ELED 533

JMU Elementary Education Program

Jordan Vinson
Abby Yoder, Plains Elementary School
November 18, 2014 & November 20, 2014

A. Fraction & Decimal Equivalencies

B. CONTEXT OF LESSON
Preassessment
A formative assessment will be conducted prior to this lesson in order to determine
students readiness and interest. The assessment will evaluate students knowledge of
the relationship between fractions and decimals and require students to determine
fraction and decimal equivalences and order fractions and decimals from least to
greatest and greatest to least. Students will also be asked to explain their reasoning and
express their level of comfort with the content. Assessment data will be used to inform
lesson planning.
Vertical Planning
Students are introduced to fractions in the first grade. Standard 1.3 states, the
student will identify the parts of a set and/or region that represent fractions for halves,
thirds, and fourths and write the fractions. In second grade, the range of numbers is
expanded to include sixths, eighths, and tenths. Students learn to compare unit
! ! ! ! !
!
fractions ( , , , , , and ) using the words greater than, less than, or equal to and the
! ! ! ! !

!"

symbols (<, >, =). Decimals are also introduced in second grade in the context of
money. Students are expected to understand the proper use of the cent symbol (),
dollar sign ($), and decimal point (.). Students knowledge of fractions is expanded
upon in the third grade. Standard 3.3 states, the student will: name and write fractions
(including mixed numbers) represented by a model; model fractions (including mixed
numbers) and write the fractions names; and compare fractions having like and unlike
denominators, using words and symbols (<, >, =). Focus is largely concentrated on
halves, thirds, fourths, eighths, tenths, and twelfths. In fourth grade, students continue to
compare and order fractions and mixed numbers having denominators of 12 or less.
!
Students also learn to identify the division statement that represents a fraction (e.g.,
!

means the same as 3 divided by five). This leads to an understanding of decimals and
fractions as representing the same relationships, for example the decimal .25 is written
!
as . A greater emphasis is placed on teaching decimals in the fourth grade. Standard
!

4.3 requires students to read, write, represent, and identify decimals expressed through
thousandths; round decimals to the nearest whole number, tenth, and hundredth;
compare and order decimals; and given a model, write the decimal and fraction
equivalents. In sixth grade, students understanding of the relationship between
fractions and decimals is extended to include ratios and percents. Students learn to
identify a given fraction, decimal, or percent from a representation, demonstrate
equivalent relationships, and compare and order fractions, decimals and percents.

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Horizontal Planning
This lesson will take place at the beginning of a larger unit on decimal and fraction
equivalencies. Prior to this lesson, students will have experience rounding decimal
numbers expressed through thousandths. They will know how to read decimals by
saying the name of the place value of the digit in the smallest place (e.g. .4 as fourtenths). In addition, students have previously performed tasks in which they were asked
to find the sum and difference of two numbers expressed as decimals through
thousandths using 10x10 grids. Following this lesson, students will continue to gain
experience with decimal and fraction equivalences and comparing fractions and
equivalences using less than, greater than, or equal to (<, >, =). Later, students will learn
to solve single-step and multistep practical problems involving addition and subtraction
with decimals and fractions.
Child Development
According to CCSS learning progressions, students in fifth grade are able to extend
their understanding of the base-ten system to decimals to the thousandths place,
building on their grade four work with tenths and hundredths. Using decimals allows
students to apply familiar place value reasoning to fractional quantities. In fourth
grade, students learned to use decimal notation for fractions with denominators 10 or
100. In addition, students practiced comparing two decimals to hundredths by
reasoning about their size. They were able to recognize that comparisons are valid only
when the two decimals refer to the same whole. Students in grade four also learn a
fundamental property of equivalent fractions: multiplying the numerator and
denominator of a fraction by the same non-zero whole number results in a fraction that
represents the same number as the original fraction. This property forms the basis for the
introduction of finite decimals.
According to Piagets Theory of Cognitive Development, children in grade five are in
the Concrete Operational Stage of development. The Concrete Operational Stage is
defined by three important processes that are applicable to this lesson. Reversibility
and conservation allow children to understand the relationship between fractions and
decimals. Fractions can be converted to decimals and vice versa. Seriation is the
ability to sort objects according to size, shape, or any other characteristic. In this lesson,
children will be using the process of seriation to order fractions and decimals from least
to greatest and greatest to least. Abstract thinking has yet to develop in the concrete
operational stage. Therefore, it is important to use multiple representations.

C. STANDARDS - VA SOLs and/or CCSS

This lesson will address standard 5.2: The student will: recognize and name fractions in
their equivalent decimal form and vice versa; and compare and order fractions and
decimals in a given set from least to greatest and greatest to least. The mathematical
processes/practices that will be utilized in this lesson are mathematical problem solving,
communication, and representation.
Mathematics standard 5.2 can be related to science standard 5.1b, in which students
must measure length and mass using proper tools. Fractions and decimals are often used
interchangeably in both measurements. The standard can also be related to English
standard 5.1, The student will listen, draw conclusions, and share responses in subjectrelated group learning activities. Included in this standard are the skills of summarizing
information, communicating ideas to others, demonstrating the ability to collaborate with
diverse teams, and demonstrating the ability to work independently.

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D. LEARNING OBJECTIVES
Understand Students will
understand.
U1. Fractions and decimals
represent the same
relationships. Decimals are
another way to write fractions
and vice versa.

Know Students will know

K1. Equivalent decimals of
familiar fractions:
!
= .5
!

!
!
!
!
!
!

Do Students will be able

to
D1. Represent fractions in
their equivalent decimal
forms and vice versa.

= .25
= .2
= .125

!
!"

= .1
D2. Explain and justify the
relationship between
fractions and decimals.

E. ASSESSING LEARNING
Objective

U1. Fractions and decimals

represent the same
relationships. Decimals are
another way to write
fractions and vice versa.
K1. Equivalent decimals of
familiar fractions:
!
= .5
!

!
!
!
!
!
!

= .25
= .2

Assessment Tool
What documentation will you have
for each student?

Data Collected
What will your students do and say,
specifically, that indicate each
student has achieved your
objectives?

Students will complete an exit

ticket on the second day that
asks them to explain, in their
own words, the relationship
between fractions and
decimals.
Students will create a mosaic
and record the number,
fraction, and decimal of
each color used. Students
will also record their results to
the Fraction and Decimal Go
Fish and Memory games.

Students will respond with

statements similar to,
fractions and decimals show
the same thing or fractions
and decimals are both used
to show the part of a whole.
Students will accurately
calculate fraction and
decimal equivalents in each
of the activities.

Students will create a mosaic

and record the fraction of
colors used and the

Students will accurately

record the equivalency of
each fraction and decimal

= .125

!
!"

= .1

D1. Represent fractions in

their equivalent decimal
forms and vice versa.

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D2. Explain and justify the

relationship between
fractions and decimals.

equivalent decimal. Each

Day 2 center will also ask
students to find
equivalencies.
Students will complete an exit
ticket on the second day that
asks them to explain, in their
own words, the relationship
between fractions and
decimals.

used and explain their

strategy, such as using
division, a 10x10 chart, or
money.
Students will respond with
statements similar to,
fractions and decimals show
the same thing or fractions
and decimals are both used
to show the part of a whole.
In addition students will
provide examples, such as .5
= or .25 = .

F. MATERIALS NEEDED
Mosaic Worksheets
Colored Pencils/Crayons
Glue
Pencil
Day 2 Center recording sheets
Skittles
Plastic Bags
Decimal & Fraction game cards
Decimal and Fraction Number Line worksheet
Foldable
Computer with Internet access
Projector
Day 1 & 2 Exit Tickets
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE
PROCEDURE PORTION OF THE LESSON
Day 1
Students will work independently to create fraction and decimal mosaics using a 10X10
chart. Students will use different colored squares to create an image on the chart. They
will then identify the total number of squares used and the number of each color used.
Students will use this information to find the fraction and decimal number of each color
used out of the total number of squares.
Anticipation of strategies:
Students may
- Draw pictures, write out the decimal or fraction in expanded form, and write the
equivalent decimal number or fraction in the before phase.
- Communicate and brainstorm ideas on how to represent fractions and decimals in
multiple ways.
- Recall previous work with adding and subtracting decimals.
- May use division, a 10x10 chart, fact recall, or money to find the decimal number
equivalent of each fraction represented in the mosaic.

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-

May use their foldable as a reference during the mosaic activity.

Create unique mosaics that reflect their individual interests and creativity.
Check their answers using a calculator
Communicate with others to check their answers.

Anticipation of Mistakes:
Students may
- Confuse the numerator and denominator of a fraction, dividing the denominator by
the numerator when determining a decimal.
- Not say the place value when reading a decimal. This may confuse students when
converting the decimal to a fraction.
- Use a calculator to find the equivalent decimal of a fraction, rather than using it to
only check their answer.
- Not glue the color paper squares directly on top of the squares of their 10x10 chart,
which can potentially result in confusion when calculating fractions and decimals.

Day 2
Three math centers will be set up throughout the room. Student will have approximately
12 to 15 minutes at each center.
Center 1: Skittles Math
o Each student will be provided with twenty skittles. Students will be instructed
to sort their skittles based on color. On a worksheet, students will record the
fraction and equivalent decimal number of each color skittle. Students will
also shade in the accompanying 10x10 charts for each color.
Center 2: Fraction and Decimal Go Fish and Memory
o Students will work in groups of 2. Each group will pick up a set of game cards.
For each decimal card in the stack will be an equivalent fraction card.
Students will select from one of two games to play: Go Fish or Memory. If
students finish one game, then they may use the same set of cards to play the
other game.
Center 3: Decimal and Fraction Fill in the Blank Chart
o Each student will be given a chart. The four columns of the chart will be
labeled: Word, Fraction, Decimal, and Picture. One of the things listed will be
given for each number, and ask the student to complete the rest. Once
complete, students will order the numbers from least to greatest.
Anticipation of strategies:
Students may
- Communicate with one another to order themselves from least to greatest.
- Use the back of their cards to write out the decimal or fraction.
- Use division to find equivalent decimals.
- Use knowledge of place value to find equivalent fractions.
- Begin by determining the middle, or halfway point, of their number line.
Center 1: Skittles Math
Students may
- Use knowledge of place value to determine equivalent fractions.
- Simplify by finding the greatest common factor of the numerator and denominator.
- Reference the foldable completed the previous day.

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-

Communicate with group members to check their work.

Center 2: Go Fish/Memory
Students may
- Communicate with their partners to determine decimal and fraction equivalents.
- Use paper and pencil to divide the numerator by the denominator of a fraction to
find the decimal equivalent.
- Reference the foldable completed the previous day.
Center 3: Decimal and Fraction Fill in the Blank Chart
Students may
- Recall their knowledge of money.
- Have a preference of which column they wish to start with.
- Use manipulatives or 10x10 charts.
- Communicate with peers about different strategies.
Anticipation of Mistakes:
Students may
- Not communicate effectively with group members.
- Not have an equal opportunity to share their ideas about how to order their group
from least to greatest.
- Rely on others to order the group from least to greatest, rather than doing or
checking the math themselves.
Center 1: Skittles Math
Students may
- Not have the correct number of skittles, resulting in repeating decimal numbers
- Eat the skittles before completion of the activity
Center 2: Go Fish/Memory
Students may
- Guess rather than try to find the actual equivalencies.
- Rely on their partners rather than discussing the problem.
- Misplace the decimal when dividing a fraction.
- Misread the place value of a decimal number, such as reading one tenth as one
hundredth
Center 3: Decimal and Fraction Fill in the Blank Chart
Students may
- Record a decimal number such as .3 as 3 out of 100, instead of 30.
- Not record fractions in their simplest form.
- Misplace the decimal when dividing a fraction.

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G2

PROCEDURE

DAY 1

Before:
1. The class will watch a BrainPop video on equivalent fraction and decimals. I will
ask students to turn to a partner and discuss what they learned from the video.
2. I will lead the students in creating a foldable for the five common fraction and
decimal equivalencies. The foldable will outline how to covert a fraction to a
decimal and vice versa and highlight the five equivalencies identified in the
standard. If students seem to be comfortable with the material, I will ask them to
work with an elbow buddy to solve the last 1-2 equivalency problems. The class
will then be brought back together for students to share their answers.
3. After completing the foldable, I will introduce the mosaic activity. I will show
students artwork by Ellsworth Kelly, an American artist. Kelly used a grid system to
create abstract artwork. I will tell students that we will be creating our own
mosaic using a 10x10 grid.
During:
1. Students will work independently to create fraction and decimal mosaics using a
10X10 chart. Students will color in the chart, using at least four different colors
(only one color is allowed per square).
2. Students will identify and record the total number of squares used and the
number of each color used. Students will use this information to find the fraction
and decimal equivalency of each color used out of the total number of squares.
High Readiness: Students identified as high-readiness will be given the option
to use 64 squares instead of 100. Students will be provided with calculators to
check their answers.
Mid & Low Readiness: Students will be provided with 10x10 mats. These
students will use all 100 squares.
3. During this time, I will walk around the classroom and monitor students work. I will
have a chart with each childs name and take notes as I observe and talk with
students.
Questions:
o What helped you find the decimal/fraction equivalent?
o What if you started with the fraction/decimal, how would you find the
fraction/decimal it is equal to?
o How could we check our answers?
o How do you know to divide?
o How are fractions and decimals similar/different?
o How can you tell which decimal number is the biggest? What do you
look for when comparing decimal numbers?
o How do you know they equal the same amount?

After:
1. I will select three to four students to share their mosaics with the class based on
the strategies used. The strategies I will look for are: using 64 instead of 100
squares, using hundreds chart, beginning with fractions, and beginning with
decimals. Students will display their mosaic under the document camera.
Possible questions include:
o What strategy did you use to find the decimal/fraction equivalent?
(Individual)

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How is __________s strategy different from the strategy used by
__________? (Whole class)
o How does ____________s mosaic show the relationship between fractions
and decimals?
o How can we use our mosaics to explain the relationship between
fractions and decimals? (Whole class)
I will summarize students responses, emphasizing relationship between fractions
and decimals.
2. Students will complete an exit ticket. The exit ticket will ask students to identify
the common fraction and decimal equivalences identified at the beginning of
class. Students will also be encouraged to write down questions they have
following the Day 1 lesson. I will review students questions before Day 2 and
address them in the Day 2 lesson.
Before:
1. I will lead the class in a review of fraction and decimal equivalencies. On the
SMART Board, I will display a fraction or decimal number. These numbers will be
derived from students mosaics from Day 1. For example, the board will read,
.25 of [students name]s mosaic was blue. What fraction of the mosaic was
blue? Students will use their white boards to solve the given problems and
check their answers with their tablemates. I will also take this opportunity to
answer any necessary questions students recorded on their Day 1 exit tickets.
2. I will introduce each of the three centers to the students. I will tell students that
they will be exploring the relationship between fractions and decimals through 3
centers. The centers will be set up around the room and have a designated
number, 1, 2, or, 3. I will briefly explain the procedures involved at each center.
Prior to the beginning of class, I will put a colored sticker on each students desk.
The color will denote group membership. I will assign each group to a beginning
center. I will tell students that we will rotate centers every 10 minutes and we will
rotate clockwise.

DAY 2

During:
2. Three math centers will be set up throughout the room. Students will have
approximately 10 minutes at each center. I will use a timer to monitor the time.
Students will be provided with work packets that they will take with them to each
station. The work packet will include the activity pages for each center (see
attached).
1. Description of Centers
ii.
Center 1: Skittles Math
Each student will be provided with twenty skittles. I will sort the
candy ahead of time to ensure that each student receives 20.
Students will be instructed to sort their skittles based on color. The
provided worksheet contained in students packets will direct
them to find the fraction of each color. For example, if student A
has 5 red skittles, they will write 5/20. Once they have found the
fraction, students will calculate the decimal equivalency and
shade in the corresponding 10x10 chart. This will continue for
each color skittle.
Differentiation:
High-Readiness: Students will use calculators to check their
answers.

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Mid-Readiness: Students will use 10x10 mats.
Low-Readiness: Students will use 10x10 mats.
ii.
Center 2: Fraction & Decimal Go Fish and Memory
Students will work in groups of 2. Each group will pick up a set of
game cards. For each decimal card in the stack will be an
equivalent fraction card. Students will select from one of two
games to play: Go Fish or Memory. If students finish one game,
then they may use the same set of cards to play the other game.
The directions for each game will be provided in students work
packet as well as on the board. Students will record their
matches in their work packet. They will also answer the question:
What strategy did you use to find the matching card?
High-Readiness: Students will use calculators to check their
answers; fraction cards will include denominators other
than 10, 100, or 1000.
Mid-Readiness: Students will use 10x10 mats; fraction cards
will have denominators of 10 or 100 as well as the five
fraction and decimal equivalencies learned the previous
lesson.
Low-Readiness: Students will use 10x10 mats; fraction cards
will have denominators of 10 or 100.
iii.
Center 4: Decimal and Fraction Fill-in-the-Blank Chart
Each student will be provided with a chart. The four columns of
the chart will be labeled: Word, Fraction, Decimal, and Picture.
One feature will be provided for each row and students must fill in
the blanks. Once complete, students will order the numbers from
least to greatest and then from greatest to least.
Differentiation:
High-Readiness: Students will use calculators to check their
answers.
Mid-Readiness: Students will use 10x10 mats.
Low-Readiness: Students will use 10x10 mats and be
provided with two clues.
2. As students work, I will circulate around the room. I will have a chart with
students' names, on which I will write down observational and interview notes. I
will engage individuals and groups in discussion as they work.
Possible Questions:
o What relationship do you see between fractions and decimals?
o What strategy are you using to convert decimals to fractions?
o What strategy are you using to convert fractions to decimals?
o How do you know they equal the same amount?
o Do you feel more comfortable beginning with a fraction and
finding the equivalent decimal or vice versa? Why?
o When would we need to find fraction and decimal equivalences
in the real world?
o Looking at the decimal numbers, how can you tell which number
is the greatest? The least? What do you look at when comparing
decimals (what matters)?
In addition, I will encourage students to communicate with each other about
their work. Students may check their answers with a peer and discuss any

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differences (I will first ask students to discuss their answers with a peer before
asking me to check it).
3. After students have visited all four centers, I will ask them to return to their seats.
After:
1. I will select students to share with the class based on their answers to the
questions asked in the during phase. I will look for real-world connections,
generalizable strategies for converting decimals to fractions, and an
explanation of the relationship between fractions and decimals. Possible
discussion questions include:
o How is ________s strategy similar/different to _________s?
o How do both [students name]s and [students name]s
work/strategies show how decimals and fractions are related?
o Based on what we learned today, what is something we can
say about fractions and decimals?
I will summarize students responses and explain that fractions and decimals are
used to show the same relationships.
2. I will provide students with a short exit-ticket, in which they will be asked to
explain the relationship between fractions and decimals in their own words and
to provide examples to justify their assertion. Students will also reflect on
themselves as learners.


H. DIFFERENTIATION

Content

Process

Product

Interest

Students have been

divided into readinessbased groups.

Readiness

Students will be
provided with 10x10
mats (low), 10x10 mats
(mid), or calculators
(high).

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Day 1 Differentiation: Process X Readiness
Students identified as high-readiness will be given the option to use 64 squares instead of
100. Students will also be provided with calculators to check their answers. Mid and low
readiness groups will be provided with 10x10 mats. They will be asked to use all 100
squares in the mosaic. Cut out 10x10 charts will also be available for low-readiness
students.
Day 2 Differentiation: Process x Readiness
Students have been divided into three readiness-based groups. They will visit three
centers with their assigned groups.
o Center 1: Skittles Math
High-Readiness group will be provided with calculators. Mid and low
readiness groups will be provided with 10x10 mats.
o Center 2: Go Fish & Memory
Three separate sets of cards have been developed. The high-readiness
group will receive fraction cards with denominators other than 10 and 100.
The mid-readiness group will receive fraction cards with denominators of 10
or 100 as well as the fractions introduced in the day 1 lesson. Low-readiness
students will be provided with fraction cards with denominators of 10 or 100.
High-Readiness group will be provided with calculators. Mid- and lowreadiness groups will use 10x10 mats.
o Center 3: Number Line Chart
High-Readiness group will be provided with calculators. Mid and low
readiness groups will be provided with 10x10 mats.
Low-Readiness students will be provided with 2 clues.
I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?
Day 1:
Students could not fill in the designated number of squares in the mosaic activity. I will
clearly state and repeat directions. I will also walk around the room to check students
progress and work.
Students could use only one or two colors on the mosaic. I will specify that students must
use at least four colors.
Students may not know other ways to write or represent the fraction/decimal they are
given in the before activity. I will ask students questions, such as, how would you write
that in words? or what kind of picture could you draw to show it?

Day 2:
Students may finish at their center early. I will encourage them to do the activity again.
The centers will be designed so that students may repeat all or parts of it.
Students may not engage in productive discussion with group members. I will walk
around and try to facilitate conversations among group members.
Students may spill the food. I will tell students before the lesson that it is important to keep
the center clean. I will place a trashcan next to the center.
Students may take more food than specified. I will have more food than needed;
however, I will tell students to only take the specified amount because otherwise there
wont be enough for everyone. I will closely monitor this center and ask students to check
their group members measurements.
Students may not complete a center and may become stressed over this fact. I will
reassure students that it is okay if they do not make it all the way through a center.

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Directions: Find a partner and pick up one set of game cards. Choose
a game from below and read the directions carefully.

Fraction & Decimal Go Fish

Players: 2
Directions:
1. Shuffle the cards. Deal 5 cards to each player. Place the
remaining cards face down in the center forming the draw deck.
2. Start with the dealer. Ask the other player for a card you would
like to match with a current card in your hand. For example, if you
have 1/10 you may ask for the equivalent decimal .1.
3. Lay the matching pair down.
4. If the player does not have the card you ask for, he/she will say,
Go fish! and you draw a new card from the draw deck.
5. Then it is the next players turn to ask for a card.
6. Continue playing until all possible pairs have been matched.

Fraction & Decimal Memory

Players: 2
Directions:
1. Lay all of the cards upside-down on the table and mix them up.
2. Players will try to flip pairs of cards with an equivalent fraction
and decimal. (Example: The 1/10 card matches the .1 card).
3. Player 1 flips two cards. If the cards match, he or she gets to
keep both cards. If the cards do not match, then the cards are
flipped back upside-down.
4. Then, player 2 gets a turn to try to flip matching cards. Players
alternate until all cards have been removed from the game.
5. Record your matches on Memory Recording Sheet in your packet.
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Go Fish Recording Sheet

Directions: Write each of your matches in the space provided.

The same recording sheet will be used for Memory.

Example
1/10 = .1

___________ = ____________

___________ = ____________

___________ = ____________

___________ = ____________

___________ = ____________

___________ = ____________

___________ = ____________

___________ = ____________

___________ = ____________

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Sample from Skittles Math Center

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Sample of Fill in the Blank Chart

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EXIT TICKET

Name _______________________

Write each fraction as a decimal.

Fraction

Decimal

1
2
1
4

Write each decimal as a fraction.

Fraction

Decimal

.1
.2
Write at least one thing you learned about fractions and decimals
today.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Write any questions that you have about todays lesson.
_________________________________________________________________
_________________________________________________________________
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