Lesson plan

Write fraction representations for decimals using money and a number line

teaches Common Core State Standards CCSS.Math.Content.4.NF.C.6 http://corestandards.org/Math/Content/4/NF/C/6
teaches Common Core State Standards CCSS.Math.Practice.MP3 http://corestandards.org/Math/Practice/MP3
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7

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Big Ideas: A decimal can be represented with an equivalent fraction because decimals and fractions represent part of a whole. Fractions with denominators of 10 or 100 can be represented by decimal notation. The relationship between fractions and decimals, for example, equivalent fractions and decimals can be placed on the same space on a number line. Money can be used as a way to explain the relationship between decimals and fractions. This lesson builds on students’ fractional understanding by representing fractions as decimals. Students will build understanding that fractions and decimals are both ways to represent part of a whole. Set in Mr. Silly’s Silly Smiles Ice Cream shop, students see several decimals and a fraction number line. Students will use their previous knowledge to convert each decimal to a fraction and plot it on the number line. This lesson builds toward students’ future work with decimal fractions in grade 5. Vocabulary: fraction, numerator, denominator, decimal, tenths, hundredths, convert Special Materials: Money-10 dimes, 20 pennies, 1 dollar bill for each student-can be inserted into an envelope or bag & become the child’s personal “bank” (optional) Money Manipulative Handout (optional-see Supplementary Resources at end of lesson plan)