Jessica Andrus

January 23, 2018

CCSS (or NGSS or GLCEs if sci or ss):

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62
as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

I can statement or other way of communicating to students the goal of the lesson:
I can express fractions as decimals in tenths and hundredths.

What you want your MT to be doing during the lesson:

Observing me and taking notes on how I recap old information and use it to scaffold new learning.

How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
Previous lessons in this unit have asked students to order decimals and write decimals based on their
place value in tenths and hundredths. The last unit we focused on fractions. This lesson combines both
skills and asks students to express fractions as decimals.

Steps/Procedure:

Time (in Minutes): Steps:

Intro: 6 - Have students get out lined paper, blue folder and a pencil.
- Eyes on me when they are ready to learn.
- “Today’s focus is how to express fractions as decimals”

Warm up: 8 - Recap: How do we form equivalent fractions with denominators

of 10’s and 100’s?

Focus Lesson: 6 “Next we are going to do a watch, listen, learn”

I am going to show you my thinking for turning a fraction into a

decimal.
Model example: Use the learn on p. 42 to show ⅕ as a decimal.

Clarify the Answer and how you expect them to label it on their paper.

GP: 4 “Now that we have done some examples together I want you to try it
on your own.”

Student problems: Find the decimal for the fraction 1/2.

Guided Practice #1 on p.42 in the textbook.

Go back over the answers by modeling on the board but letting

students walk you through the procedure.
 Focus Lesson: 10 “We are going to do a watch, listen, learn again”

I am going to show you my thinking for turning a fraction into a

decimal.
Model example: Use the learn on p. 44 to show 8/5 and ⅖ as a
decimal.

Clarify the Answer and how you expect them to label it on their paper.

GP: 4 “Now that we have done some examples together I want you to try it
on your own.”

Student problems: Find the decimal for the fraction 2 ⅗ and 5/2.
Guided Practice #4 & 7 on p.44 in the textbook.

Go back over the answers by modeling on the board but letting

students walk you through the procedure.

Workshop: 35 Independent: Lesson 7.5 Handout

PGW: Decimal War Game

Academic/Social/Linguistic Supports for individual students. Part of this MUST include your
plan for SPECIFIC ELL students (you can name them here or put an initial):
1. Sunip: He has a strength in math and is great with math facts but can benefit from
extra support when reading calendar and answering the different components that
require heavily math specific language.

Assessment (How you know they understood your goal) AND a plan for students on how they
can apply/reflect on feedback:
1. I will assess students with anecdotal notes during the teacher station.
2. I will also review their exit ticket problems to identify what level of understanding each
student has reached with finding quotients with remainders for 4-digit numbers divided
by 1-digit numbers.