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Context/Grade Level: This lesson is designed for fourth grade students at DJ Montague Elementary School. This classroom contains 21 students. Four of those students are pulled out for special education and six of those students are pulled out for gifted education. This is the last lesson on decimals.
Objective(s): The students will:
Be able to write decimals as fractions.
Be able to write fractions as decimals.
Be able to write decimals in order from least to greatest and greatest to least.
SOL Strand: Number and Number Sense
SOL: 4.3 The student will
c) compare and order decimals; and
d) given a model, write the decimal and fraction equivalents.
Materials/Resources:
Mathematics journal to take notes
Worksheets for classwork
Homework sheet
Exit card
Approximate time required: 45 minutes to one hour
Content and Instructional Strategies:
Introduce students to the lesson by focusing on what they know about decimals. Information in this portion should be recalled from previous decimal lessons and should include how to write a decimal, the place values, of decimals, and how to round decimals. Give students a 5 question review sheet on this information.
Introduce students to the topic for the day. Tell students that they will be working on converting fractions into decimals and decimals into fractions and putting these in order from least to greatest and greatest to least. Ask student where they have seen a decimal place in their daily lives. If students do not answer the question with a monetary value, then prompt their memory by writing a monetary value on the board (ex: $1.75). With this monetary value written, explain to the students that the information after the decimal point is less than 1. Therefore $0.75 is less than $1.00. Ask students to recall how many quarters make up a dollar. Students should answer with four. Draw four quarters in the board. Cover up one quarter. Ask students how much money is shown on the board. They should answer with $0.75. Ask students how many quarters are now on the board. They should answer with 3 out of 4. Explain to students that they just converted the decimal to a fraction. Repeat the same procedure with $0.50 and $0.25.
Show students the same procedures with nickels. Ask students question while demonstrating to ensure that they understand the procedure.
Practice: In assigned pairs, students should complete the same procedure with dimes. Give students the worksheet that focuses on writing tenths as decimals. Students will discuss their answers with their partner and be ready to review the answers and reasoning for their answers as a class. (Worksheet listed in Appendix A.)
After the review, the teacher will ask students to recall how fractions are placed in order from least to greatest and greatest to least. Write three practice problems on the board. Students should be able to quickly answer these questions. Once the review is over, the teacher will explain that the second part of the lesson focuses on placing decimals in order from least to greatest and greatest to least. Students will be asked to recall how to place numbers in order. Go back to the example of the quarters used to teach converting fractions and decimals. Place the numbers $0.50, $0.25, and $0.75 on the board. Ask students to recall how many quarters are in each monetary amount, but do not write the answer on the board. Ask students which amount is the least amount. Since they know how to place numbers in order and have already worked with fractions, this task should be simple. Ask students which amount is the greatest. Place all of the numbers in order since there is only one number left. Engage students in a discussion on why the decimals go in this order.
Practice: Students should return to their pairs and complete the rest of the in class worksheet. They should again discuss the answers with their partner and be prepared for a whole group discussion.
Review the worksheet as a whole group. Pass out the homework sheet and the exit card. Give students time to complete the exit card.
Evaluation/Assessment:
Exit Card:
Convert the following fractions into decimals: , 1/10, 1/5. Place the decimals in order from least to greatest.
Formative evaluation will occur throughout the lesson and will focus on student engagement and participation.
Ten mathematics problems will be given for homework. The homework sheet is attached as Appendix B.
Differentiation and Adaptations: Students will be given a chance to work in pairs. The teacher will create the pairs so that students who are lower performing students are not paired with other low performing students or with high performing students. If necessary, the teacher will be a partner or one group of three will be created. Also, low performing students will be given extra time to complete the exit card. The card will be read as a group before allowing students to complete the card.+
References:
Mathematics standards of learning curricular framework 2009 grade 4. (2009). Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framewk_math4.pdf
Appendix A: In Class Worksheet
Part A: Converting Dimes
Think back to how we converted quarters and nickels. Convert the following problems. Draw a picture to represent the problem.
1/10 = _______________ as a decimal.
0.30 = _______________ as a fraction.
0.70 = _______________ as a fraction.
9/10 = _______________ as a decimal.
4/10 = _______________ as a decimal.
Part B: Ordering decimals and fractions.
Place the following in order from least to greatest.
0.75, 0.90, 0.25, 0.80, 1.00
_____, _______,______, ______, _______
Place the following in order from greatest to least.
0.25, 0.60, 0.50, 0.30, 1.00
_____, _______,______, ______, _______
Appendix B: Homework
Convert 7/10 to a decimal.
____________________
Convert 0.75 to a fraction.
____________________
Less than, greater than, or equal to:
3/4___________0.60
Less than, greater than, or equal to:
0.90________1/4
Less than, greater than, or equal to:
0.20________0.50
Draw a picture to represent 0.50. You may reference money in this sketch.
Draw a picture to represent 2/5.
Convert 1/10 to a decimal.
_____________________
Place the following in order from least to greatest:
0.60, 3/4, .20, 1.00
_____, _____, _____, _____
Place the following in order from greatest to least:
1/4, 0.90, 5/10, 2/5
_____, _____, _____, _____
Shally Ackerman
Learning Plan 2
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