Fifth Grade Mathematics: A One-Week Mini Unit Exploring the Placement of Fractions and Decimals on a Number Line Rita Winslade April 21, 2010 1
Teacher: Rita Winslade Grade Level: 5 Day 1: Trashketball : A review of fraction to decimal conversion Standard/Benchmarks 5.1.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts. Objectives Students will: Develop number sense using fractions and decimals Demonstrate an understanding of the relationship between fractions and decimals. Demonstrate an understanding in ordering fractions and decimals Academic Language Fractions Decimals Numerator Denominator Equivalent Conversion Materials Small clean garbage cans (1 for every 4 students in class) Tennis ball Cards numbers 1-20 Paper Pencil White or Smart board 2
Prerequisite Understandings Students should have a clear understanding of fractions and decimals and the relationships between them. Instructional Strategy of Focus This lesson utilizes the following instruction strategies: Review Cooperative Group Learning Games Getting Ready: T: Remember last week we focused on fraction and decimal conversion? We are going to continue investigating fractions and decimals this week as well. To be sure we remember, let s have a review session. Does anyone have questions about fractions or decimals and their relationship? 1. Hand out Drop in the Bucket worksheet. T: Please complete row two of your drop in the bucket. Remember, you need to complete at least three of the four problems in that row. I will give you time later this week to finish the rest. Your drop in the bucket is due by the end of class Friday. I want you to try it on your own first. Then, we will solve them together after everyone has finished. I will be circulating the room. Please ask questions if you have any. Task: Teacher will demonstrate, with the help of volunteers. 1. Set the garbage can on a chair at the middle of the board or wall. The board or wall is used as the backboard. 3
T: Does anyone here play or watch basketball? Good, maybe your skills will help you in our exercise today! Even if you have never played basketball, you should have no trouble learning Trashketball. The object of the game is to get this ball into that garbage can. You may shoot from this line here. 2. Stand on the line and throw the ball in the garbage can. 3. Ask for a volunteer. (Jane) 3. Have student draw a card. T: The number on your card represents the number of shots a player gets to take. T: OK, Jane, your card was 10. You may try to get basket ten times. Everyone else in class should keep track of how many times Jane makes a basket. 4. Write the number on board. (11) 5. The student will take his or her shots: try to shoot the ball into the trashcan. Write the number of shots made by the student on the board. (7) T: Wow Jane, your great at this game. You made it in seven out of ten tries. Class, thinking back to last week, how could I represent this activity in math terms? S: As a fraction 7/11 6. Write the fraction on the board. T: Is there another way we can represent Jane s turn mathematically? S: As a decimal T: Really, can you tell me how this fraction, seven-elevenths, becomes a decimal? S: You need to divide 11 into 7. T: Let s try it! Eleven into seven, but eleven doesn t go into seven, What do I do now? S: Put a decimal on the 7 and add a zero. 4
T: Yes, that s right! Ok Eleven goes into 70 how many times? S: six times T: Right, I am going to find the decimal to the nearest hundredth. So I will continue to divide. Seventy subtract sixty-six equals four. We will add another zero. Now we have to divide eleven into 40, how many times does 11 go into 40? Right, three, are we finished, or not? S: No, we need to know the next number to round it. T: Let s keep going! How many times does 11 go into seventy? T: Right. So our answer is seventy-three hundredths, does everyone agree. Can I draw a picture of Jane s turn, or not? 7. Draw a picture to represent the number of shots made out of shots taken. Use pictures to represent the fraction and a 10-by-10 grid to show the decimal. 8. Ask for two more volunteers. Have them draw a card and shoot. T: Now it is your turn to try it. As Johnny and Billy play keep track of the shots they make out of the shots they attempt. You should write the scores as a fraction, convert it to a decimal, and write it in picture form. T: When judging the accuracy of each student. Which student was the least successful in making baskets? Why? If we were to order each student's accuracy from least to greatest, who would come in second? Who was the most accurate in making baskets in this game? 9. Order the students fractions and decimals on the board. 10. Group students into four or five. 11. Explain the task T: Now, you will play this game. Each group member should have a turn as a "trashketball" star. The other members of the team should keep track of the 5
number of shots allowed and taken. Record each of your group member s stats on your worksheet in a fraction, and then convert that fraction to a decimal form and draw a simple picture. Work together to order the scores from least to greatest. The winner is the student who scores the greatest number shots made out of shots taken. 3. The game is over after everyone in your group has had a chance to play. 12. Have one member from each group collect supplies: 1 garbage can I set of cards numbered 1 to 20 13. Students play the game. Assessment During activity the teacher will pace the classroom to observe student s understanding. The teacher is available for guidance and to answer questions. The teacher will also ask guiding questions. Can you show me what you are doing here? Is there another way you could draw a picture to represent the fraction? You have the right idea, but I think you should back up a couple steps and check your work. Discourse: 1. Ask students what they thought was the most difficult part of the activity. Why? 2. What was the easiest? Why do you think it was easy? 3. In your math journal write two entries. a. Tell me about at least one thing you learned from playing trashketball today. b. Write down any questions you have about fraction and decimal conversion. 6
Extensions If students finish early they may work on the Drop in the Bucket for this week. Write five fractions on an individual sized whiteboard. Circle the greatest fraction and put a box around the fraction that is the least in your set of fractions. 7
Teacher: Rita Winslade Grade Level: 5 Day 2: Exploring Number Lines with Fractions and Decimals Standard/Benchmarks 5.1.2.3 Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. Objectives Student will: Demonstrate an understanding of the relationship between fractions and decimals. Demonstrate an understanding in ordering fractions and decimals on a number line. Academic Language Fractions Decimals Numerator Denominator Number line Integers Greatest Least Materials Smart or white board Fractions on index cards (e.g., 1/8, 1/4, 3/8, 1/2, 5/8, 3/4, 7/8, 8/8) Prerequisite Understandings Students should have an understanding of fraction and decimal conversion. 8
Students should have an understanding in ordering fractions and decimals least to greatest. Instructional Strategy of Focus: This lesson utilizes the following instruction strategies: Cooperative Group Learning Instructional Plan: Getting Ready Number line activity Teacher will demonstrate. 1. Draw a number line on the board. Label the number line 0-1 2. Teacher will draw a fraction index card. 1/2 3. Ask students where should this card be placed on our number line? T: How do you know it goes there? Does anyone have another way of explaining why ½ is placed in the middle of our number line? 4. Tape the ½ card above the number line in the appropriate place. 5. Draw two more cards: 1/4 and ¾. Repeat the same questioning and placement on the number line with these cards. T: Does everyone agree with where we placed these fractions on the number line? Why or why not? If you disagree, can you explain where our mistake is? What should we do to fix it? Task 1. Ask students to find a partner. T: You may choose your own partner today, but if you and your partner are not staying on task we wont be able to choose our own partners again. 9
2. Give a fraction card to each pair of students. (e.g., 1/8, 1/4, 3/8, 1/2, 5/8, 3/4, 7/8, 8/8). T: Discuss your the number on your card. What is it? How do you say it? Have you seen this number before? What do you know about it? Can you place it on the number line up front? 3. Give them time to discuss where their number would make sense on the number line. 4. Have each pair of students place their card where they think their number belongs on the number line in front of the class. Students must give a mathematically convincing argument as to why they are placing the number at this location. 5. Class asks clarifying questions to the pair in the front of the room. 6. Students share other strategies. 7. Lead a conversation about any numbers that students believe might be misplaced. Discourse 1. Ask class should 1/4 be placed to the left or to the right of 3/8? How do you know? 2. Ask students if we could do this with decimals too? 10
Assessment The teacher will observe the placing of the fraction and decimal cards, as well as the student s mathematical explanation to check for student understanding in ordering fractions and decimals on a number line. Extensions Homework: Convert the fraction you placed on the number line today into decimal form. Tomorrow, place it on our number line. Be prepared to a mathematically convincing argument as to why you placed the decimal where you did. ***Teacher will leave the numbers on the number line from one day to the next so that students can look at the fractions relative to other fractions they have worked with. 11
Teacher: Rita Winslade Grade Level: 5 Day 3: Fraction/Decimal Wars Standard/Benchmarks 5.1.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts. Objectives Students will: Demonstrate an understanding in ordering decimals on a number line. Demonstrate an understanding of fraction and decimal conversions. Demonstrate an understanding of ordering fractions and decimals from least to greatest. Academic Language Fractions Decimals Numerator Denominator Greatest Least Materials Blank index cards Student s homework from the previous lesson Classroom number line created from the previous lesson 12
Prerequisite Understandings: Students should have an understanding of fraction and decimal conversion. Students should have an understanding of the relationship between fractions, decimals and mixed numbers. Instructional Strategy of Focus This lesson utilizes the following instruction strategies: Cooperative Group Learning Instructional Plan Getting Ready Ordering Decimals on the number line: An extension from the previous day 1. Have the students write down the decimal answer they figured on the homework from the previous on a blank index card. Have the partners from the previous day compare their answers. If they agree on where the decimal should be placed on the decimal line they will tape the card in the correct location under the number line. 2. Ask class, do you find anything interesting about our number line? 3. What does equivalent mean? 4. Does anyone have questions about how we order fractions and decimals on a number line? 5. Move on when all questions have been answered. 13
Fraction and Decimal War Teacher will involve the class in demonstrating. 1. Arrange the class into groups so that there are four groups and you (individually) are considered as the fifth group. 2. Elect a team leader in each group. Distribute the cards to the team leader and yourself. 3. At the same time have each team member and you flip one card over. Write all the numbers on the board (or overhead). Write each number as the complimentary term. 4. For example, if the number is a fraction, write as a decimal and if it is a decimal, write as a fraction, 0.25 = 1/4. 5. Ask students to identify fractions and decimals in least to greatest order (you may prefer greatest to least order). 6. The team that had the highest card is the winning team and needs to collect all cards from that set. Play continues until all cards have been shown. The winning team is the team that has the most cards. 7. If there is a tie between two cards; there is a war between the two teams. Three cards are laid face down and the fourth card is flipped over. The greatest number is the winner of all cards and then play continues. 14
Task 1. Arrange students into groups of four and give a set of war cards. 2. Select a team leader that will distribute the cards to all team members. 3. Instruct the team leaders to pass out cards around the team until all the cards have been distributed. 4. Remind them that all players are to flip their cards at the same time. Once they have discovered the equivalent number they can evaluate who has the highest amount and they win that set. 5. Continue play until all cards have been shown. 6. The winner is the member that has the highest amount of cards. Discourse 1. Is it easier to place the fractions and decimals in order with the help of a number line, or not? 2. Is this an activity you would like to see in centers tomorrow? Assessment During activity the teacher will pace the classroom to observe student s understanding. During activity teacher will assess student s cooperation, participation, and teamwork skills during the activity. 15
Extensions Homework-Guess my Number 1. Ask students to guess your number. My number is less than ¾ and more than 0.5. When the number is in fraction form my denominator is 5. As a decimal I am 0.4 less than 1 whole. Students will write it on a piece of paper and turn it in as their ticket into the classroom the next morning. 16
Teacher: Rita Winslade Grade Level: 5 Day 4: Centers: A review of fractions, decimals, and number lines Standard/Benchmarks 5.1.2.3 Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. 5.1.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts. Objectives Students will: Demonstrate an understanding in ordering decimals on a number line and in drawing. Demonstrate an understanding of fraction and decimal conversions. Demonstrate an understanding of ordering fractions and decimals from least to greatest on number line. Academic Language Fractions Decimals Numerator Denominator Greatest Least Number Line Integer Equivalent 17
Materials Center 1: Fraction/Decimal Wars A partner Set of fraction/decimal cards Fraction/decimal worksheet Center 2: Illustrate Decimals and Fraction: Pencils Markers, crayons, or colored pencils A variety of tools to help a student visualize what a fraction or decimal looks, such as: 100 Beans or small objects of two colors to use as a manipulative Cuisenaire Rods Centimeter Grid Paper Base Ten Blocks Paper Center 3: Number Line Activity 1 copy of instructions Paper Pencil A Ruler Fraction Cards Center 4: Guess my number Paper Pencil Calculator Guess My Number Examples Classroom Number Line needs to be visible 18
Prerequisite Understandings: Students should have an understanding of the relationship between fractions, decimals and mixed numbers. Students should have an understanding in representing fractions and decimals in a variety of ways: pictures, numbers, and on a number line. Instructional Strategy of Focus Individual and Cooperative Learning Journaling Instructional Plan Getting Ready Teacher will explain each center and demonstrate when needed. 1. Fraction/Decimal Wars: T: We will play this game the same way as yesterday, but you will only play with one other person. Let s review for those who weren t here yesterday. You and a partner flip over a card at the same time. The person with whose card is the greatest amount wins the round and keeps both cards. If you and your partner flip an equivalent fraction and or decimal, a war will ensue. Each of you will place three cards face down on the table. Then, flip a card face up. The player with the greatest amount wins all of the cards. Does everyone understand how to play fraction/decimal war? 2. Illustrate Decimals and Fraction: T: This is a review from our work last week. Last week you were given fractions and decimals to draw into picture form. This time I want you to pick the fraction you want draw. First, choose a fraction between 0 and 1. For example, the 19
fractions I chose is three eighths. If I were to show three eighths in a drawing, what would I draw first? S: The eight T: Yes, I would want to first represent the eight or denominator. Why shouldn t O start with the three? S: The eight shows the total in the fraction T: Right! The whole or total number consists of eight parts. Draw eight squares on the board. What should I do with the numerator, the three? S: You could color in three of your boxes. Teacher colors in three boxes. T: Are we done, or not? S: yes T: How would you explain this drawing to a younger student? S: If I had eight of something, candy, and three of the eight pieces of candy are red. The drawing shows that. T: I like that explanation. Three of your eight candies are red. To show that we have 3 of the total eight colored in. Is this the only way I can draw the fraction, with cubes or squares? S: No, you could use a grid or a pie or draw any stars, circles, any object. You just have to color three of the eight objects a different color. T: May I draw a bunch of different objects? S: They should be drawn the same because they are an equal part of one whole. T: After you have drawn a picture for the fraction, convert it to a decimal and draw a picture to represent the decimal. The decimal should be rounded to the nearest hundredth when needed. Covert the fraction to a decimal on the board T: The decimal equivalent for three eighths is thirty-eight one hundredths I am going to show this on a grid. 20
Draw a 10-by-10 grid on the board. Color in thirty eight of the one hundred squares on the grid. T: Does everyone remember this from last week? S: Yes T: At this center, you may draw the fraction any way that you wish, but you must use two different ways of drawing to represent the fraction and the decimal you came up with. 3. Number-Line Activity T: Follow the directions to make your own number line, which you can refer to later in our learning. The directions are at the center. I am available for questions, if you have any. 4. Guess my Number T: Here you will write a guess my number riddle like the one you had to solve for homework yesterday. Then ask someone to try to guess your number. There are examples in the center to guide you in ideas. Be sure to double check that you have written a problem that leads the reader to the exact number to be guessed. For example if only said my number is between ½ and 1, the reader would not be able to identify me exact number because there are many fractions and decimals between one half and one whole. Task 1. Arrange students into four groups, by counting them off. 2. Send each group to the center number that matches their group number. 3. Set a timer for 12 minutes. When the timer rings, the groups switch to the next center. 21
4. The students will turn in the following: A Fraction/Decimal War worksheet; A representation of a fraction and decimal in picture form; A number line; and 1 guess my number riddle. Discourse Journal writing: 1. What activity did you like the most today? Why was it the most enjoyable? 2. Which center did you enjoy the least? Why? Assessment 1. Teacher will assess students understanding from the work turned in from learning center. Degree of Understanding 1 Cloudy 2 Becoming Clear 3 Fully Understood Fraction/Decimal Wars Many mathematical errors in converting a fraction to a decimal. Few mathematical errors in converting a fraction to a decimal No mathematical errors in converting a fraction to a decimal Fraction/Decimal Illustrations Illustrations do not show an understanding of the fraction and decimal. Illustrations show a partial understanding of the fraction and decimal. Illustrations show a complete understanding of the fraction and decimal. Create a Number Line Number line is missing two or more integers. Number line is missing one integer. All integers are represented on the number line. Guess My Number The number is impossible to guess from the description. The description is missing a clue. The description leads a reader to guessing the number. 2. Teacher will read the student s journal entries to check for understanding. 22
Teacher: Rita Winslade Grade Level: 5 Day 5: Attributes: Create a Classroom Book on Fractions and Decimals: Rough Draft Day Standard/Benchmarks 5.1.2.3 Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. 5.1.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts. Objectives Students will: Demonstrate an understanding in ordering decimals on a number line and in drawing. Demonstrate an understanding of fraction and decimal conversions. Demonstrate an understanding of ordering fractions and decimals from least to greatest on number line. Academic Language Fractions Decimals Numerator Denominator Number line Integers Greatest Least 23
Materials Student Attributes Survey 1 envelope for every 4 students containing small slips of paper, one for each student in the class 12 by 18 sheets of white construction paper *Optional: contact paper to protect the finished pages Prerequisite Understandings Students should have an understanding of the relationship between fractions, decimals and mixed numbers. Students should have an understanding in representing fractions and decimals in a variety of ways: pictures, numbers, and on a number line. Instructional Strategy of Focus This lesson utilizes the following instruction strategies: Instructional Plan Getting Ready 1. Explain to the class that you have searched for a good book on fraction and decimal conversions, but have yet to find one. The classes mission today is to begin to create a book on fractions and decimals based on student attributes. 2. Hand out the class attributes survey. 3. Arrange students into groups of four. 4. Give each group an envelope. 24
5. Each group will choose a question from the survey to focus on for in our book. T: When you choose your question, think of the possible answer possibilities. A question such as, what is your favorite color is going to have less information (fractions and decimals) to work with than the question what month were you born. It is likely you will have twelve different fractions or decimals to represent the answers; one fraction or decimal for every month of the year. If you are up to a challenge choose a question with many answer options. The goal of your book is to represent every student s answer in fraction or decimal form. I will demonstrate this after you have surveyed the class. 6. The groups will circulate the room. They will ask every student their survey questions. The student should answer the question on one slip of paper from the group s envelope. 7. The group will use this information to create pages for the book. Task Make a mini-book Teacher will model. How arrange the answers from their survey questions into fractions. 1. For example: My question might be what is you favorite book? Tell: In my envelope I found only 1 student wrote Tuck Everlasting. Ask: How many total students do we have in our class? Ask: How could I write that as a fraction using our class as a whole? Ask: Could I write that number as a decimal? How about in a drawing? Could I write a guess my number riddle for fraction or decimal? 2. You groups task today will be to create a book representing the fractions and decimals that you create from your survey question s answers. Together you will create the cover of your book. It must have your survey question displayed on it. 25
3. Each student in your group will have a specific job for this project: Display this chart on an overhead projector during the project. Conversion Expert: Will represent your findings in fraction form and convert it to a decimal. In numbers and words explaining how you converted the fraction. Illustration Expert: Will represent in fraction or decimal form using drawings. Graphing Expert: Will represent your fractions and decimals from least to greatest on a number line, numbered from 0 to 1, with a written mathematical argument as to why you placed the fraction/decimal where you did. Riddle Writer: Will write riddles for each of your fractions, you may include pictures. ****Challenge: If your group finishes early, see if you can add all of the stats to figure out your group s accuracy as a whole. 4. You will use 12 by 18 sheets of white construction paper to make you book. Each group may arrange the book as they wish. Your book should include these elements. A group made cover that has your survey question displayed: 5 points At least one fraction and a detailed description of how it was converted to a decimal: 5 points At least one illustration of your number: 5 points At least one guess my number riddle: 5 points 26
At least two number line graphs representing your number both fraction and decimal form: 5 points T: In order to represent every student in our class, your group may have more than the required amount of fractions and decimals to represent. You must represent all of our answers. After you are sure you have the required elements in your book, other fractions and decimals may be represented however you choose. 4. Students will work cooperatively to complete the book. T: Today you will create a rough draft of your books and turn them in to me at the end of class. The next time we meet we will revise the books and create a final copy. After every group has completed a book I will bind all of them together to create a class book on fractions, decimals and placing them on a number line. Discourse As students turn in their rough drafts we will discuss portions of their book. Assessment Student s books will be graded on their contents. Each required element is worth 5 points. If an element is partially represented it is give 3 points. If the book lacks an entire required element the group will receive a zero for the specific requirement. Extensions The following day students will revise and create final copies of each book. 27
Fraction/Decimal War Name My Number My The numbers converted. (Show your work) Whose is Partner s the number greatest? 28
Create a Number Line You need: A ruler 1 1/2sheet of paper A writing tool Directions: 1. Draw a straight 5-inch line 2. Put arrows on each end of you line. 3. Mark each inch on your number line and label them 1-5. 4. Using your ruler mark your number line at every half-inch, label the marks with the appropriate fraction above the line and decimal below the line. For example: the halfway mark between the 1 and 2 will be labeled 1 ½ above the line and 1.25 below the line. 5. Mark every ¼ of an inch. Label the marks with fractions above the line and decimals below. 6. Mark every 1/10 of an inch and label it. 7. Draw a card from deck fraction cards. Locate and mark the number from the card onto your number line. Continue drawing cards and place them on the number line until it is time to go to your next center. 29
Guess My Number Examples: My number is a number that can be written as a fraction. The fraction is less than 1 and more than 1/4. My decimal is repeating; it goes on forever. My denominator is 17 less than 20. What is my number? My number is seen on a number line between 0 and 1. If you start on the ½ mark and travel on the number line two-tenths further you will find my number. ***Please include a blank number line for your reader. 30
Fraction helper: arrange the answers to your question on the rectangle. Our class as a whole: 24 students 31
Class Attributes: Template to cut paper slips for envelopes: 24 students 32
References: Burns, M. (2007). About Teaching mathematics: a k-8 resource. Sausalito, CA: Math Solutions. Everyday mathematics: teacher's lesson guide; grade 5 volume 1. The McGraw-Hill Companies. Crumm, D. (2004). Trashketball review for ratios, fractions, and percents. Retrieved from http://www.learnnc.org/lp/pages/3950 Sisco, C. (2004). Fraction/decimal war. Retrieved from http://www.learnnc.org/lp/pages/3668 33
Executive Summary Title: Exploring the Placement of Fractions and Decimals on a Number Line Teacher: Rita Winslade Grade Level: 5 th Goals: 5.1.2.3 Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. 5.1.2.4 Recognize and generate equivalent decimals, fractions, mixed numbers and improper fractions in various contexts. Lesson Plan Sequence Day 1: Trashketball This is a game of review in fraction and decimal conversion. Students will play the game in cooperative groups. Students will draw a card to determine how many times they will to try to shoot a tennis ball into a clean garbage can. Students will write his or her turn in the form of a fraction: number of shots made out of number of shots attempted. They will then convert the fraction to a decimal and compare the scores or stats with others in the group. Day 2: Number line The teacher will create a large blank number line model, numbered 0 to1. The students will work in pairs. Each pair draws an index card with a fraction on it. The students will decide where on the number line their fraction should be placed. They must have a mathematically based argument as to why they place the number where they did. The index cards will be taped to the oversized number line and it will be displayed as a reference tool for the rest of our school year. Day: 3 Fraction/Decimal Wars Students will play Fraction/Decimal Wars in cooperative groups. The game is much like the card game War, except students are using cards with fractions and decimals. The student will flip a card face up at the 34
same time. They will write the equivalent decimal or fraction to each card. For example, if the card is ½, the students will record 0.5. The students will order the cards from least to greatest. The student with the greatest amount wins all of the cards from that round. If students flip two equivalent cards, it means war. They will each place three cards facedown and flip the next card face up. The student with the greatest amount has won the war ad keeps all of the cards. Day 4: Learning Centers The students will visit four learning centers that will assess the understanding they have of fractions, decimals and the number line. The content of the centers is set up to prepare them for the final product of this unit, a children s literature book made by the students. Center 1: Fraction/Decimal Wars Played the same as the previous day, but students work with partners, rather than a small group. Center 2: Fraction/Decimal Illustrations This is a review from previous lessons. Students will choose a fraction, covert it to a decimal, and create a representation of each in picture form. Center 3: Create a number line Students will create their own number line, numbered 0 to 5, with the guidance of a ruler. Center 4: Guess My Number Students will write a guess my number riddle for others to solve. The number must be a fraction or decimal. Day 5: Create a Book: Attributes of Our Classroom Students will work on cooperative groups. Each group will choose one survey question to ask each member of the class. For example, What is your favorite color? The group is given an envelope with small slips of paper; one for each student in class. The group will ask every tudent the 35
question. Each student s answer will be written on one of the slips of paper. The group will use the information to create a mini book based on that particular question. From the student answers they must create fractions and decimals and use them for the book. The group s book will contain: A group made cover that has the survey question displayed At least one fraction and a detailed description of how it was converted to a decimal At least one illustration of your number At least one guess my number riddle References: Burns, M. (2007). About Teaching mathematics: a k-8 resource. Sausalito, CA: Math Solutions. Everyday mathematics: teacher's lesson guide; grade 5 volume 1. The McGraw-Hill Companies. Crumm, D. (2004). Trashketball review for ratios, fractions, and percents. Retrieved from http://www.learnnc.org/lp/pages/3950 Sisco, C. (2004). Fraction/decimal war. Retrieved from http://www.learnnc.org/lp/pages/3668 36
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Reflection This lesson plan was designed to help students understand the values of fractions and decimals with the aid of a number line. The students are led through review of key concepts dealing with placing fractions and decimals on a number line including, fraction and decimal conversion and equivalents. This lesson plan is a great way to integrate language arts and mathematics. It was a difficult task finding literature to accompany this lesson plan. I decided the students should create a piece of children s literature for fractions and decimals and placing them on a number line. The lesson plan on paper flows easily, bringing students to an understanding of ordering decimals and fractions on the number line, but the true test will be implementing the unit into the classroom. The element that I think is to be most difficult in this unit is time management. Most of the lesson plans involve extensive review sessions. This is because I do not know where every one of my students in a particular classroom in understanding the concepts being taught. If an extensive review is necessary, the lesson may last for more than one day. It will be interesting to teach one of these lessons to my peers. Writing this unit has been an experience that has enhanced my readiness as a teacher. It was difficult to narrow down ideas and try to sequence learning by scaffolding information. The most important learning I take from this assignment is to try out the activities I choose to have my students participate in. I attempted to make an example of a student book from my first attempted lesson plan of day 5. Early into the project I was confused with what I expected from myself. In creating an example, I was able to home in on exactly what I expected from my students. It helped in organizing and creating the assessment for the project. I hope to have the opportunity to use this entire unit in a classroom one day. 38