=

Question 14: Explain in words why the fraction 6/10 is not written as the
decimal 0.06?

Question 15: Create a number line a plot the following values--> 2/10, 1/2,
8/10

Question 16: Create a number line and plot the following values--> 0.2, 1/2,
 0.8

Checks for Understanding

What strategies and opportunities will I use to check for understanding
throughout the lesson?
To check for understanding I would:

1) Require each student to show either a fraction to decimal or decimal to

fraction on their personal white board.

2) Use the independent time (20-30 mins) to walk around the room and touch
each student who showed frustration during the group lesson and or exit
ticket of that lesson.

3) Finally, the student would watch a interactive movie like Brainpop and take
the Quiz that follows

Discussion Questions
What questions will I ask to allow students to share their thinking and when
will this happen in this lesson?
When asking questions that will allow students to share their thinking I try to
relate to something personal. I try to open my lessons with this personal
relation. The student must be made aware that these skill sets are important
for every day life.

1) Mr.Z's class has 24 students in it. At the end of the year he decides to throw
a pizza party, he purchased 3 large pizzas.

*How many slices would each pizza need to be cut into so every student
could have one slice?

2) At the end of the pizza party 6 slices of pizza remained.

*Please show the fraction of how much pizza is left.

 *What is the decimal equivalent of the pizza eaten by the class?

Mathematics of the Lesson

Selected Standards
Will the lesson address a part of the standard(s) or the entire standard(s)?
Explain.
This lesson focuses on the most of the grade level content standard. Students
will be able to express a fraction or decimal with a denominator of 10 as an
equivalent fraction with denominator 100, or a denominator of 1000.

Key Mathematics
What is the key mathematical idea or concept from the standard(s) I am
targeting?
The key mathematical idea I focused on from this standard is that the part of
any whole number can be represented by a fraction and/or an equivalent
decimal.

How will I ensure this lesson will reach the depth of the expectations of the
standard(s) targeted?
This lesson reconnects prior knowledge of mathematical understanding to
new information to produce a deeper understand of the standard.

Mathematical Explanations
What common misconceptions related to this topic, including mnemonics or
tricks, do I anticipate will arise?
Common misconceptions of this topic:

*Believing that (fractions) numerators and denominators can be treated as

 separate whole numbers.

*Failing to find the common denominator

How am I going to address these misconceptions to strengthen students

understanding of the content?
How to address these misconceptions:

*To overcome this misconception, I would present a real-world problem.

Example: If you have 3/4 of apple pie and give 1/3 of it to a friend, what
fraction of the original pie do you have left?

*This is where the use of number lines and other visual representations
showing equivalency really help.

Mathematical Language
What mathematical language should students use in this lesson?
Proper fraction: numerator is less than the denominator.

Numerator: the number above the line in a common fraction showing how
many of the parts

Denominator: the number below the line in a common fraction showing the
whole

Equivalent fraction: a different fraction that represents the same value

Whole number:a number without fractions or decimals

What informal mathematical language do I expect to hear?

Numerator - Top number
Denominator - Bottom number
Fraction - Split number
Equivalent - The same
Whole number - Regular number
How will I connect students' informal language to the precise mathematical
language of this lesson?
At the beginning of the lesson we would do a quick immersion of context
specific vocabulary and have the students become comfortable with using this
"language".

Coherent Connections
Prior Knowledge
What prior skills and knowledge might students bring to this lesson?
Prior skills and knowledge:

Basic Operations. + - x /

Base 10 system

Place Value of whole and decimal numbers.

Factoring

Reasoning and Problem Solving

What unfinished learning from earlier grades might I need to address within
the context of this lesson?
I might need to re-address Place Value and Factoring

How will the lesson explicitly connect to and build on students prior skills
and knowledge? What will I say or show my students to make this connection
clear?
This lesson will explicitly build on the students understanding of whole
number being composed of parts. These parts will be represented through the
base ten value system.

Future Work
How do the mathematics of this lesson lay the foundation for future work?
The mathematics of this lesson will lay the foundation for exploring not just
power of ten fractions but any fraction. Once the understanding of
equivalence is made and place value is secure, only ones ability to
manipulation numbers stands in the way of complete immersion.

Problems & Exercises

Adapting The Lesson
Think about students who might need extra support or extension: what
scaffolding will I use to support students?
I will use the scaffolding of guided practice, collaborative problem solving,
and small group instruction

How will I address remediation or unfinished learning in the context of the

on-grade-level work?
I will scale the work load (differentiation) back to the learners ability and
begin to build where they last left off.

What extension work will I prepare for students who are ready for deeper
engagement with grade-level content?
For students whom have mastered the content 'on-grade level' I would first
look questions addressed to the next grade level. I would also use enrichment
sheets as take home extra credit.

Student Thinking
Which problem(s) will prompt students to share their thinking and apply their
mathematical language?
Problems that prompt open discussion and use mathematical language:
Opener--> #1, #2, #3 and #14, #15, #16

Student Perseverance
Which problem(s), if any, will require students to persevere?
Questions #15 and #16 would cause most of my student to persevere

How will I encourage students to persist with this problem even after initial
difficulty?
I would relate the struggle to something more personal to them. Something
that they would never give up on. "It would mean a lot to me if we could look
at these number lines again tomorrow".

Justifications
Which problem(s) will require students to explain and justify their work?
Problems that require explanation and justification: #14

Solution Methods
What solution methods or representations do I anticipate seeing from
students?
I expect to see:
*Grid shading (model use) for questions #1, # 3 *Number lines for #15, #16
*Multiplication in #16 (1/2=5/10=0.5)
*Place Value recognition #4-#13

Tools
Select the tools that may be useful as students solve the problems posed in
this lesson.
Colored pencils
Technology
Number line
Drawings
Graph Paper

How will I encourage them to independently choose appropriate tools?

Model it through my own preparedness, make references to what I am using
to get the job done. Make it "cool" to by right and ready.
Addressing Rigor
Describe how the problems in this lesson address the aspect of rigor targeted
by the standards.
The problems of this lesson follow the base 10 number system. 10, 100, 1000
were the only denominators used and each an equivalent decimal.

Formative Assessment Strategies

Checks For Understanding
How will I use the information gained from these checks for understanding?
This information will allow me to address each students need in an efficient
and timely manner.

Feedback & Revision

How will I provide feedback to students?
Feedback for students will be provided on the work itself. Incorrect or
unfinished questions will be addressed.

Will there be an opportunity in this lesson for students to revise their work? If
so, when?
The questions that needed comments are allowed to be taken home and
corrected. Upon collecting we will review the topics in a chunked approach.

Classroom Discussion
Structuring Discussions
What ideas/concepts will I focus on during discussions?
I will continue to reference and focus on base ten knowledge, this is what the
students know best and are most comfortable with.

I will continue to refer back to the place value chart

 I would like to promote group discussion about equivalency

How will I select which students will share/present their mathematical work?
How will I sequence their responses to connect and develop all students'
understanding of the topic at hand?
I would first take on volunteers.
If all else fails popsicle name sticks, luck of the draw

Student-driven Discussions
How will I encourage students to talk about, ask questions about, and learn
from other students' thinking, and when will this happen in the lesson?
When placed into desk "pods", usually 5-6, the students tend to grow on one-
another. Make them responsible for each others learning and understanding.
This would take place during group time for problem solving.

Lesson Summary
What will the summary of the lesson look or sound like?
The summary should resemble an abstract and problem set based on the
premise of the core standard 4.nf.c.5.

What student work and discussion will I highlight to reinforce the learning
goal of the lesson?
I will highlight the work of the problem solving groups to reinforce our goals.
This way every student would be able to feel like they were a part of the
lesson.