LESSON PLAN-Decimals: Review of Basic Concepts

Name: Jackie Alexander Date: 10/25/2011 Grade Level/Subject: 3rd Grade Math Prerequisite Knowledge: Students should have knowledge of working with base-10 blocks. Students should have a basic knowledge of decimal notation. Students should have some knowledge of how to turn fractions into decimals and vice versa. Approximate Time: 1hour Student Objectives/Student Outcomes: Students will be able to accurately be able to determine what fraction of the whole certain problems account for and will be able to turn fractions into decimals. Content Standards:

3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 4.NF.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. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Materials/Resources/Technology: Math journal Slate Marker Pencil Smartboard Base-10 blocks Implementation:

Time 10 minutes

Opening of lesson: Students will have an exciting review of a lesson from last week. 52=70-s 18 5x+3=23 4 p/9=8 72

 30 minutes

7-y=10-3 0

Procedures: Hook: The 4th graders had a pizza party. After the party, there was some pizza leftover. Mrs. Kirbys class had a pizza left, Mrs. Lightlys class had no pizza left, and our class had a pizza left. How much pizza was left altogether? Extention: Use and or and as the fractions used. Lesson: Demonstrate that 1 flat= 10 longs and 1 long= 10cubes. So knowing this, how many cubes are in a flat? Remind students that a fraction is always a fraction of a whole. Illustrate this idea with the following examples: Stuart drank of a carton of milk. In this situation, what is the whole or ONE? Mary had $5. She spent half of it on baseball cards. In this situation, what is the ONE or the whole? So if we think of a flat as the one or the whole, What fraction of a flat is a long? 1/10 What fraction of a flat is a cube? 1/100 3 longs? 3/10 5 longs? 5/10 or 1/2 13 cubes? 13/100 2 longs and 3 cubes? 23/100 5 flats, 3 longs, and7 cubes? 5 and 37/100 Have students practice writing fractions in decimal notation. 3/10-.3 37/100-.37 4/10-.4 4/100-.04 2 and 8/10- 2.8 7 and 28/100- 7.28 Encourage students to read numbers such as 4.78 as four and seventy-eight hundreds, rather than as four point seventy-eight. Now, have students go the other way. .4-4/10 .76- 76/100 .01-1/100 2.46- 2 and 46/100

10 minutes 10 minutes

Summary/Closing: Finally, students will have an opportunity to do decimal review work on the Smartboard. Student Assessment: Informal: Students will be informally assessed on how well they answer various decimal and fraction questions correctly. Formal: Students will be formally assessed by doing their 4.1 math boxes.