Lesson Cycle: Rebecca Lee Ann Robelia

***​TPR, ​SIOP, ​CALLA

Lesson Title/Topic: 6th Grade Mathematics

Concept: Number and Operations

Standards/Rationale: 111.26b2 (C) Locate, compare, and order integers and rational
numbers using a number line.

Learning Target: Assessment:

The student will translate fractions into Complete number line
both mixed numbers and decimals and
plot them on a number line with 65%
accuracy​.

Materials:
Pizza Box, Number line worksheets (10), Dry erase boards, markers, masking tape, pencils,
and paper.

Lesson Cycle:​ ​(Direct instruction)

​
The teacher will: The student will:
Focus/Mental Set:
(3-5 Minutes) Contemplate the Pizza Dilemma
Present Pizza Dilemma: together with the class.
-Welcome class & introduce new unit on
fractions & decimals Demonstrate the need and benefit of
-Interrupt this with pizza delivery. comparing numbers in different forms.
-How much pizza do you want?
-We want the biggest slice but our
options are in decimals and fractions.
-How can we determine the biggest
slice? (Let the question hang and then
choose a student by name to answer.)

Real Life Application: If we can’t

compare numbers, we can’t even know
the best option let alone seek or attain it.

Teacher Input:
● Recall review information from
previous TEKS.
Before Class write on the board:

- Content Objective:
● I will complete a number line
with both fractions and decimals.
-Language Objective:
● I will listen for and demonstrate
how to properly say fractions and
decimals.
● Use this website to check the
pronunciation of numbers:
http://www.webmath.com/saynu
m.html
DRAW NUMBER LINE ON BOARD*
● Participate in discussion by
answering questions when asked.
● Take turns plotting examples on the
number line as each one is
reviewed/taught and solved.
● Follow along with examples and
write their own number line in their
notebooks.
● Understand different forms and
functions of numbers.
● See the links between fractions and
decimals.
● Be encouraged to ask questions if
things are unclear.

-Vocab Words* (See list at end of lesson) *Guided practice will follow each bullet
______________________________ point.

Introduce Content Objective

● Concept Link: Time & Money
● Learning Link: We often use
fractions when referring to time and
decimals when dealing with money.
What if we want to mix the two?
● Vocabulary Link: Mix new vocab in
with words they already know.

***Continually check for understanding

after each step***

● Review the definition of whole

numbers and integers.
https://www.khanacademy.org/m
ath/cc-sixth-grade-math/cc-6th-fa
ctors-and-multiples/whole-numbe
rs-integers/a/whole-numbers-inte
gers
● Explain the process of expressing
different representations of rational
numbers. (The ratio of two integers)
https://www.khanacademy.org/m
ath/algebra/rational-and-irration
al-numbers/alg-1-irrational-num
 bers/v/introduction-to-rational-a
nd-irrational-numbers
-----------------------------------------------
● Explain the relationship between
decimals and fractions.
This link is helpful:
https://sciencing.com/fundamenta ● Follow along with examples and
l-similarities-between-fractions-d write their own number line in their
ecimals-8510600.html notebooks.
Both fractions and decimals are  ● Understand different forms and
used to express nonintegers, or  functions of numbers.
partial numbers. Each one has  ● See the links between fractions and
its own common uses in science  decimals.
and math. (Examples- a clock is  ● Be encouraged to ask questions if
often read in fractions. Money is  things are unclear.
handled in decimals for 
accuracy.)  *Guided practice will follow each bullet
  point.
O​ne main difference between 
fractions and decimals is that 
fractions tend to be simple 
expressions of ratios of whole 
numbers. They do not always 
divide into an easy-to-express 
decimal.  
-----------------------------------------------
● Demonstrate how to convert
decimals to fractions.
https://www.khanacademy.org/m
ath/arithmetic/arith-decimals/arit
h-review-decimals-to-fractions/v/
converting-decimals-to-fractions-
1-ex-1

Decimals can be written in 

fraction form. To convert a 
decimal to a fraction, place the 
decimal number over its place 
value. For example, in 0.6, the 
six is in the tenths place, so we 
place 6 over 10 to create the 
equivalent fraction, 6/10. If 
needed, simplify the fraction. 
----------------------------------------------- 
● Show how to translate fractions into
both mixed numbers and decimals. 
https://www.khanacademy.org/m
ath/arithmetic-home/arith-review
-decimals/decimals-to-fractions/v/
converting-fractions-to-decimals
 
To convert an improper fraction 
into a mixed number, divide the 
numerator by the denominator, 
but don’t go past the decimal 
point. Instead of dropping down 
a zero, take the remainder and 
put it over the denominator. 
----------------------------------------------- 
https://www.khanacademy.org/m
ath/arithmetic/arith-decimals/arit
h-review-decimals-to-fractions/v/
converting-fractions-to-decimals-
example

Fractions can be written in 

decimal form. To convert a 
fraction to a decimal, divide the 
numerator by the denominator. 
continue after the decimal point 
and drop down zeros as needed.  
----------------------------------------------- 
● Direct students to order whole
numbers, decimals, and fractions
from least to greatest on a number
line.
o When numbers are
translated, compare two
numbers on the number line
as higher or lower. Say higher
(point up) or lower (point
down)? Have students
respond in unison while
pointing.
o Then say right or left (while
pointing). Have students
respond in unison while
pointing.
● One more video for reference:
https://www.khanacademy.org/m
ath/arithmetic-home/arith-review
-decimals/decimals-to-fractions/v/
converting-fractions-to-decimals
Guided Practice:
● Instruct students to partner up and
complete the corresponding Number
Line Worksheet after each section is
taught.
● Look for students that seem to be
struggling and assist and make sure
to listen for correct number
pronunciation.
● Have students grade their own
papers. If at least half of the class
missed a question, do that question
on the board (maybe have a group
that got it right demonstrate it.)
● Encourage students to help other
groups that may be having trouble.
Independent Practice:
“Take a Number”
● Divide the class in two.
● Hand out dry erase boards and
markers.
● Assign each student a fraction or
decimal and have students convert it
into a decimal, fraction, or mixed
number.
● Convert decimals to fractions.
● Translate fractions into mixed
numbers and decimals.
● Recognize the process of expressing
different representations of rational
numbers.
● Practice ordering whole numbers,
decimals, and fractions from least to
greatest on a number line.
----------------------------------------------------
● Complete the corresponding Number
Line Worksheet after each section is
taught :
o Whole Numbers & Integers
o Decimals
o Fractions, Ratios, & Mixed
Numbers
o Whole Numbers & Decimals
o Whole Numbers & Fractions
o Decimals to Fractions (x2)
o Fractions to Decimals (x2)
o All Numbers above included
*Must show work
● Participate in “Take a Number.”
● Convert number into a decimal,
fraction, or mixed number as
directed.
● Work with team to order yourselves
into an accurate number line.
o Accuracy will be determined
twofold: Students must first
covert their number correctly
● Direct students to hold their answer and then be arranged in the
in front of them and put themselves proper place on the number
in the correct number line order. line.
● Complete this activity at least 3 times
(for whole numbers, decimals, and
fractions).

Closure:
Groups students into 3’s and have them Participate and work as a group.
answer the questions below together as a Answer questions.
group. Give them a large Post-It Note to Show understanding of number form
write on. Then have them take turns and function.
teaching different segments to another Explain process of conversion.
group or the class. Compare benefits of decimals and
fractions.
Ask:
● Use a graphic organizer to sort
whole numbers, integers, and
rational numbers. (Give
examples of each)
● How do we convert a decimal
into a fraction? A fraction to a
decimal?
● What is an example of when we
might prefer a fraction instead of
a decimal? A decimal instead of a
fraction?

Options: Revisit pizza problem over

actual pizza if class percentage meets
goal.

Enrichment: Reteach:

Modifications/Correctives:
Modifications/IEP:
● ADHD: Reduce the number of
problems that you assign.
Accommodations​:
● Seat in front of the classroom.
● Provide graph paper to space
numbers.
● Be more concrete-using pictures
and manipulatives. Student given
fraction tiles.
● Help the student visualize what is
read.
ELL/Foundational Vocab List:
● Whole numbers
● Integers
● Rational numbers: The ratio of two integers
● Decimals
● Fractions
● Number Line
________________________________________________________________________
References: