Math Unit Plan

Teacher: Daphyne Shine

Grade: 5

Date: January 2015

Standards:
5NFD11 explain and model fraction and decimal representations of the same number
5NFD10 multiply decimals involving tenths by 10 and divide whole numbers by 10 using manipulatives

Focus Questions:
1 How can breaking a number down into wholes and parts help us understand fractions and decimals?
2 What is special about the number 10 that allows it to move decimals and change numbers?
Learning Outcomes:
1) Students will learn the underlying concepts behind the connection between fractions and decimals.
2) Students will learn number sense by multiplying and dividing by powers of ten.
Academic Vocabulary: decimals, fractions, tenths, hundredths, wholes, parts, left, right, multiply, divide, powers of 10, place.

Performance Task & Demonstration of Understanding:

(Discuss, create, experience, teach)
Students will get a performance task that will cause them to
use their knowledge of decimals and fractions to problem
solve. They will show their work and write a written
explanation that will support their final answer.

Assessments:
Writing in math journals
Work pages and handouts
Projects
Quizzes & exams
Homework
Learning Stations/Centers
Written explanations of mathematical processing

Learning Activities:
*Logical: Compare and contrast numbers and their picture models.
*Visual: Students use a hundredths grid and color 4 dierent colors. They label each color as a fraction and decimal.
*Intrapersonal: Mingle and Match students pair up with peers that match their decimal fraction and picture.
*Visual: Students get a hundredths grid and color squares to make the first letter of their name. Then color the remaining
squares a dierent color and label each colors value as a fraction and decimal.
*Visual: Tenths vs. Hundredths Students get to hundredths grid and colors one in tenths and the other in hundredths.
They label it as a fraction and decimal.
*Writing: Students explain the meaning of decimal and fraction using a hundredths grid as an example.
*Interactive: Decimal/Fraction showdown: compete to find the fraction or decimal called by the teacher.
*Logical: Students complete missing decimals and fractions on a number line.
*Kinesthetic: Students say the tenths and hundredths on a hop scotch frame to reach the end.
*Logical: Students analyze the product and quotient pattern when multiplied and divided by 10.
*Interpersonal: mingle and match
*Visual: Students make a decimal shifter to move decimals to the right and left when multiplying and dividing decimals.
*Interactive: Decimal Jeopardy Students use their knowledge to answer questions.
*Writing: Explain to an absent student how to solve the provided division and multiplication problem.

Lesson Plan
Day #1

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions with hundredths grids.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Hundredths grids
Introduction Activity
One the board there will be common decimal parts (0.25, 0.50, 0.75, 0.10, 0.20, 0.30, 0.40, 0.60, 0.70, 0.80, 0.90, 1.00) and
corresponding fraction parts (1/4, , , 1/10, 2/10, 3/10, 4/10, 6/10, 7/10, 8/10, 9/10, 10/10).
Quick write: Students will write what they know about these fractions and decimals. They will describe in writing what a
fraction and decimal are.
PowerPoint: (I do)
Explain to students that fractions and decimal are parts of a whole. Similar to going to the store and buying a bar of
chocolate. When you bought it, it was a full or whole bar of chocolate. But once you break it apart to share it with your
friends, what is leftover is a part of a whole. Anytime you see a fraction or decimal, understand that it is not a whole.
It is important for students to understand that there are 10 tenths inside of the one hundredths grid. This will help them
easily shade 9/10 and 0.60.
Example: Show 0.25 as a picture model on the hundredths grid. At the same time show how 0.25 is the same as because
there are 25 squares shaded and there are four 0.25s inside of 100. Thus, 0.25 is 1 of the 4 parts of 100. Similarly, is exactly
half of a hundredths grid which is 0.50 shaded squares in the hundredths grid.
Exploring the parts with the Hundredths Grid: (We do)
Students will each get a card with either a picture model, fraction, or decimal. Students must move about the classroom to
find the matching parts.
Example:
Student 1 has 6/10, Student 2 has 0.60, and Student 3 has a picture model with 0.60 shaded.
Decimal and Fraction Parts (You do)
Students will get a work page with 12 hundredths grids. They will color in each grid to show the decimal part. Next to the
shaded decimal and fraction parts, students will write the corresponding fraction specifying how many hundredths were
shaded.

Lesson Plan
Day #2

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions with hundredths grids.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Hundredths grids
Introduction Activity
On the board show tenths strips and next to a hundredths grid.
Quick write: Students get 2 minutes to quietly analyze the strips alongside the grid and write what they see forming
connections about how they are connected.
After the quick write ask the students how many tenths do you see? How many hundredths are there? How many one
hundredths are in a tenth? What is the fraction in tenths and hundredths? What is the decimal in tenths and hundredths?
PowerPoint: (I do)
*Review how many tenths there are in the hundredths grid.
*Review how many units there are in the hundredths grid.
Show dierent examples of tenths and hundredths represented as shaded parts of the hundredths grid.
Example #1: 2/10 and 0.2 and 0.20 are all the same as seen in the picture model.
Example #2: 5/10 and and 0.50 and 0.5 are all the same.
Example #3: 1/10 and 0.1 and 0.10 are all the same.
Exploring the parts with the Hundredths Grid: (We do)
Students will gain practice with tenths and hundredths as we practice identifying the fraction and decimal parts inside the
picture model of a hundredths grid. We will dissect the hundredths grids until we pull out the tenths and hundredths of the
example grid.
Decimal and Fraction Parts (You do)
Students will get a work page with one one hundredths grid on it. Students will design the first letter of their name in the
grid and color it in. When they have completed coloring their design, they will specify the decimal and fraction of the
shaded and unshaded parts in hundredths. They will also write the fraction and decimal of the shaded and unshaded parts
in tenths.

Lesson Plan
Day #3

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions with hundredths grids.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Hundredths grids
Introduction Activity
On the smart board, introduce Desi Decimal and Frannie Fraction. They are twins even though they look very dierent. If
you look at them hard enough youll start to see the similarities. Those who know Desi and Frannie very well know that they
both love the number 100 because its their favorite number. Lets see if you can spot their similarities and dierences.
PowerPoint: (I do)
Show the twins Frannie and Desi on the board with their hundredths grid. The number they will share is the number 48.
When Frannie sees this number, she thinks 48/100 but she says it forty eight hundredths. When Desi see this number, he
thinks 0.48 but says forty eight hundredths.
Ask the students if they see the dierences and similarities. (They say the same thing but they think/see the numbers
dierently.
Give 5 more examples: 78, 23, 62, 44, and 51. Students should start seeing similarities and patterns after a few examples.
Exploring the Hundredths Grid: (We do)
Students will practice explore decimals and fractions through picture representations showing both the number as a
decimal and as a fraction. On the board students will study a number on a hundredths grid. Students will discuss with
table members the number as a fraction and as a decimal. (10 practice examples).
Art and Math Activity: Frannie and Desi (You do)
Students will receive two blank hundredths grids (one with Frannie on It and the other with Desi on it. Each student will be
assigned a letter from A-F. The letter they are assigned will tell students which number they will explore and describe in
decimals and fractions.
Letter A- 56, Letter B- 45, Letter C- 29, Letter D- 84, Letter E- 37, and Letter F- 63.
Students will color their hundredths grids to correspond with the number they've been assigned and use their hundredths
grid to write about the similarities and dierences.
I will set aside a group of students in a small group to explicitly teach the concept of decimals and these students can
verbally demonstrate their knowledge.

Lesson Plan
Day #4

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions with hundredths grids, and they will
learn place value of whole numbers and decimals parts.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Hundredths grids
4.Place value card
Introduction Activity Place Value Number Panel
Set up 5 chairs. The first 3 chairs are the ones, tens, and hundreds place. The last 2 chairs are the tenths and hundredths
place. We will discuss the importance of properly saying the name of each place and understanding their value. The
students sitting in the chairs will get cue cards to introduce themselves and their role in the number panel. On the back of
the cue card (the part that faces the audience) shows a picture representation of their value. (hundreds grid completely
colored, tens bar completely colored, and a ones its piece completely colored, a hundredths grid with only a tenth colored,
and a hundredths bar with only a unit colored.)
PowerPoint: (I do)
Access students prior knowledge by referring back to the idea of place value emphasizing the dierence between wholes an
parts. While there is a hundreds and hundredths place, they are significantly dierent in name, place, and value. Similarly,
while tens and tenths sound the same, they are also dierent in place and value. The hundredths grid will represent a unit
but only a piece of the ones unit. When we zoom in is when we see the pieces.
PowerPoint will show examples of numbers to help students conceptualize these dierences. (Example: 4 tens = 40, while 4
tenths = .4 or 4/10; 56 =5 whole tens and 6 ones, while 0.56 = 5 tenths and 6 hundredths or 56/100; 615= 6 hundreds, 1 ten,
and 5 ones, while 6.15= 6 whole ones units, 1 tenth and 5 hundredths or 6 15/100)
Identifying Decimals and Fractions: (We do)
Students will practice developing their understanding of decimals and fractions. On the board there will be various
examples of picture representations of fractions and decimals. Students will work together in small groups to discuss
answers and oer reasoning for their conclusion. (10-15 practice examples).
Independent Practice (You do)
Students will receive a math work page with 3 task cards. They must analyze the numbers theyve been given and explain
how to represent it as a decimal, a fraction and a picture representation.
1)They must change the number provided into a decimal and a fraction.
2)They must analyze the picture of the number provided and explain how to change it to a decimal and a fraction.
3)They must create a picture representation of the decimal and fraction provided.
Students who require small group instruction will work with the teacher for additional guided instruction.

Lesson Plan
Day #5

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions, and they will learn place value of
whole numbers and decimals parts.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Hundredths grids
4. Wholes and Parts card
Introduction Activity Similarities and dierences
Students get a small sheet with two numbers represented as decimals, fractions, and picture models. Students will analyze
the two numbers and the provided picture models to compare and contrast them looking closely at the wholes and parts of
each number. Example: Students will compare 73.2 and 21.93.
PowerPoint: (I do)
I will segment the decimal into wholes and parts. One the left side of the decimal will always be the whole number. and on
the right side of the decimal will always be the part. Connect this decimal part again to fractions. Emphasize that decimals
and fractions are both pieces which is how they are able to take the same number and picture model and label them with a
decimal and fraction. I will take 5 examples and model each number as a picture. (Example: 227.13, 390.34, 81.78, 125.8,
and 448.5.
Identifying Decimals and Fractions: (We do)
Students will practice developing their understanding of decimals and fractions. On the board there will be several
examples of picture modes. Students will work in partner pairs to explain their concluding answer and support their choice.
(8 practice examples).
Independent Practice (You do)
Students will practice separating the decimals into wholes and parts. They will have 4 tasks to explain dierent decimals
and fractions by explaining wholes and parts, decimals and fractions, and tie in place value.
Students must change the fraction into a decimal and explain their thinking process
Students must describe a decimal in wholes and parts.
Students must describe a fraction in wholes and parts.
Students must change a picture model into a fraction and decimal explaining their thinking process using wholes and parts,
and tying in place value.

Lesson Plan
Day #6

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions, and they will learn place value of
whole numbers and decimals parts.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Student tasks
Introduction Activity A close look at factions
Students get a small sheet of paper with two numbers showing fractions. (Example: 25 9/10 and 56 53/100.) Have students
think of how to say the fraction. If they can say the fraction they can write the fraction in words and also identify the
corresponding picture. We will discuss the fraction in terms of wholes and parts and picture models.
There will show 3 dierent pictures and the students have to analyze each picture to find the picture model that
corresponds with the two fractions on their sheet of paper.
PowerPoint: (I do)
I will provide 5 examples of dierent fractions by separating each part into wholes and parts. Once I identify the wholes and
parts, I can change these fractions into decimals. If I can see the number as a decimal , I can transform it into a picture
model. (Example: 72 7/10 seventy two and seven tenths 72.7 7 tens, 2 ones units, and 7 tenths or 70 hundredths.)
Fraction to Decimal Transformations: (We do)
Students will practice developing their understanding changing fractions to decimals. On the board there will be various
examples of fractions and decimals. There will be 12 numbers on the board (6 fractions and 6 decimals). Students will sort
through the numbers to find the matches fractions and decimals and support their match with a mathematical explanation.
(Example: Match 35 5/10 with 35.50 because I looked at the parts and wholes. I noticed that they both had 35 whole and
five tenths is the same as fifty hundredths)
Independent Practice (You do)
Students will get 4 tasks to show the progressive transformations of 4 fractions into decimals then to picture models and
provide a written explanation revealing their thinking process.
I will work with a small group of students who have not yet demonstrated that they can complete this task independently.

Lesson Plan
Day #7

Subject: Math
Lesson objective: Students will learn the relationship between decimals and fractions with hundredths grids, and they will
learn place value of whole numbers and decimals parts.

Lesson preparation (materials):

1. Math journal.
2. Smart board
3. Hundredths grids
4.Place value card
Introduction Activity Math Games
Each student will get a card with one of 3 things on it. Their card may have a fraction, a decimal, or a picture model.
Students will have to mingle around the classroom to find and join with peers that match the numbers on their card. At the
end of the mingling game students should be in groups of 3 with cards that show 3 ways to represent one number.
PowerPoint- Problem Solving: (I do)
Review wholes and parts, decimals and fractions, picture models, place value, and hundredths grids. On the board, there
will be a number represented as 1) a picture model, 2) a fraction, 3) a decimal, and 4) the number written in word form. A
sample word problem will be displayed. I will model a think aloud of what I know about fractions and decimals and how
theyre similar so students can see how the thinking process unfolds.
Example: Amna has 6.25 cups of flour. Her friend Meera wants to borrow 4 cups of flour. Does Amna have enough flour
to give? If she does, how much will she have left? If she does not, how much more does she need?
Identifying Decimals and Fractions: (We do)
Students will help turn this into a solvable problem. They can do one of two things. They can change both numbers into
fractions or they can change both numbers into decimals.
Next students will turn their numbers into picture models showing each number as wholes and parts. They will analyze the
cups to see if which number operation they will use.
Independent Practice (You do)
Students will receive a math work page with 4 tasks. They will get 4 word problems to solve and provide a written
explanation demonstrating their understanding of decimals and fractions.
1. Thamna has a pitcher that holds 5.75 cups of water. She pours water into 3 small cups that hold a cup of liquid. How
many cups of water does she have left?
2. Hasna is making cupcakes for the school party. The recipe says she needs 2.75 cups of sugar. She looks in her cabinets
and finds 2 cups of sugar. Does Hasna have enough for the recipe?
3. Mona goes to the store to buy a container of hand soap. She finds two containers of hand soap that are the same price.
One container is 412.8 ml and the other is 412 ml. Which container of hand soap is the best deal?
4 Latifa and Yamna best friends and their birthdays are coming soon. Latifa is 12.5 and Yamna is 12 . Who is older?
Students who require small group instruction will work with the teacher for additional guided instruction refining the
foundational.

Lesson Plan
Day #8

Subject: Math
Lesson objective: Students will learn how to multiply decimals by powers of 10.

Lesson preparation (materials):

1. Math journal.
2. PowerPoint and smart board.
Introduction Activity The Magic 10
Tell the story of the magic 10. There was a special number on the number line who was not like his brother and sisters on
the number line. He had magical powers when he was added and subtracted. He found that 0+10, 9+1, 8+2, 7+3, 6+4, and
5+5 always equaled ten when he put them together. He felt so magical. His brother number 1 thought he was so much
better than 10 and he bragged about all the great things he could do with numbers. Brother 1 was right. He was able to do
all the things he bragged he could do. But then a fairy told him that he held even more powerful magic than he could ever
imagine. He could move decimals without even changing the numbers. He could change the value but not the numbers.
Wow! he exclaimed, I have got to see what these powers can do.
PowerPoint: (I do)
Show on the PowerPoint the power of 1 and the power of 10.
Rule #1: anything multiplied by 1 keeps the numbers the same.
Rule #2: anything multiplied by a power of ten has the power of one to make the numbers stay the same and adds a zero.
First use simple examples like
Power of 1
45 x 1 = 45
and
282 x 1 = 282 and

Power of 10
45 x 10 = 450, and
282 x 10 = 2,820.

Then show students the real power of 10 when multiplied by decimals. (Example: 459.2 x 10 = 4,592. 71.17 x 10 = 711.7).
The numbers are the same but the value changes just like the fairy said. How does this work? Show students the power of
10 by using the Singapore method of multiplying.
Model 3 examples on the board.
70

0.1

0.07

700

10

0.7

x
10

Exploring the Power of 10: (We do)

Students will develop their understanding of the power of 10 and its ability to move decimals one space to the right
whenever it is multiplied by 10. (3 practice examples)
Independent Practice (You do)
Students will independently practice multiplying with powers of 10 at their desks. Some students will receive direct
instruction in simple digestible pieces in a small teacher directed group.

Lesson Plan
Day #9

Subject: Math
Lesson objective: Students will learn how to multiply decimals by powers of 10.

Lesson preparation (materials):

1. Math journal.
2. PowerPoint and smart board.
Introduction Activity The Magic 10
Continue the story of the magic 10. When the number 10 realized just how much power he actually had, he called for the
fairy for help. Im terribly bored multiplying all these numbers. Is there anything else I can do? The fairy beamed a
delighted smile, You can divide decimals, too. When you move decimals with your power you do it in the opposite
direction. Then she floated away. Wait! cried the number 10 hoping shed return, I guess its time to try my power with
division.
PowerPoint: (I do)
Review powers of 1 and powers of 10 to spark memory. Then share the power of 1 and power of 10 when dividing.
Rule #1: Anything divided by one is its original number.
Rule #2: Anything divided by ten loses a zero.
Power of 1
34 1 = 34
and
824 1 = 824 and

Power of 10
34 10 = 3.5, and
824 10 = 82.4.

Then show students the real power of 10 when dividing decimals. (Example: 295 10 = 29.5 and 13 10 = 1.3). Similar to
multiplication, the numbers are the same but the value changes just like the fairy said. How does this work? Show students
the power of 10 by using long division and the leftovers or remainders become the fraction pieces.
13 10 make groups of 10. Only make 1 group of ten and the leftovers becomes 3/10 which turns combines with the
whole number 1 to make 1.3 or 1 3/10.
Model 3 examples on the board.
Remind students that even though there are whole numbers with no parts of decimals visible, there is a decimal behind the
whole number until a part is added then it becomes visible.
Exploring the Power of 10: (We do)
Students will develop their understanding of the power of 10 and its ability to move decimals one space to the left
whenever it is divided by 10. (3 practice examples)
Independent Practice (You do)
Students will independently practice dividing powers of 10 at their desks. They will follow the rule for dividing powers of 10
step by step to gain practice for why the decimal moves to the left when dividing and explain their thinking process along
with their answers.
Some students will receive direct instruction in simple digestible pieces in a small teacher directed group.

Lesson Plan
Day #10

Subject: Math
Lesson objective: Students will learn how to multiply decimals by powers of 10.

Lesson preparation (materials):

1. Math journal.
2. PowerPoint and smart board.
Introduction Activity Critical Thinking
In students math journal, students will respond to the word problem.
Hamda and Faria are solving a problem in their math book. The problem is 53.68 x 10. Hamda says the answer is 536.8 and
Faria says the answer is 5.368. Who is wrong and what did she do incorrectly?
PowerPoint: (I do)
Model the problem in the board. One way to find out who is wrong is by solving the problem ourselves. Remind students of
the rules for multiplying and dividing decimals by powers of 10. When we follow the rules we can compare answers to see
what the person who solved the problem incorrectly did wrong. In this case the, Faria followed the rules for dividing
decimals by powers of 10 instead of multiplying it by a power of ten because her decimal is in the wrong place.
Exploring the Power of 10: (We do)
Students will get a math slider where they will be able to write numbers on the slider strip and depending on the problem
they can slide the strip to move the decimal in the correct place.
We will practice a 3 problems on the board for students to understand the power of 10 and how it moves one way when
divided and another way when multiplied. We will use the same number for the first 2 examples so students can visually
compare the answers.
Example #1: 234.7 x 10 --- with the math slider students can follow the rule by sliding the strip so that the decimal moves
one numbers/decimal space to the right.
Example #2: 234.7 10 --- with the math slider students can follow the rule by sliding the strip so that the decimal moves
one numbers/decimal space to the left.
After each problem using the slider, students will still have to work out the problem to reinforce the understanding that
anything multiplied by 1 causes the number to stay the same and the zero only shifts the decimal.
Independent Practice (You do)
Students will independently practice multiplying and dividing powers of 10 at their desks. They will explain the rules and
process of thinking to solve each problem.
Some students will receive direct instruction in simple digestible pieces in a small teacher directed group.