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LESSON PLAN-Decimals: Review of Basic Concepts

Name: Jackie Alexander

Date: 10/25/2011

Grade Level/Subject: 3rd

Grade Math

Prerequisite Knowledge:

Students should have knowledge of working with base-10 blocks. Students should have a basic knowledge of decimal notation. Students should have some knowledge of how to turn fractions into decimals and vice versa.

Approximate Time: 1hour

Student Objectives/Student Outcomes: Students will be able to accurately be able to determine whatfraction of the whole certain problems account for and will be able to turn fractions into decimals.

Content Standards: 3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is

partitioned into equal parts; understand a fraction a/b as the quantity formed by a parts of

size 1/b.

4.NF.6. 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.

Solve word problems involving addition and subtraction of fractions referring to the samewhole and having like denominators, e.g., by using visual fraction models and equations

to represent the problem.

Materials/Resources/Technology:

Math journal Slate Marker Pencil Smartboard Base-10 blocks

Implementation:

Time

10 minutes Opening of lesson:Students will have an exciting review of a lesson from last week.

52=70-s 18 5x+3=23 4 p/9=8 72

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7-y=10-3 030 minutes Procedures:

Hook: The 4th graders had a pizza party. After the party, there was somepizza leftover. Mrs. Kirbys class had a pizza left, Mrs. Lightlys class had n

pizza left, and our class had a pizza left. How much pizza was leftaltogether?Extention: Use and or and as the fractions used.

Lesson: Demonstrate that 1 flat= 10 longs and 1 long= 10cubes.

So knowing this, how many cubes are in a flat?Remind students that a fraction is always a fraction of a whole. Illustrate thisidea with the following examples:

Stuart drank of a carton of milk. In this situation, what is the wholeor ONE?

Mary had $5. She spent half of it on baseball cards. In this situation,what is the ONE or the whole?So if we think of a flat as the one or the whole,

What fraction of a flat is a long? 1/10 What fraction of a flat is a cube? 1/100 3 longs? 3/10 5 longs? 5/10 or 1/2 13 cubes? 13/100 2 longs and 3 cubes? 23/100 5 flats, 3 longs, and7 cubes? 5 and 37/100

Have students practice writing fractions in decimal notation. 3/10-.3 37/100-.37 4/10-.4 4/100-.04 2 and 8/10- 2.8 7 and 28/100- 7.28

Encourage students to read numbers such as 4.78 as four and seventy-eighthundreds, rather than as four point seventy-eight.

Now, have students go the other way. .4-4/10 .76- 76/100 .01-1/100 2.46- 2 and 46/100

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10 minutes Summary/Closing: Finally, students will have an opportunity to dodecimal review work on the Smartboard.

10 minutes Student Assessment:Informal: Students will be informally assessed onhow well they answer various decimal and fraction questions correctly.

Formal: Students will be formally assessed by doing their 4.1 math boxes.