Academic Standard:

5.2 The student will a) recognize and name fractions in their equivalent decimal form and vice versa

Related Standard:
5.2 The student will b) compare and order fractions and decimals in a given set from least to greatest and
greatest to least.

Objective:
Students will be able to convert decimals to their equivalent fraction form with 80% accuracy.
Students will be able to compare fractions using the butterfly method with 95% accuracy.

Procedure:
The student will The teacher will
Introduction Introduction
- Read objective - Call on student to lead class through
reading the objective after student
reads solo
- Recall previously learned information - Review place values after decimal
point through labeled example on
flipchart

Main Lesson Main Lesson

- Convert decimals to fractions
Reduce fractions to simplest
form
Identify place value
- Have students put Changing
Decimals to Fractions as their header
in their math journals
Count to the last place in the
decimal .15 and have students
read the decimal (15
hundredths)
Go through steps of converting
decimal to fraction (students
write in their journal)
1. Read the decimal
2. What do you hear? (15
hundredths-100)
3. Create fraction (15/100)
emphasize that 15/100 and
0.15 are equal
4. Simplify/reduce (what
number can go into 15 and
100)- Read the new fraction

- Solve example problems - Work through another example such

- Name decimals and find equivalent
fraction form of decimals
Reduce fractions to simplest
form
as 0.5 to work with tenths and
simplify fraction along with 0.02
- Read through decimals together (0.35,
0.2, 0.43, 0.7, and 0.04)
Students turn all decimals into
fractions and simplify
 *Warm up (if time) order of operations
(What is the first thing you write by this
problem? PEMDAS and go through problem
quickly as a whole)

- Introduce Zones
- Complete zones working on Demonstrate link for Special
remediation and new concept material Explain fraction war (directions in
materials)
Assign groups to zones for 15 min.
each

Conclusion Conclusion
- Summarize material from lesson - Students come back together for wrap
up question
Students share responses with
a partner or group

Differentiated Instruction: The students have already been assigned to various groups based on their benchmark
and Unit 4 Pre-assessment scores. The lowest group will rotate through Teacher Time zone twice while the
two highest groups will be working on their newly assigned math research project instead of working with the
teacher (unless students show or express difficulty in grasping concept). The students receive varied amounts of
modeled examples dependent on their understanding of the concept when they come to the Teacher Time
zone.

Assessment: Teacher observations during Teacher Time and whole group, and completed worksheets from
zones with work shown for formative assessment

Materials: Promethean board, Flipchart for Day 8, dice, worksheets, directions for Fraction War game,
whiteboards and expo markers, and 4 sets of playing cards (no face cards)

FRACTION WAR Reflection:

Directions:
1. Separate the deck into
two piles (one pile per
person)
2. Each person flips up two
cards to create a fraction
3. Compare the two
fractions
4. Whoever has the greatest
fraction takes all four
cards
5. Repeat steps 2-4
6. When a player can no
longer make a fraction,
the other player wins