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Fractions and Decimals Intro Lesson Plan

TCNJ SOE Lesson Plan Format

Student Teacher: Kayla Taylor

Essential Question: How are fractions and decimals related?

Standards:
1. 4.NF.6 Use Decimal notation for fractions with denominators 10 or 100.
2. 4.NF.7 Compare two decimals by reasoning about their size. Recognize that their
comparisons are only valid when the two decimals refer to the same whole.

Learning Objectives Assessment

Students will be able to use prior knowledge Students will work individually with smarties
on fractions to create a fraction addition candies. Each student will count how many of
sentence. each colored candy pieces they have (10); each
color representing the a/ part of a fraction. The
students will then add all the groups of colored
smarties together to reveal that all the colored
smarties equal the whole candy; the /b part of a
fraction. The teacher will observe and monitor
the students as they work. Teacher will allow
students to eat the candy once they have
Students will recognize the connection of Teacher will model with a student how
fractions and decimals through the real life fractions of a dollar can be represented by
example of money. decimals using the money. Then students will
be given an amount of money in fraction form
and they will need to write on a communicator
the decimal form. They will hold it up for the
teacher to assess.
Students will be able to identify the fractional Students will work in small groups to order
equivalent to a decimal. Students will be also fractions and decimals from least to greatest on
able to identify when a decimal is greater or a number line ranging from 0-1. Teacher will
less than a fraction. observe the groups and assess the correctness
of the timeline. Students will also play a
closing game where they will be given either a
fraction or decimal to put on their forehead.
They will need to find the student that has their
fractional or decimal equivalent. Teacher will
assess whether they successfully located their
equivalent.
Materials: Projector, Smartboard, play money, smarties, book, premade fraction and decimal
index cards (for timeline and closing game), tape, communicators, expo markers and erasers.

Prior Knowledge: Students will have already completed an introductory unit on fractions.
Students also have basic knowledge of common fractions (adding, subtracting, reducing and
equivalency).

Lesson Beginning: Revisit fractions through the real-life examples in the book

Instructional Plan:
1. After book, teacher will model the smarties activity with the projector. Using the
smarties, the teacher will count how many pieces make up the whole candy (10 pieces).
The teacher will record how many of white, blue, green, yellow, etc, colored pieces make
up the whole candy. (Example- 3 white, 4 blue, 2 green, 1 yellow).
2. The teacher will then explain that the pieces of each color also make up part of the whole
candy. Using each color, the teacher will right down in fraction form for the students to
see. (Example- 3/10 pieces are white, 4/10 pieces are blue, 2/10 pieces are green and
1/0pieces are yellow) The teacher will ask the students to recall the terms numerator and
denominator at this time.
3. The teacher will remind the students that if they add the numerators, it should equal the
denominator. (3+4+2+1 =10) The teacher will show the students that 10/10 means they
completed the task correctly and have a whole piece of candy. Students will then be given
smarties and communicators to attempt the task individually. Teacher will monitor and
observe students as they work. Once they have successfully completed the task, they will
be allowed to eat the candy. Once everyone is finished, students can volunteer to write on
the smartboard how they completed the task.
4. Teacher will prompt students to use their prior knowledge about money and how to
correctly write amounts of money. Teacher will remind students that there are 100 cents
that represent a whole dollar. Those cents can also be considered parts of a fraction since
they represent parts of a whole. By using the projector, teacher will put an amount of
money (\$0.50) and ask students what the fractional equivalent would be (50/100).
Students will be asked to use prior knowledge to reduce the fraction into ½.
5. Teacher will model correct way to write the decimal form of \$0.50 and explain that the
decimal form is equivalent to the fraction of ½. As a whole class, teacher will provide
additional fractions in the form of money and ask the students to write the correction
decimal equivalence. Teacher will ask for volunteers to explain their reasoning.
6. Teacher will then model the number line activity by asking students whether the decimal
.75 is greater or less than .50. Teacher will then ask if the fraction 4/10 is greater than or
less than .50. Teacher will assess the student’s answers and model how to put them on the
number line to complete the activity. Teacher will encourage students to use the money to
answer the questions and provide further explanation for struggling students.
7. Teacher will then break students up into 5 groups of 3 and give each group a different
premade set of 10 index cards that contains decimals and fractions 0-1. Students will be
asked to correctly order the decimals and fractions and place them onto the number line.
8. Once all groups are finished, groups will rotate to check their peers’ number lines for
correctness. Once all number lines are correct, students will return to their seats.
Closure:
1. Teacher will explain closing activity where each student will receive an index card
with either a decimal or a fraction. While teacher place the index card on their head
without the student seeing the number, the teacher will explain that half the class is
getting a fraction and half the class is getting a decimal. Students will need to use
their communication skills as well as their knowledge of fractions and decimals to
find their fractional or decimal equivalent. Students will be allowed out of their seats
to find their equivalent partner and be encouraged to use their classmates for help.
2. Once completed, pairs will reveal if they were successful. Unsuccessful pairs will
need to find their equivalent partner before returning to their seat. Students will be
asked what the hardest part of the lesson was and teachers will reassure students that
their struggles will be addressed later in the unit.