Lesson: Calculator: Fractions to Decimals
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Lesson Objective
SWBAT use a calculator to convert fractions to decimals.
Lesson Plan
Materials Needed: scrap paper for DN, calculators (one for each student), white board, dry erase markers, pencils, Fraction/Percent/Decimal Concentration game (multiple copies if breaking class into groups), and DI/GP Worksheet, Exit Slip
Vocabulary: whole (or ONE or unit), denominator, numerator, equivalent, divide, fraction, percent, and decimal.
……….
Do Now (3 5 min): Each student has a calculator on his/her desk before starting math. The class reads the Do Now and then begins.
Use your calculator to divide the numerators of the following fractions by the denominators:
1 , 3 , 4 , and 6
2 4 5 10
Opening (3  5 min): Teacher reviews the student’s observations from the Do Now. The teacher should then state the objective, “Yesterday, we learned about equivalent fractions, decimals and percents. Today, we are going to convert fractions to decimals. By the end of this lesson, you will be able to use a calculator to convert fractions to decimals.”
Direct Instruction / Guided Practice (1012 min): The teacher begins the lesson by saying, “ I am so happy that some of you noticed that ½ is 0.5 which is the decimal for ½. One way to rename a fraction as a decimal is to divide its numerator by its denominator. Today we will practice using a calculator to rename any fraction as a decimal. “
The teacher then asks the students to rename each fraction on their DI/GP Worksheet as a decimal by using division. The students should be instructed to write out each digit shown on the calculator, up to 6 digits following the decimal point.
When the students have finished, ask the students to look for patterns in the results. Tell them that the will have an exit slip about this before the lesson is over.
Example patterns:
Some fractions have short decimals with only 1, 2, or 3 digits after the decimal point
Other fractions have long decimal names that go on for a while.
In response to these observations the teacher should ask:
What do these fraction with short decimal names have in common? [They are fractions whose denominators are 2, 4, 5, 8, and 10]
Do you see any patterns in these longer decimal names? [The seem to repeat forever, For example, 7 has the decimal name of 0.583333333333333; if you could see more
12
decimal places they would all be 3s.
12
decimal places they would all be 3s.
Independent (1215 min): The teacher passes Fraction/Percent Concentration. The students should play in groups of 2 or 3. Directions and game pieces are available in the materials provided.
Closing (23 min): Teacher calls the attention of the students back toward the front of the class and hands out the exit slip. The students must complete the exit slip.
Lesson Resources
Percent Conversation Game Activity 
410

Exit Slip Assessment 
501

GP Worksheet 16 Classwork 
385
