Lesson Plan #3 Title: Converting decimals to fractions

Performance Objective: Given instruction on converting decimals to fractions within

tenths and hundredths students will successfully convert decimals to fractions within tenths and

hundredths in 8/10 problems.

Resources or Materials Needed: Overhead projector, document camera, and the worksheet.

Time: 15-25 minutes of direct instruction followed by 25 minutes of student task on worksheets

and assessment.

Step 1: Pre-Instructional Activities: Draw a forward slash on the board and remind the

students of all the meanings that simple line has. Begin with the concept of division then go into

fractions themselves and conclude with the percentage sign. Remind them of the lesson prior

where you explained the same concept however today they will bridge over the concept of

decimals learned prior and that of fractions.

Step 2: Content Presentation: Remind the students of the learning target for the day and have

them recite it as an, “I can” statement as follows, “I can convert decimals to fractions using

tenths and hundredths.” Hang up or point to the anchor charts from prior lessons, remind the

students of prior academic language that was used for both fractions and decimals (numerator,

denominator, tenth, etc…). Tell them that they will combine the last two lessons together in

order to be successful with today’s activity. Get out the worksheet and work through the first two

problems with them. Show them that converting from a decimal to a fraction requires knowing

the value of the numbers. If it is in the tenths then you will create the fraction using a ten as a

denominator and if it is in the hundredths then you use a hundred in the denominator slot. After

you know the correct denominator then you draw the slash and put the decimal on top and it
becomes the numerator. After you have done this you need to look and see if you can reduce the

fraction that remains.

Step 3: Learner Participation: Students should have their worksheets now and you can walk

them through the first two together. Have students participate and provide the steps you provided

in the teacher demonstration section. Once the two practice questions are done those students

who get it can move on and the teacher will commence to walking around the room providing

support to the students in need. There is a need to reiterate to students that they are combining

two different lessons together and should be using both anchors charts for a resource.

Step 4: Assessment: This is the same format as all subsequent lessons. When students are done

with their practice on the first worksheet they will get approved for accuracy with the teacher.

They will then be given the exit ticket which will be converting ten problems correctly from

decimals to fractions. When they are complete with the assessment, they will turn it in and work

on other projects or attempt the challenge worksheet. Students will also be required to state the

learning target again when they hand in the exit slip.

Step 5: Follow-Through Activities: The follow through activities in this lesson are most

relatable to money. The students will convert a coin value into a fraction of a dollar on a

worksheet. Students will use this concept as we move forward with the classroom economy. The

classroom economy assigns students jobs and they can earn currency to be used in an auction or

for fines if work is not completed. Their participation chart for the economy will be in the format

of fractions and decimals depending on the week and the student assigned to double checking

that work. Students will then have to get used to doing the conversions on a weekly basis.
 Lesson Plan Summary: This lesson again follows the same Behaviorism theory because it is

a practice scenario with the teacher given a short lecture on the concept and having the students

apply that new strategy with only one right response in their activity. This includes the recall of

prior academic vocabulary and the redirection of the terminology needed when students make

mistakes in their discourse.