Pre-service Teacher: Ken Reissig Grade/Cooperating Teachers: 6th grade/Laura Botte School/Program: Burlington Middle School/Everyday Math Subject/Content:

Math/Fraction & Decimals Standards/GLs/ Established Goals: Students understand arithmetic in computation, and they select and use, in appropriate situations, mental arithmetic, pencil and paper, calculator, and computer. This is evident when students: 7.6.bb. Interchange fractions, decimals, and percents; know that irrational numbers neither terminate nor repeat when written in decimal form; Enduring Understanding & Essential Question addressed in this lesson: EU: Examples of the relationship between fractions and decimals are found in everyday life. EQ: Why is it important to know the relationship between fractions and decimals? In what situations might we need to convert fractions to decimals or decimals to fractions? Objective(s) of Lesson: Knowledge: 1. Students will know that fractions can be written as decimals and a decimal can be written as a fraction. Prior knowledge that may needed to be reviewed/taught: Students will know parts of fraction (numerator, denominator) Students will know parts of decimal (place values) Student will know that our money is based on ten. Students will know that all decimals are base ten representations of fractions. Skills: 1. The students will be able to convert decimals to fractions and fractions to decimals. Prior skills that may needed to be reviewed/taught: Students will be able to identify parts of fraction (numerator, denominator) Students will be able to identify parts of decimal (place values) Students will be able to identify coins and write their value in decimal form. Student will be able to add decimals Assessment Evidence 1. Students will demonstrate converting fractions to decimals and decimals to fractions using money models. Possible extensions:

 Students will demonstrate (on paper) the process of converting fractions to decimals and decimals to fractions using algorithms. Students will explain and demonstrate how the money base-ten models prove the algorithms. Task: Goal: Calculate the amount of money needed to purchase items for a party, when items are priced as fractions. (ex. each party hat cost 2/5 of dollarhint use 10 dimes) Role: Birthday Party Planner in the 1900s. Audience: Birthday guest. Situation: You have been asked to plan a party for 12 people with $9.00. Performance: Create an itemized list showing your work. Step-by-step plan for Learning Experience and Instruction. Learning Plan: Introduction/Hook: You are birthday planner in the year 1907. The Walton family has asked you to plan the birthday for their 10 year old daughter. She has invited 12 guest to the party. The parents have budgeted twelve dollars for the even and asked you to plan the nicest party possiblebut there is one slight problem They would like you to shop at Walmart. The only problem is that in 1907 Walmart priced their products as fractions of dollar, so you will have to convert the price to decimals to determine how much you can spend. Steps for Instruction (done in small groups) 1. pre-assessment for prior knowledge and skills Observe groups and look for misunderstandings Re-teach common misunderstandings 2. Using coins demonstrate models of decimals and fraction. (Prepare coin sets) Ex. ask student to show you .25 (25/100) using the least amount of coins. Ex. Using 4 quarters, ask students to show you 1/4, 2/4, 3/4, 4/4 Ex. Using 10 dimes, ask students to show you 2/10, 3/10, etc Ex. What set of coins would you use to show 3/5 3. From the activity above ask students to write the fractions as a decimal (demonstration/practice) Ex. 2/5 is 4 dimes, which is 40 cents which can be written as .40 4. Using assorted fractions, practice these conversion steps with the following sets of coins (100-pennies, 20-nickels, 10 dimes, 4-quarters) (demonstration/practice) Ex. Find 7/20 with nickels, then determine the decimal (.35)

 Ex. Ex. (.33) Ex. Ex. Ex.

Find 3/5 with dimes, then determine the decimal (.60) Find 33/100 with pennies, then determine the decimal Using the coins find a fraction equal to .45 (9/20) Using the coins find a fraction equal to .70 (7/10 Using the coins find a fraction equal to .27 (27/100)

5. Using assorted fractions, practice these conversion steps. (Demonstration/practice) Ex. Determine which coins can represent 4/5 and convert to a decimal. 6. Re-Introduce the GRASP problem. a. Students will work in their groups to solve the problem b. Each student will complete their own problem Closure Students will respond to the EQ in their math journal and share their entry with partner. What is the relationship between fractions and decimals? Challenge question: Can you create and algorithm to convert fractions to decimals and decimals to fractions. I will collect the journal and problem

Student Teacher Reflection During this lesson students were able to. o I know this because? During this lesson students were not able to. o I know this because?