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# Lesson #

## Review Comparing Fractions/ Fractions

Decimals (tenths, hundredths,
thousandths)

Teach
er
Date
Time

Unit/Stra
nd

Number

Ria Beekman
March 1615
40 minutes
5

CURRICULUM OUTCOMES
GLO:
Develop number sense.
SLO:
8. Describe and represent decimals (tenths, hundredths, thousandths)
concretely, pictorially and symbolically. [C, CN, R, V]
9. Relate decimals to fractions and fractions to decimals (to thousandths). [CN,
R, V]
10. Compare and order decimals (to thousandths) by using:
- benchmarks
- place value
- equivalent decimals. [C, CN, R, V]

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Compare fractions and know whether a fraction is greater than, less than or equal to another
fraction.
2. Convert between decimals and fractions (tenths, hundredths, thousandths).

ASSESSMENTS
Observations:
Key Questions:

## Observe students throughout the lesson. Which students are

Which of these two fractions is larger? How can I tell?

## Products/Performan Activities to strengthen students ability to compare fractions and to

write a fraction as a decimal.
ces:
Exit slip

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies Math 5
Math 5 text book Teachers Resource

MATERIALS AND
EQUIPMENT
Smart board slides
Games/Cards: Triangle game (finding
equivalent fractions); cards (finding
equivalent fractions and comparing
fractions)

PROCEDURE
Attention Grabber

Introduction
Today well do a few questions together (to make
sure that everyone understand how to compare
fractions and how to turn decimals into fractions
and vice versa) and then Ill hand back your
comments on them. They will not be used for
marks. Once the questions are done Ill have

Time
1 min

2
activities for you guys to do that relate to these
two topics.
Assessment of
Prior Knowledge
Organizer/Agenda
Transition to Body
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Learning Activity

## Prepare smart board slides.

Take games to class.
3-2-1 Eyes up here!
Body
Review Comparing Fractions:
- Same numerator: The larger fraction has
the larger denominator.
- Same denominator: The larger fraction
has the larger numerator.
- Both different: Try to find an equivalent
fraction to one of the fractions so that either
the numerator or the denominator is the
same. (Ask students to come up and solve it
on the board.)
A: Observe what students remember from last
class and how well they can compare fractions on
the board.
D: Depending on the student: Provide students
with guiding questions/visuals if necessary. Work
with the students who didnt do real well on their
homework from last class. If a student can figure it
out right away ask them to compare two other
fractions that requires multiplying or dividing by
more than 2.
I have _________, who has _________? GAME (with
the entire class)
- Before starting the game:
o The students will need to put the
decimal into a fraction or vice versa
(for both numbers).
o The students will have to shade both
of the amounts in on a tens, hundreds,
or thousands chart.
A: Every student gets a card so every student will
be participating. If the game gets stalled Ill know
that students have a hard time converting
between the decimal number and the fraction.
D: Every student gets a chance to show what they
know. By having students write down some info
before the game I can go over to help students
who need it so that they are prepared for the
game.
Questions:

Time

10 min

5 min

15-20

#3

Assessments/
Differentiation

CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
What have you
learned to improve
upon future
instruction?

## Students will finish the questions from last

class. I will check them and then they will be
allowed to play the games provided.
Activities:
- Once a student has completed all of the
activities and clearly know how to find
equivalent fractions, greater than or less
than fractions and convert decimals to
fractions (and vice versa) they will go onto
their Chrome books on Kahn Academy
(fractions and decimals).
A: If students are able to do these games without
a lot of trouble it tells me that they likely know the
material.
D: The games will be at different levels. The
triangle puzzle focuses on equivalent fractions
while the cards focus on comparing fractions.
Students are allowed to use pencil and paper to
draw the different fractions if necessary. Also that
games may be based on who is the fastest but
doesnt necessarily have to be.
fasten with the paper clip. They can be put
on the desk by the door. Math papers and
chrome books need to be put away.
- DoJo points if appropriate.
Closure

1 min

Time

## Observing students throughout the class.

Ask students if they have any questions!
Provide students with positive feedback
throughout the class. Circulate through the class
often and help students when necessary.
Reflections
This lesson went quite well! I feel like 40 minutes is not ever
long enough! I had to move one boy from the back of class
since he was constantly turning to talk to others but after
that it went well. Students seem to learn a lot from
reviewing material from the previous class Ill collect
homework, check it and go over the common
misconceptions. Students seem to really get it afterwards.
Game: Students loved this! Everyone was engaged and
patiently waiting for their decimal/fraction to be called on.
Near the end a boy said: Who has 310/1000? Instead of

4
31/100 he was already finding equivalent fractions
stumping the rest of his peers. Haha!
Students were then given time to finish questions from
previous classes. Students could then complete a triangle
puzzle. They were engaged and some even stayed in during
recess to finish it!
*My TA forgot about what time the lesson started so she
only say the last three minutes but it was ok because the
lesson went great shows that students still respected and
listened even though she wasnt there!
Goals:
- Keep track of time
- Continue engaging students through various activities
they enjoy them and have fun
- Be firm! (Saves time and energy less off topic
talking more learning!) Move students away from
distractions!