Samantha Phillips Scott Teays Elementary Decimals in Tenths & Hundredths

March 6, 2012 Third Grade/Math

INSTRUCTIONAL OBJECTIVES / STUDENT OUTCOMES Students will be able to recognize the similarities between fractions and decimals. Students will understand the concept of transforming fractions to its decimal counterpoint in tenths and hundredths place value. WV CSOs M.O.3.1.2 M.O.3.1.7

read, write, order, and compare decimals to hundredths, with manipulatives. use concrete models and pictorial representations to demonstrate an understanding of equivalent fractions, proper and improper fractions, and mixed numbers.

NATIONAL STANDARDS Students should recognize and generate equivalent forms of commonly used fractions, decimals, and percents. MANAGEMENT FRAMEWORK Overall Time: 30 minutes Time Frame: 3 minute introduction/review 10 minute teacher-led discussion of topic 15 BINGO game- fractions to decimals 2 minute closure

STRATEGIES Group review, teacher-led discussion, game for practice at recognizing fractions to decimals. DIFFERENTIATED INSTRUCTION / ADAPTIONS / INTERVENTIONS One student is considered to be gifted and sometimes seems bored with some of the instruction. I have included some more difficult fractions and decimals into the BINGO game that may keep him engaged while also allowing other students to think on a slightly higher level. PROCEDURES Introduction / Lesson Set I will first ask students what they may already know about decimals since they have previously been introduced to the concept. Next, I will review what they already learned about fractions and how they are closely related to decimals by showing examples on the white board. I will show students how to transform fractions into decimals to the tenths and hundredths by using what they previously learned with fractions. Body & Transitions I will first briefly review previous lesson on fractions and compare them to decimals. I will ask students to tell me what they know about decimals already.

I will show examples of how fractions and decimals are closely related by the same principle. I will lead a discussion on turning fractions into their decimal form and provide examples on the white board. If students are expressing that they do not understand, I will allow them to make their own examples to work out. After introducing the fractions and decimals they are somewhat familiar with, I will start introducing 1/4s and 1/5s and allow students to work through problems as a group. After they reach a comfortable point, the students will play BINGO game by marking the matching decimal to the fraction flash card I present. I will collect the boards and place markers and review what we have learned to close the lesson.

Closure I will assess students prior knowledge compared to what they learned from the current lesson. I will ask students questions about different knowledge they gained from this lesson and if it worked for them. I will ask the class if anyone does still not completely understand and ask what I can do to show them what they do not understand. ASSESSMENT Diagnostic Verbal questioning will be administered to assess students prior knowledge with decimals and how they compare to fractions. Formative I will be monitoring students work as they play the BINGO game to make sure they are on task and understanding the line of questioning. If they are off task, I will revisit the question and break it up for them if needed. Summative I will not be administering a paper test but simply asking questions to compare how their knowledge base has expanded from the diagnostic questioning regarding decimals. MATERIALS BINGO cards for each student Counters to mark BINGO card answers Prizes for winners of BINGO games Worksheet if lesson would finish early (see attached)

EXTENDED ACTIVITIES If Student Finishes Early Given that this is entirely group discussion oriented, there isnt much opportunity for an individual student to finish early.

If Lesson Finishes Early I have attached a worksheet that I will administer if we as a group get to a point where the students understand and the game is no longer helping to review.

POST-TEACHING Reflections Samantha Phillips Scott Teays Elementary Mrs. Beth Pitzer Mrs. Beth McCoy Third Grade- Decimals 3/7/12 Planning When planning, I definitely underestimated the time I would need for review and discussion. The bulk of my lesson going in to the classroom was focused on the game and/or worksheet. When the lesson began, I realized it was the opposite. A couple days before I lesson I was told I would have a little less time to implement the lesson than I had originally anticipated and so I made adjustments and I should have done them differently. Since this was my first lesson I assumed I would see some areas that I could improve in and the management framework is one that stands out the most. I think moving forward I would allow more time for certain aspects such as discussion and review. In any case I would rather have extra time to deal with than run out of time on something that they seem to be actively engaged in. Student Response In regards to the lesson itself, all the students seemed to really respond well and enjoy themselves while learning. In regards to the concept, there were mixed responses. In the beginning, there were students who were expressing to me that they didnt understand the method I was presenting to them so I was able to change what I was doing to help them. One student was not getting the concept at all and he was very comfortable letting me know. At one point, I actually allowed the student to develop his own problem and work it out that way. I showed him comparisons to other examples we had completed so he could see the connection. At the end, however, it seemed to me that all of the students really took something from the lesson. I felt that they were all relatively comfortable with translating fractions to their decimal form and even working with 1/4s and 1/5s that they hadnt touched on beforehand. The students all seemed really excited that they understood a concept that they feared would be more difficult than it actually was. All in all, the response seemed to be a positive one and when given some of the same questions a few days later, Debbie said they were still able to work them out the way I had taught them to. Strategies At first, I was having a hard time getting students to understand how to know whether a fraction would develop into tenths or hundredths. They also seemed to forget the whole number if one was involved. After seeing the struggle, I decided to make the problems relate to something they know about- money. I just used the fraction to said it was a certain part of a dollar. Since they

havent really worked on the concept of reducing, they were able to provide those answers to me in that form. Once I turned it into something the understood, a light seemed to appear in their eyes. They realized they could understand this even though they thought it was going to be hard. I was worried that they wouldnt get much, if any, benefit from the BINGO game but I was presently surprised that I was wrong. Not only did they enjoy the game but they really did learn from it. The idea of playing a game and working for a prize of course pushed them to really focus on the task at hand and get the right answer. But, knowing that Debbie and I were also there to answer questions and help them reference back to previous answers to help them get new answers really helped them as well. We monitored each problem that was given as the students worked them out on scrap paper. When they called BINGO, they had to tell me what fraction was associated with the decimal they chose and how they got that answer before I would officially declare them a winner. There were some cards that were messed up since I made them all myself and the decimals on the cards were actually the reduced form that they hadnt really worked on so if I were to do this activity again I would update and fix the cards to better suit the students. Assessment The students learned how to look at a fraction and turn it into its decimal form. I know this because we did a review 2 days later and they were still very comfortable and quick with providing correct answers. The students also learned that knowing fractions already provided them a lot of knowledge on decimals that they didnt know they knew. Also, one concept they had never touched on before was with the 1/4s and 1/5s and they really seemed to respond well to the new concept. I learned that planning a lesson doesnt always mean that the lesson isnt going always follow it exactly. There are times where you need more time to implement the lesson than you originally planned and you are going to have to make adjustments and that is okay to do.

Learning Differences Allow students to create their own problems to work through. Attention Differences Group interactions/questions. Motivational Differences Unable to participate in game and lost out on fun and/or prizes. Behavioral Differences Bipolar disorder- if needed, get to eye level and be firm, persistent and unwavering. Ability Differences Implementation of information to allow students of all different abilities to participate. Multiple intelligences addressed: Verbal/linguistic, logical/mathematical, interpersonal, existential.