Lesson 11

Subject: Mathematics Course/Grade: Grade 5 Unit 5: Fraction Sense and Manipulation, Lesson 11: Converting Fractions to Decimals with Long Division Instructional/Content Objective: Students will work independently to correctly convert eight out of ten fractions to decimals using long division (5.NF.3). Curriculum Framework Standards: Through direct instruction, computation, and practice, student will (5.NF.3) Interpret a fraction as division of the numerator by the denominator (a/b = a b). Lesson Procedure I. Preparation Phase: Activate Background Knowledge and Vocabulary 1. Students will open their notebooks, write the days objective and answer the Math Message and MCAS question of the day. Review answers and strategies. 2. Introduce the days objective by having two students read it directly from the board and two students express the objective in their own words. 3. Point out the guiding questions and ask students which question the objective addresses. 4. Ask a student to re-read the explanation from yesterdays lesson about how a fraction and decimal can represent the same value. 5. Ask two students to explain the process in their own words. 6. Identify and ask experts to explain all key vocabulary words. Arouse Curiosity 7. Show the first fraction slide on the Smartbaord for 37/100. Ask two students to model finding the fraction and the equivalent decimal for the visual representation. 8. Show the fifth fractions and ask students to use change the fraction to a decimal (it wont work using the place fraction strategy because there is no fifths place). II. Assistance and Associations Phase Making Connections 1. Ask students if they know a way to make fifths into a place fraction (tenths). Use conversion with multiplication by a fraction equivalent to one to change 2/5 to 5/10. 2. Model for students the process of changing fractions to place fractions. 3. Practice with problems on the Smartboard. 4. Explain the process for using long division to convert fractions that cannot be converted to place fractions. 5. Complete the Smartboard examples. Monitoring Understanding and Asking Questions 6. Break students up into leveled color groups that will rotate through three practice centers: Smartboard matching game, independent practice, and teacher led practice.

Lesson 11

III. Reflection and Readiness for Application: Think, Talk and/or Write about Learning 1. Bring class together and have them record their strengths and struggles during the centers. Share as a class if time permits. Reprocess Information 2. Revisit the explanation from the previous days lesson and modify or add to the process to create a rule that works for all fractions (not just place fractions). 3. Ask students to record in their notebooks how they know this process will work to convert all fractions to decimals, even improper fractions. Check for Understanding 4. Teacher will collect and correct classwork and homework. Assessment of progress will also be taken informally throughout the lesson. 5. Along with regular homework, students will check-in on the class web site and explain their current strengths and concerns. These check-in e-mails help guide the review days before the unit assessment.