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Context of lesson:
Sources:
Michele Zmich
5th Pattengill
EDM 5.6 Fractions and Decimals
12/10/20 10:30
45 Minutes
Students will use a fraction stick chart to find decimal
equivalents to fractions. They will then complete parts of a
table of decimal equivalents for fractions. Finally they will
review converting improper fractions to mixed numbers
In 5.5 students practiced renaming fractions as decimals.
In 4th grade they explored the relationship between
fractions and division. In 6th grade they will review
conversion between fractions and decimals.
EDM
Learning Goals
CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions
with denominators 10 or 100. For
example, rewrite 0.62 as 62/100;
describe a length as 0.62 meters; locate
0.62 on a number line diagram.
Students will be
able touse
tools/graphic
organizers to
support the
conversion of
fractions into
decimals and
demonstrate how
to do so.
Students will be
able to use the
fraction stick chart
to identify fractions
and their decimal
equivalents.
Complete the Table
of Decimal
Equivalents for
numbers 1,2,4,5,10
CCSS.MATH.PRACTICE.MP5 Use
appropriate tools strategically.
Mathematically proficient students
consider the available tools when
solving a mathematical problem.
These tools might include pencil and
paper, concrete models, a ruler, a
protractor, a calculator, a
spreadsheet, a computer algebra
system, a statistical package, or
dynamic geometry software.
Proficient students are sufficiently
familiar with tools appropriate for
their grade or course to make sound
decisions about when each of these
tools might be helpful, recognizing
both the insight to be gained and
Type of
Assessment
p. 142 of the
student math
journal
Connection to
activities
Discuss
student
solutions to
journal
problems
together
Student journal
p. 142 and
inside back
cover of math
journal 1
Discuss
student
solutions to
journal
problems
together. Have
students
explain their
work.
Recognition of
patterns in
table
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Rev. August 2014
Instructional Sequence
Materials
:
Time
Laptop, projector, fraction stick chart, meter stick, math journal, whiteboard and
markers
Steps Describing What the Teacher and Students
Will Do
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Rev. August 2014
4
minute
s
10
minute
s
10
minute
s
3. 4/10=0.4
8. 11/12=
0.92
4. 4/5= 0.8
9. 1 1/3=
1.33
5. 1/8= 0.13
10. 1 3/8=
1.38
6. 5/8= 0.63
11. 3 7/8=
3.88
7. 9/12= 0.75 12. 9 5/6=
9.83
8
minute
s.
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Rev. August 2014
5
minute
s
8
minute
s
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Description
Your name(s):
Grade level
and school:
Title of
lesson/activit
y:
Teaching
date(s) and
time(s):
Estimated
time for
lesson/activit
y:
Overview
Context of
lesson
Describe the unit of study, including the lesson that comes before and
after your lesson, and explain how these lessons help develop a big idea
or disciplinary practice.
Sources
List the source(s) you used in the creation of your lesson plane.g.,
websites, curriculum materials, books. If you drew heavily on or adapted
an existing lesson plan, note that. Please turn in copies of the original
lesson plan from the teacher's guide (if relevant) with your assignment.
page 5 of 9
Rev. August 2014
Description
Learning
goals
List the learning goal(s) you have for your students. Use measurable
behaviors that can be linked to the assessments.
Connections
to standards
State the content expectations from the Michigan GLCE(s), Common Core
State Standards, other national standards, or the standard(s) from your
local curriculum that you address in your lesson.
Type of
Assessment
Name the type of assessment you will use to assess student learning
(e.g., worksheet, exit slip, teacher observation, whole class discussion).
Make clear how it connects to the learning goal(s).
Connection to
activities
Description
Anticipating
student ideas
Explain what you think will be students prior knowledge about the
content, including the alternative ideas or challenges you anticipate
students might face and how you plan to work with each of these
challenges during the lesson. Also explain your ideas about how students
are likely to respond to the tasks in the lesson and how you might use
these likely responses to focus students on the intended content.
Making the
content
accessible to
all students
Describe how you will help ALL students engage productively in the
lesson. This includes identifying assumptions made during the lesson
about students prior experiences, knowledge, and capabilities; making
the representations, explanations, and/or vocabulary accessible and
meaningful to all students; and making connections to students
personal, cultural, and social experiences during the lesson, if
appropriate.
page 6 of 9
Rev. August 2014
Instructional Sequence
Section
Description
Time
Steps
describing
what the
teacher and
students will
do
Describe the activities that you will do with your students. Communicate
HOW, not just WHAT, you plan on teaching, and provide enough
specificity that someone else could teach from your plan. This includes
scripting the key questions you plan to ask.
Notes and
reminders,
including
management
consideration
s
Materials
Main Connection to
Instructional Planning
Considerations
List the materials you will need and the materials the students will need.
Include quantities and indicate which are attached.
Attach all documents that you plan to use in your lesson, including
overheads, assessments, rubrics/answer keys, worksheets, and handouts.
(In creating your handouts, be sure you think carefully about the specific
questions you're giving students as well as the format for them to write
any responses. For example, is there enough room for children's large
writing? Are the page breaks in the right spots? Are the instructions clear
page 7 of 9
Rev. August 2014
Section
Description
Main Connection to
Instructional Planning
Considerations
Description
State at least one learning goal that you have for yourself, with regard to your teaching. In other
words, what are you working on to improve your teaching practice? If someone will be observing
your lesson, also think about what aspect of your teaching you would like the observer to focus
on. This may or may not be the same thing as the learning goals you have for yourself.
Describe the things you did in preparation to teach this lesson. For example: practiced the
activity with the actual materials, answered the worksheet questions myself, thought through
timing, researched materials, etc.
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Rev. August 2014
Although the word lesson is used throughout the document, these considerations can also be
applied to smaller tasks, larger units as well as other types of resources.
Content throughout the document refers to concepts, procedures, ideas, and facts, as well as
disciplinary practices (such as making predictions in science or constructing mathematical
arguments in mathematics).
page 9 of 9
Rev. August 2014