Lesson: Fraction/Decimal Equivalents Using Models

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Lesson Objective

SWBAT Name Fraction and Decimal Equivalents using models.

Lesson Plan



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)


·         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…)


·         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.


·         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.


·         Students will practice writing improper fraction and mixed number equivalents.



·         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) /(11:05-11:25)



Lesson Resources

tenths hundredths hw  
HW Fraction Decimals  
CW Fraction Decimals  
Tenths Hundredths  
U5 L5 Between the Lines Fraction Decimal Conversions  


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