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Sandra Kathambi Fractions [Unit Length]

Grade 4

Lesson: Fractions and decimals

Unit Overview
Main Idea (Claim) Summative Assessment
Mixed exercise on fractions and decimals
Fractions are part of the whole just like
the Trinity, each part of the Trinity is a
part of the whole, both dependent and
independent to each other

Guiding Questions Objectives (know/understand/do/value)

What is the relationship between
fractions and decimals.
The student will be able. . .
Rename fractions with denominator of 10 and
100 as decimals.
The students will be able to convert fractions to
decimals.

Time Instructional Procedures and Strategies

Beginning the Lesson
Engage the class in exploring about their nicknames or names that rhyme with their
formal names . For example: Matthew and Matt or Sandy Cranky
Ask students; Does calling someone by a nickname change who they are? Using the
illustrations, I will explain that fractions and decimals are different names for the same
value.

Developing the Lesson

Ill explain that in order to write a fraction as a decimal, thy need to look at the
denominator. The fractions we will use have denominators of 10 and 100.
Students! Listen to me as I say 53/100. Write the fraction as a decimal
Ill explain that the denominator 100 tells us to take the digits in the nu,erator and fill the
tenths and hundredth places to get 0.53
Give another example e.g. 8/100, 9/100. Explain that the denominator tells us to fill in
one digit in the tenths place.

Closing the Lesson

Have students pair and share about the relationship between fractions and decimals.
Give several fractions and have them convert into decimals
Have students write the decimals on the board for visual assessment
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Sandra Kathambi Fractions [Unit Length]
Grade 4

Formative Assessment Differentiation

Have students come up to the board and

convert fractions that have denominators
that have the base of 10 into decimals
Have the students work on a worksheet
that requires them to state the name of
the fractions with the base of 10 in
decimals

Resources

Paper
Marker
Worksheet
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[Teacher Name] [Unit Title] [Unit Length]
[Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences