Lesson: Decimal Benchmark/Fraction Equivalents

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Lesson Objective

SWBAT use decimal benchmarks to name fraction decimal equivalents.

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:

·         Today we are going to continue our work on fraction and decimal equivalents. 

·         As we already know every fraction can be written as a decimal as they are just two ways to represent the same thing. 

·         TPS – How do you write a fraction as a decimal?  A decimal as a fraction?

 

Intro:

·         As you read through the newspaper you will notice that sometimes parts of wholes are represented in fraction form and sometimes they are represented in decimal form.  It is important for us to be able to move between these representations easily and quickly.

·         Luckily for us, by knowing just a few benchmark fractions decimal equivalents, we can easily figure out many other fraction decimal equivalents.

·         You will remember that we talked about unit fractions when we started the FDP unit.  Does anyone remember what a unit fraction is?

·         Well by learning the equivalents for some common unit fractions, we can use it to figure out lots of different decimal/fraction equivalents.

·         Show with models the equivalents for the fractions – ½, 1/3, ¼, 1/5, 1/6, 1/8 and 1/10

·         Ask students to TPS – what do they notice about the relationship between 1/8 and ¼

·         Ask about the relationship between 1/10 and 1/5 and also 1/3 and 1/6.

·         Demonstrate for students using the decimal 1/5 to figure out what 2/5, 3/5, 4/5…would be.

Guided:

·         Have students figure out what 6/5 would be

·         Ask students to figure out what 7/5and 8/5 would be.

Independent:

·         Students will use the decimal equivalents to figure out other fraction/decimal equivalents.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A fraction with a numerator of 1

 

 

 

 

 

½ = 0.5 , 1/3 = 0.33… , ¼ = 0.25, 1/5 = 0.2 , 1/6 = 0.166…  1/8 = 0.125   1/10 = 0.1

 

It’s half of ¼  and 0.125 is half of 0.25

 

 

 

1/5 is 0.2  so two fifths would be 0.2 + 0.2 or 0.4 …

 

 

 

 

 

 

 

Interim Review

(9:25 – 9:35)/(10:55 -11:05)

Division – word problems - estimation

 

Skills Time

(9:35- 9:50) /(11:05-11:25)

 

 

Lesson Resources

U5 L5 Between the Lines Fraction Decimal Equivalents  
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