Unit 5

Title: Fractions, Decimals, and Percents Subject/Course: M a t h e m a t i c s
Topic: Relationship between fractions, decimals, and percents Grade: 5 Designer: M e l o d i e We l l s
Stage 1 – Desired Results

Established Goal(s)
5th grade Mathematics Georgia Performance Standards

M5N2: Students will further develop their understanding of decimal fractions as part of the base-
ten number system.
M5N3: Students will further develop their understanding of the meaning of multiplication and
division with decimal fractions and use them.
M5N4: Students will continue to develop their understanding of the meaning of common fractions
and compute with them.
M5N5: Students will understand the meaning of percentage.
Additional goal(s)
Information Literacy
Standard 4:
The information literate student, individually or as a member of a group, will use information
effectively to accomplish a specific purpose.
Understanding(s) Essential Question(s)

Students will understand that... • How are fractions, decimals, and
• The value of a fraction is not percents related to one another?
changed when both the numerator • How are fractions used in our world?
and denominator are multiplied or • How can we construct and label circle
divided by the same number since graphs?
this is the same as multiplying or • How can we use multiplication and
dividing by one. division to find equivalent fractions?
• Fractions, decimals, and percents are
related to one another.
Q
• Good research comes from various
sources.
Students will know... Students will be able to...

• Key terms related to converting • Give clear, concise, and accurate
fractions, decimals, and percents: definitions of/explanations of/and real
o decimal world examples for any or all of the key
o denominator terms related to converting fractions,
o equivalent decimals, and percents.
o fraction • Give (real world) examples of fractions,
o improper fraction decimals, and percents.
o mixed number • Order and compare fractions.
o numerator • Convert between fractions, decimals and
o percent percents.
o repeating decimal • Draw, measure, and interpret circle
o simplest form. graphs.
o whole (or ONE) • Convert between improper fractions and
1
• that plagiarism is unacceptable and mixed numbers.
is not unlike stealing another
person’s words and/or work as well
as credit for another person’s words
and/or work.
K
Stage 2 – Assessment Evidence
Performance Task(s) Summary in G.R.A.S.P.S. form
Goal: Students will research and plan how they would spend $1,000,000 based on a particular
theme (i.e., purchasing and operating a horse farm, creating and marketing a new line of shoes,
financing a movie, et cetera)..
Role: Students are fortunate consumers who have recently inherited $1,000,000 from a relative. In
order to have access to their new-found fortune, pupils must thoroughly explain what they will do
with the money (showing proof of their earnest plans via itemized breakdowns of intended
expenditures—with a few exceptions—to the last cent) before any funds are disbursed to them.
Audience: The audience is the relative and his/her financial advisors.
Situation: Students must develop a plan, including a budget, for how they will spend every cent of
$1,000,000. They must present this plan in a public gathering and effectively demonstrate that the
money will be spent based on one particular theme.
Product, Performance, and Purpose: Students must prepare a presentation that explains exactly
how the windfall of $1,000,000 will be spent based on a particular theme. The presentation must
include an explanation of how the money will be used. They must show proof of detailed research
into the actual costs of the items that the money will purchase. The financial advisors must be
convinced the money will not be wasted and that expenditures have been well thought out.
Standards: Your presentation must include:
• Proof that all purchases related to one particular theme.
• Evidence of very detailed research.
• Excellent organization indicating how the money is to be spent.
• Completed accounting sheets containing actual figures.
• A written report, display board, or multimedia presentation of the project.
See Culminating Activity Rubric 5.
Key Criteria:
• An accurate, real world application of the content.
Other Evidence:
• Student work samples
• Culminating project presentation
Stage 3 – Learning Plan

Learning Activities Consider the W.H.E.R.E.T.O. elements.
Launch Activities – Unit 5

The teacher will ask students to bring a Hershey’s Milk Chocolate candy bar for this activity and
bring a few extras along just in case. Using the book, The Hershey’s Milk Chocolate Fractions
Book, the teacher will introduce the key vocabulary for the unit. Students will follow along and
2
use their candy bar to create fractions as the teacher reads the book aloud.
The teacher will use the unit content map to preview key vocabulary as well. This will give
students an overview of the main concepts they will be studying in this unit.
The teacher will introduce the culminating project to students. They will be required to
complete this on their own as the unit progresses.
Lesson Planning Form - 1
Essential Question Lesson 1 (M5.7, M5.23):

5.1 What are the components of a fraction and how are fractions used?
Activating Strategies: (Learners Mentally Active)
Write any five fractions on your marker board. Circle the greatest fraction and the least
fraction in your set of fractions.
Vocabulary:
Numerator
Denominator
Whole (or ONE)
Unit Fraction
Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed
Summarizing; Graphic Organizers)
The teacher will go over basic fraction information with students and discuss all
appropriate vocabulary for the lesson. The teacher will use the website National
Library of Virtual Manipulatives to review with students some basic fraction concepts.
Suggested activities from the website: Fractions – Naming, Fractions – Parts of a Whole,
Fractions – Visualizing. Students will work in collaborative pairs to complete Everyday
Math (Grade 5) Journal pages 122 and 123 using counters. The teacher will guide
students in completing the graphic organizer for the lesson on the steps for adding
fractions.
Students will complete the Math Boxes on Journal page 125 for Review.
Homework: Study Link 5.1

Summarizing Strategies: Learners Summarize and Answer EQ
Students will answer the essential question for the day on a note card for their Ticket-Out-
The-Door.
Resources
The National Library of Virtual Manipulatives –
http://matti.usu.edu/nlvm/nav/vlibrary.html
Graphic Organizer 1
Everyday Math Journal

How can we convert between improper fractions and mixed numbers?

3
Take the following pattern blocks:
• 2 hexagons
• 2 trapezoids
• 3 rhombuses
• 6 triangles
If a trapezoid is worth ½, what is a rhombus worth?
Vocabulary:
Improper Fraction
Mixed Number
The teacher will go over the math message with students to begin the lesson. The teacher
will use the Promethean Board to model fractions with pattern blocks throughout the
lesson. The teacher will discuss appropriate vocabulary with students as they explore the
meanings through the use of pattern blocks. The teacher will guide students in
completing the graphic organizer for the lesson on converting improper fractions and
mixed numbers. Students will work with a partner to complete Journal pages 126-128.

Students will answer the essential question in collaborative pairs.
Resources
Graphic Organizer 2

5.3 How do we compare and order fractions?
Complete Journal page 131 numbers 1 through 5.
Vocabulary:
Equivalent Fractions
Fraction Stick
4
The teacher will briefly go over the math message. The class will go over strategies for
completing the journal page using collaborative pairs. Students will complete Journal
page 131 with a partner. The teacher will guide students to complete the graphic
organizer for the lesson. The teacher will introduce the Fractions Stick Chart using the
overhead projector. Students will complete Journal pages 132 and 133 with a partner.
Students will work independently to complete the Fraction Number Stories on Journal
page 134.

Students will write one sentence to summarize the essential question.
Resources
Graphic Organizer 3
Essential Question Lesson 4 (M5.4, M5.7, M5.17):

5.4 How can we use multiplication and division to find equivalent fractions?
Lisa has a 50-cent piece. Jamal has two quarters. Sam has five dimes. Hunter has ten
nickels. Elliot has 50 pennies. Write a fraction to show what part of a dollar each person
has. Who has the most money?
Vocabulary:
Equivalent Fractions
Simplest Form
The teacher will demonstrate how to find equivalent fractions using the Promethean
Board. The teacher will also go over all appropriate vocabulary for the lesson at this
time. Students will answer questions in collaborative pairs to summarize the lesson.
Students will then complete Journal page 136 with a partner. The teacher will discuss
with students the Journal page that has been completed. Students will offer suggestions
of rules that could be used to make equivalent fractions. The teacher will discuss the
Multiplication Rule and the Division Rule with students. The teacher will guide students
in completing the graphic organizer for the lesson. Students will use these rules to
complete Journal page 137 with a partner.

5
Students will complete an acrostic summary of the word FRACTION. Students should
write a word or phrase learned in today’s lesson that answers the essential question for
each letter in the word FRACTION.
Resources
Graphic Organizer 4

5.5 How can we convert between fractions and decimals?
Write three decimals on your marker board between each of the following pairs:
• 45 seconds and 46 seconds
• 7 dimes and 8 dimes
• 9.32 inches and 9.33 inches
Vocabulary:
Round Down
Round Up
Round to the Nearest…
The teacher will use an overhead transparency of a number line to go over the math
message with students. The teacher will pose several questions for students to answer in
collaborative pairs to help in writing fractions and decimals. Students will complete
Journal page 139 with a partner. The teacher will discuss with students three ways of
rounding decimal numbers for specific situations. Students will work in partners to
complete Journal pages 140 and 141. The teacher will explain the directions for playing
the game Estimation Squeeze using the Student Reference Book page 168. In this game,
students will estimate the square root of a number and then use a calculator to square the
estimate to see how close they came.
Students will complete the Math Boxes on Journal page 142.

Students will write a letter to the teacher explaining what they learned in the lesson and
answering the essential question.
Resources
Student Reference Book

5.6 How can we convert between fractions and decimals?
6
How would you use the Probability Meter to show someone what 1/8 of a dollar is
worth?

The teacher will go over all appropriate vocabulary for the lesson. The teacher will
demonstrate how to use the Fraction Stick Chart and Decimal Number Line to write
fractions as decimals. Students will complete Journal page 143 in pairs. Students will
fill in the table of decimal equivalents for fractions in the back cover of the journals (or
Math Masters page 58 if needed) with a partner.

Students will complete Math Masters page 59 using a transparency 100-grid. Students
will name the fraction and decimal amount for each block on the worksheet.
Resources
Everyday Math Masters

5.7 How can we use a calculator to find decimal equivalents for fractions?

Write 7/16 as a decimal.
Vocabulary:
Repeating Decimal

7
The teacher will go over all appropriate vocabulary for the lesson. Students will use
calculators to check the answers on page 143 from the previous lesson. Students will use
calculators to complete journal page 147 in pairs.
The teacher will introduce the game 2-4-5-10 Frac-Tac-Toe. Students will each be given
a copy of Math Masters page 63 to use as a game board. Students will work with
partners to play the game. The instructions for this game can be found in the Student
Reference Book on page 274.

Students will complete the following sentences on a half-sheet of paper:
• Today I learned…
• I would like to learn more about…
Resources

5.8 How can we convert fractions to decimals and decimals to percents with and without
the use of a calculator?
Using your calculator, find a way to rename 4/7 as a percent. Do not use the percent key.
Vocabulary:
Percent
The teacher will go over all appropriate vocabulary for the lesson. The teacher will
discuss with students the purpose of percents. Students will answer questions posed by
the teacher in collaborative pairs. The teacher will go over the steps for converting
fractions, decimals and percents using the graphic organizer for the lesson. Students will
complete Journal pages 149 and 150 with a partner. Students will play the Percent
Version of 2-4-5-10 Frac-Tac-Toe with a partner. The game board for this version of the
game can be found on Math Masters pages 62 and 66.

The teacher will pass out an admit slip for students to complete for homework. Students
must bring this slip in order to be admitted to class the next day!
Extending Thinking
8
The teacher will hand out a test to each student that has already been completed. Students
must go through and check the work, making corrections where errors are found.

5.9 What are the properties of bar graphs and circle graphs and how should they be
constructed and labeled?

Answer problem 1 on Journal page 152.
Vocabulary:
Bar Graph
Circle or Pie Graph

The class will tally the results on the math message to complete Journal page 152.
The teacher will discuss with students the parts of a bar graph and will construct
one using the class data. The teacher will discuss with students the parts of a
circle graph and will construct one of these also. Students will answer questions
posed by the teacher in collaborative pairs. Students will complete Journal page
153 for Multiplication Practice.

Using a mock set of data, students will create a bar graph.
Resources

How can the Percent Circle be used to find the percent of circle graphs?

Look at the circle graph in Problem 1 on Journal page 155. For each piece of the graph,
estimate what fraction, and what percent of the whole circle, it is.
Vocabulary:
9
Percent Circle

Students will use the Geometry Template to discuss how the Percent Circle is used. The
teacher will demonstrate several methods for using the Percent Circle. Students will
complete Journal pages 155 and 156 with a partner on reading circle graphs. Students
will complete Journal page 157 for Division Practice.

Students will answer the essential questions in one complete sentence as a Ticket-Out-
The-Door.
Resources

How can the Percent Circle be used to construct a circle graph?
Turn to problem 2 on Journal page 152. Copy the number of votes for each snack into the
second column on the table on Journal page 160. Leave the rest of the table blank for
now.
Students will read about mixing concrete on Journal page 159. The students will pair-
share ideas for constructing a circle graph. The teacher will demonstrate how to use the
Percent Circle to construct a circle graph. Students will complete Journal pages 159 and
160 with a partner using this technique.

Using Math Masters page 80, students will construct their own circle graph and measure
the sectors using their Percent Circle.
Extending Thinking (Compare and Contrast)
10
The teacher will set up chart paper in the front of the room. The chart will be divided into 5
sections with the following labels: McDonald’s, Wendy’s, Dairy Queen, Burger King, and
Krystal. Each of the five sections will be labeled with a different colored sticky note. Each
sections should be lined with a strip of adding machine tape as well. Students will come up a
few at a time and choose their favorite fast food restaurant. They will take a colored sticky
note and place it on the adding machine tape end to end in order to create a class bar graph.
After discussing the class totals, the teacher will cut the adding machine tape with the sticky
notes attached. Attaching the strips end to end, the teacher will make a circle of the class
data. On another sheet of chart paper, the teacher will draw a circle using the inside of the
sticky note circle as a guide. Each colored section of sticky notes will make a new sector for
this circle graph. The teacher will discuss with students the differences and similarities
between bar graphs and circle graphs.
See Graphic Organizers attached.
Used with Permission

Wiggins, G. & McTighe, J. Understanding by Design, 1998
Copyright © 1998 by the Association for Supervision and Curriculum Development. All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage and retrieval system, without
permission from ASCD.
The Association for Supervision and Curriculum Development is a worldwide community of educators
advocating sound policies and sharing best practices to achieve the success of each learner. To learn
more, visit ASCD at www.ascd.org.
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Unit 5

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Unit 5

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Title: Fractions, Decimals, and Percents Subject/Course: M a t h e m a t i c s

Topic: Relationship between fractions, decimals, and percents Grade: 5 Designer: M e l o d i e We l l s

Stage 1 – Desired Results

5th grade Mathematics Georgia Performance Standards

Understanding(s) Essential Question(s)

Students will know... Students will be able to...

Stage 3 – Learning Plan

Launch Activities – Unit 5

Lesson Planning Form - 1

Essential Question Lesson 1 (M5.7, M5.23):

Homework: Study Link 5.1

Lesson Planning Form - 2

Essential Question Lesson 2 (M5.7, M5.17):

Activating Strategies: (Learners Mentally Active)

Homework: Study Link 5.2

Lesson Planning Form - 3

Essential Question Lesson 3 (M5.7, M5.17):

Homework: Study Link 5.3

Summarizing Strategies: Learners Summarize and Answer EQ

Lesson Planning Form - 4

Essential Question Lesson 4 (M5.4, M5.7, M5.17):

Homework: Study Link 5.4

Lesson Planning Form - 5

Essential Question Lesson 5 (M5.1, M5.3, M5.17):

Students will complete the Math Boxes on Journal page 142.

Homework: Study Link 5.5

Essential Question Lesson 6 (M5.7, M5.17, M5.22):

Activating Strategies: (Learners Mentally Active)

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed

Students will complete the Math Boxes on Journal page 146.

Homework: Study Link 5.6

Summarizing Strategies: Learners Summarize and Answer EQ

Lesson Planning Form - 7

Essential Question Lesson 7 (M5.17, M5.23):

Activating Strategies: (Learners Mentally Active)

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed

Students will complete the Math Boxes on Journal page 148.

Homework: Study Link 5.7

Summarizing Strategies: Learners Summarize and Answer EQ

Lesson Planning Form - 8

Essential Question Lesson 8 (M5.7, M5.17):

Students will complete the Math Boxes on Journal page 151.

Homework: Study Link 5.8

Lesson Planning Form - 9

Essential Question Lesson 9 (M5.30, M5.33):

Activating Strategies: (Learners Mentally Active)

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed

Students will complete the Math Boxes on Journal page 154.

Homework: Study Link 5.9

Summarizing Strategies: Learners Summarize and Answer EQ

Lesson Planning Form - 10

Essential Question Lesson 10 (M5.30, M5.33):

Activating Strategies: (Learners Mentally Active)

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed

Students will complete the Math Boxes on Journal page 158.

Homework: Study Link 5.10

Summarizing Strategies: Learners Summarize and Answer EQ

Lesson Planning Form - 11

Essential Question Lesson 11 (M5.30, M5.33):

Students will complete the Math Boxes on Journal page 161.

Homework: Study Link 5.11

See Graphic Organizers attached.

Used with Permission