Lesson: Fraction/Decimal Equivalents Using Models
Lesson Objective
Lesson Plan
Element/Time

Teacher

Student expected response

Do Now
(8:30 – 8:40)/(10:00 –10:10)

· Teacher walks around to greet students and check in with students about their do now and homework 
· Students complete 2 review/2 current unit problems independently 
HW Check

·


Mental Math
(8:40 – 8:50) /(10:10 – 10:20) 
· Teacher reads and reveals a series of 6 problems – helping students to think of strategies to help students solve the problems · Teacher pulls sticks (cold call) to have students answer the questions 
· Students answer questions mentally, if stick is called they can answer and explain their answer choice. 
Mini Lesson
(8:50 – 9:25)/(10:20 – 10:55) 
Opening: · Most of the fractions we have worked with so far in this unit have been less than one. · Highlight that on a number line most of the fractions fall between 0 and 1 on the number line. · Today we are going ot be looking at fractions that are greater than one. · Ask students: How would you label the marks halfway between the whole numbers on the number line. (halfway between 1 and 2, halfway between 2 and 3…) Intro:
· As we said before we are looking at fractions greater than 1 today. There are two ways we can write fractions greater than 1 – as an improper fraction and as a mixed number. · Define each for students –for notes. · Tell students that these two ways to write numbers greater than one are just two ways to write the same number – every mixed number has a improper fraction that is equivalent – and vice versa. · Let’s think together how we could write 3 and ¾ as a improper fraction. · First since we know we are working with fourth pieces, let’s think of how many fourth pieces would make 3 wholes. · Ask how many fourths are there in one whole? · So if we have 3 wholes, and we know that there are 4 fourths in one whole – how many fourths do you think there are in 3 wholes. · Show 4/4 + 4/4 +4/4 on the board to indicate 4 fourths for each whole. · Now we need to remember the extra part we had, the ¾ · So 3 and ¾ is equal to the improper fraction of 15/4 · SHOW STUDENTS METHOD OF MULTIPLYING and ADDING to connect to method described – perhaps more examples needed first. · Let’s suppose we have an improper fraction instead of a mixed number. What is 37/3 written as a mixed number? · How many wholes are in 37? Think – since we know that there are 3 thirds in every whole, how many 3s are their in 37? · Write so there are 12 thirds in 37 with one left over so we can write 12 and 1/3 as our mixed number. · SHOW STUDENTS METHOD OF DIVIDING only after walking through thought process
· Use MANIPULATIVES to help support understanding.
Guided: · Students are given some improper fractions to switch to mixed numbers and vice versa on white boards · Review procedure with students for changing between forms. Independent:
· Students will practice writing improper fraction and mixed number equivalents.
Closing: · Ask students to explain how to change improper to mixed and mixed to improper · Ask students to write/explain why these rules work and share out. 
Most students will probably answer 1 and ½, 2 and ½….
Students take notes on improper fractions and mixed number definitions.
Students write notes on examples of both. 
Interim Review
(9:25 – 9:35)/(10:55 11:05) 
Division – 2 digit divisors – powers of ten 

Skills Time
(9:35 9:50) /(11:0511:25) 


Lesson Resources
tenths hundredths hw 
1,222

HW Fraction Decimals 
1,155

CW Fraction Decimals 
1,300

Tenths Hundredths 
873

U5 L5 Between the Lines Fraction Decimal Conversions 
1,067
