Lesson Plan #6 Title: Using digital manipulatives to find equivalent fractions and
Performance Objective: Given instruction on fractions and decimals manipulatives using
toytheater.com fraction strips students will convert ten different fractions or decimals and the
equivalent decimal or fraction with 16/20 accuracy.
Resources or Materials Needed: Overhead projector, document camera, iPad/chrome book or
device with internet access.
Time: 15-20 minutes of direct instruction followed by 25 minutes of student task on worksheets
and assessment.
Step 1: Pre-Instructional Activities: Refer to the chart built in the prior lesson with the
equivalent of fractions to decimals. Remind them how to identify the difference between the two
decimals have the decimal and fractions have one number over the other. Have students get their
device ready and remotely lock them if necessary, to avoid them playing during instruction.
Remind them of the manipulative that they used the day prior and today they will use a digital
one instead.
Step 2: Content Presentation: Remind the students of the learning target for the day and have
them recite it as an, “I can” statement as follows, “I can convert decimals to fractions.” Hang up
or point to the anchor charts from prior lessons, remind the students of prior academic language
that was used for both fractions and decimals (numerator, denominator, tenth, etc…). Remind
them that this is one of the final lessons in the series before they will be assessed on the concepts.
Draw a fraction on the board and have a student demonstrate the equivalent decimal by using the
chart. Do the same with the decimals and have them find the correct fraction to correlate with.
Show them the website they will be using and remind them that they will be using two different
links in the website. The one for decimals to solve fractions and the fraction strip link to solve
decimals.
Step 3: Learner Participation: Give the students the worksheets with the twenty questions to
practice. Have them go to the website either by putting the link on the board or remotely
directing them with the teacher computer/iPad. Once there remind them to work out the
problems with fractions from the decimal link first or vise versa. Have them record their thinking
in the square next their answer. This involves the use of the color-coded equivalency from the
website. They should use statements such as there were __(#) of .25’s or greens and that equals
___(#) of ¼’s or yellows. Write them on the board to use as sentence stems when showing their
thinking.
Step 4: Assessment: The worksheet that the students work on for this assignment will be the
formative assessment. They will need to be able to get 8/10 correct for both the fractions and
decimal conversion to move on. Students should be given time to do so as some might finish
early check their work and have them fix any discrepancies.
Step 5: Follow-Through Activities: Students can take home a copy of the worksheet with the
website attached and practice at home. Since the classroom currently has twenty students the
conversion of the fraction or decimal will be a daily exercise for the students to work out based
on attendance. This could even be rolled into a weekly attendance calendar with the exclusion of
students names to prevent any form of bullying.
Lesson Plan Summary: This lesson again follows the same Behaviorism theory because it is a
practice scenario with the teacher given a short lecture on the concept and having the students
apply that new strategy with only one right response in their activity. This includes the recall of
prior academic vocabulary and the redirection of the terminology needed when students make
mistakes in their discourse.
