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Lesson Plan College of Saint Benedict/Saint John’s UniversityTitle of Lesson: Ordering Fractions and Decimals on a Number LineGrade Level: 5th GradeName: Rachel GottDate: February 25, 2016NCTM or Minnesota Academic Standards:MN Academic Standard:Read, write, represent and compare fractions and decimals; recognize and write equivalent fractions; convert between fractions and decimals; use fractions and decimals in real-world and mathematical situations.MN Academic Benchmark:5.1.2.3Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line.Objectives:Students will be able to…Locate and organize fractions in the proper order on a number line.Locate and organize decimals in the proper order on a number line. Rationale:This lesson is important for fifth grade students to understand because it plays an important role in developing their sense of number recognition. Students will begin to identify the connection between decimals and fractions. This lesson is also important because it enhances student’s understanding of number lines. Number lines help students develop a strong sense of number order. This will help them understand positive rational numbers in various forms in the future. Materials/Preparation Needed:Blue slips of paper labeled with decimalsGreen slips of paper labeled with fractionsTwo anchor chartsSlips of paper labeled with proper fractionsSlips of paper labeled with improper fractionsSlips of paper labeled with mixed numbersSlips of paper labeled with decimalsCalculatorNumber line on white boardWhite board markersTape to use on white boardAppropriate, upbeat songI have, who has game slipsList and Define: Discipline Specific Language:Decimals: Students will have the opportunity to order decimals on a number line, as well as find fractions that are equivalent to the decimal.Proper Fractions: Students will have the opportunity to order proper fractions on a number line, as well as find decimals that are equivalent to the fraction.Improper Fractions: Students will have the opportunity to order improper fractions on a number line.Mixed Numbers: Students will have the opportunity to order mixed numbers on a number line.Number Line: Students will have the opportunity to order decimals and fractions on a number line.Greater Than: Students will have the opportunity to identify which is greater, the decimal or the fraction.Less Than: Students will have the opportunity to identify which is less than, the decimal or the fraction.Equal To: Students will have the opportunity to identify decimals and fractions that are equal to each other. Academic Language:Locate: Students will have the opportunity to locate decimals and fractions on a number line.Identify: Students will be able to identify which decimals and fractions are greater than, less than, or equal to other decimals and fractions.Ordering: Students will have the opportunity to order fractions and decimals on a number line.Anticipatory Set:5 MinutesThe teacher will pass out a slip of paper to each student. Half the students will be given blue slips of paper with decimals, and the other half of the students will be given green slips of paper with fractions.The teacher will ask the students with the blue slips of paper to come to the front of the room and organize themselves in a line from least to greatest (the teacher will signal where the smallest decimal should stand).Once students are lined up, the teacher will ask each student to say their decimal out loud one at a time from least to greatest to determine whether they organized themselves correctly. The students will rearrange themselves if necessary.The teacher will then ask those students to sit down, and ask the students with the green slips of paper to do complete the same process.Once the green group is seated, the teacher will tell students that today, they are going to be ordering fractions and decimals by placing the values on a number line. Procedure:10 MinutesResource: : The teacher will begin playing an appropriate, upbeat song and ask students to quietly come forward to the front of the room before the song ends.182880059563000The teacher will review how to change an improper fraction to a mixed number, as well as changing a mixed number to an improper fraction. The teacher will create an anchor chart for students to follow along with. The teacher will then create an anchor chart that lists the rules for comparing fractions.18288001765300020 MinutesResource: : The teacher will then pass out one slip of paper to each student. One fourth of the students will have proper fractionsOne fourth of the students will have improper fractions40005004889500One fourth will have mixed numbersOne fourth will have decimalsThe teacher will have a large number line drawn on the white board. The teacher will label each end of the number line, as well as the half way mark.Students who have the proper fractions will be asked to come to the board and place their fraction on the appropriate spot on the number line. The teacher will ask various students to explain their reasoning for placing their paper in the chosen area. The groups with improper fractions and mixed numbers will complete this same process.5029200-146748500The teacher will then ask students to share with the class the decimal that is equivalent to the fraction 1/2, 10/10 and 7/10. The teacher will write the decimal under each labeled fraction on the large number line.The teacher will then ask the students with decimals to come to the board and place the decimals in the appropriate spot on the number line. The teacher will then ask students the following questions and write them on the board (the teacher will use >, < and = symbols in between):Which is larger, 1.25 or 6/5? (1.25)Which is smaller, 0.24 or ?? (0.24)Which is larger, 22/22 or 1? (equal)Transition: The teacher will begin playing an appropriate, upbeat song and ask students to quietly return to their desks before the song ends. 10 MinutesResource: teacher will pass out one card to each student (follow link to print and cut out)The teacher will explain to students that they will be playing the “I have, who has” game. The person with the card that says “start” will begin. Students will be listening for the fraction that matches the number line on their card.Closure: 5 MinutesStudents will each be given a worksheet to complete and hand into the teacher.Assignment: There is no assignment for this lesson.Assessment of Learning: 1: Developing2. Beginning3. Proficient4: ExceedsStudents will be able to identify proper, improper and mixed numbers from each other.Students will be able to place proper and mixed numbers on a number line in the appropriate order.Students will be able to place 6 fractions on a number line in the appropriate order (proper, mixed, and improper fractions).Students will be able to identify fractions and decimals that are equivalent to each other on a number line.Students will be able to organize decimals from least to greatest.Students will be able to place 3-6 decimals on a number line in the appropriate order.Students will be able to place 6 decimals on a number line in the appropriate order. Accommodations:Accommodating Multiple Intelligences:Musical: Students will have the opportunity to listen to music during transitions.Interpersonal: Students will have the opportunity to work with their classmates on the interactive timeline.Logical-Mathematical: Students will have the opportunity to change mixed numbers to improper fractions and improper fractions to mixed numbers.Intrapersonal: Students will have the opportunity to work independently when completing their worksheet at the end of the lesson.Spatial: Students will have the opportunity to organize numbers on a number line.Ordering Fractions and Decimals on a Number LineDirections: Place each fraction from the box on the first number line.Place each decimal from the box on the second number line.Bonus: Try to match equivalent fractions and decimals on the third number line.Name: ___________________________________61722002988945556172200184594555617220070294555-45720070294500-457200184594500-457200298894500-45720024574500-1143002952751/20.21.51.241/5 10/102.513/3 10/40.1515/1 2.753 1/94 ? 2 1/301/20.21.51.241/5 10/102.513/3 10/40.1515/1 2.753 1/94 ? 2 1/3 ................
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