# Review: Fractions and Decimals

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## Objective

SWBAT convert between decimal fractions and decimals.

#### Big Idea

Understanding place value helps the students name decimals as fractions and fractions as decimals.

## Whole Class Review

10 minutes

In review lessons, I like to use various strategies to revisit the skill.  Because it is a review skill, there is not a lot of conversation between the students.  The purpose of the review before the state test is to prepare the students to work independently in order to be successful on the end of year assessment.

In today's lesson, the students review changing fractions to decimals and decimals to fractions. This aligns with 4.NF.C6 because the students use place value to help with the skill.

To begin the lesson, I call the students to the carpet.  (I like for my students to be close so that I can make sure that all of them are being attentive.)  To review this skill, I show the students a video at the following site:

http://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/mult-of-decimals.htm

After the video, I review briefly with the students on how to use a place value chart to write a fraction as a decimal and a decimal as a fraction.  In the first problem, the students change 4/10 to a decimal.  I remind the students that we say the fraction and decimal name the same.  The word name for this fraction is four-tenths.  This means that the 4 is in the tenths place.  I model this for the student by writing the 4 in the decimal place value chart. In the next problem, I model for the students how to change a mixed number to a decimal.  In the problem 4 3/10, I ask the students to tell me the word name for this number.  The students read this as four and three tenths.  I remind the students that "and" represents the decimal.  In the decimal place value chart, I write 4 in the ones place, decimal point, then 3 in the tenths place.

 Ones Tenths Hundredths . 4 4 . 3

To give the students practice on changing a decimal to a fraction, I write the problems next to each other for the students to see.

.4 = 4/10

4.3 = 4 3/10

Once again, I remind the students that we say the decimal and fraction name the same.  In the decimal .4, we say the name as four tenths.  Therefore, the denominator is 10 and 4 is the numerator.  In the mixed number 4.3, we say the word name as four and three tenths.  Therefore, again the denominator is 10 for tenths.  The numerator is 3.  The whole number is 4.

## Independent Practice

15 minutes

The students will practice the skill independently because they will have to work alone for the state test.  Each student is given a Review Fractions and Decimals.docx.  They must change the fraction to a decimal and the decimal to a fraction.  The students must know that the first place behind the decimal is the tenths place and the second place behind the decimal is the hundredths place.  The students use place value to help write the fraction or decimal.   The students must also know the word name for each number.  This is very important to help the students write the fraction or decimal because the students know that the word name for the fraction and decimal is the same.  In the Video - Review Fractions and Decimals.mp4 of student work, you can see how the student solved the problems.

As the students work on the problems, I walk around to monitor their level of understanding.  If the students are having a difficult time, I will ask guiding questions to help lead the students to the answer.

Possible Questions:

1. How do you say the word name of the number?

2. How many pieces was the whole divided into?

3.  What place is the number in?

Any students having difficulty with the task will be grouped for intervention.

## Share/Discuss/Analyze Solution

15 minutes

Upon completing the independent practice, I call the students back together as a whole.  I feel that it is very important to close out the lesson by sharing answers.  By doing this, it allows the extra opportunity to reach any students that still do not understand the concept.

I call on students to share their answers.  All students are not auditory learners; therefore, it is very important for the students to see the examples of work (Student Work - Fractions and Decimals).  I use my document camera to display the student work on the Smart board.

Students are allowed to ask questions during this closing of the lesson.  The most important aspect for me is that I have identified any students that need 1-on-1 or small group remediation.