Converting Fractions and Repeating Decimals

Subject

Grade

Algebra
Lesson Topic

8 Grade
Length of Lesson

th

Unit

Conversions 1 hour

Converting Fractions and Repeating Decimals

STAGE 1: DESIRED RESULTS

Common Core Standards: 8th Grade Math CCSS.Math.Content.7.NS.A.2.d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. CCSS.Math.Content.8.EE.C.7.b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Essential Question(s) How is long division used to convert a fraction into a decimal? What steps are taken to convert a repeating decimal into a fraction? Understanding Goal(s) Students will understand how to convert fractions into decimals, terminating or repeating. They will also be able to convert repeating decimals into fractions. Student Learning Students will be able to convert a fraction into a decimal. Objective(s) Students will be able to convert a repeating decimal into a fraction.
Content Standards (GLCEs, HSCEs, Common Core) 1

STAGE 2: ASSESSMENT EVIDENCE Formative Performance Tasks Formative Observation

Entire class reviews previous days homework (properties of exponents) by students working out problems and teacher providing direction on the board. Students are introduced to converting fractions into decimals. They listen while teacher provides direct instruction through an example. Students direct teacher through next example.

Have students provide answers to see where mistakes are being made and correct the misconceptions. A check to see if they understand the previous days material.

Check to see which steps are unclear to students and need to be clarified. A check for understanding. Teacher observes which students understand and which need further clarification. A check for understanding. Do students understand the definition and can they offer up examples?

The last example students complete independently and then go over it as a class on the board. Students are provided with the definition of a repeating decimal and are asked to give examples.

Students take notes as teacher provides direct instruction of a five step method to convert repeating decimals into fractions with two examples. Students provide direction for teacher through next two examples. Students complete a problem independently and then go over it as a class on the board. Allows teacher to scaffold. Can check to see which steps are unclear and need to be clarified. A check for understanding. Teacher observes which students understand and which need further clarification.

Teacher notes which converting direction Students come up with a fraction or repeating students prefer (likely the way that is easier for decimal and convert it. Share answer with class. them) and what may or may not need to be touched on again in the following days lesson. Summative Review from previous day will be tested in the form of a quiz within the following week. New material will be tested within the following month.
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STAGE 3: LEARNING PLAN Time Activity

12min 3 min 5min 3min 5min 1min 2min 12min 8min 5min 4min

Review of Previous Days Material (Exponent Rules) Go through questions on worksheet. Clarify rules. Have students work through problems on board. Anticipatory set Brief anecdote on my trip to the store. I am faced with three different sized boxes of fruit snacks. Since I am a poor college student, which box is the best bang for my buck? Direct Instruction (Converting Fractions to Decimals) Work through example problem on board. Relating back to previous knowledge of long division. Guided Instruction (Converting Fractions to Decimals) Students guide teacher through next example, while teacher writes work on board. Independent Practice/Guided Instruction (Converting Fractions to Decimals) Students work on final example independently. Volunteer presents work on board. Wrap-Up of First Half Which box was cheapest? Direct Instruction (Converting Repeating Decimals into Fractions) Definition of Repeating Decimal and examples Direct Instruction (Converting Repeating Decimals into Fractions) Students take notes on a five step method on converting repeating decimals into fractions. Two examples are used. Guided Instruction (Converting Repeating Decimals into Fractions) Students direct teacher through next two examples. Teacher clarifies when needed. Independent Practice (Converting Repeating Decimals into Fractions) Students work through problem individually. Closure Students will come up with a fraction or repeating decimal and convert it. Share answer with class, if time permits, or hand in work to teacher.

Homework

Worksheet having students convert fractions to decimals and repeating decimals to fractions.
Teacher (include preparation needed)

Key for Review Sheet Whiteboard Whiteboard Markers Example Problems Homework (to pass out)

Materials Student

Review Sheet Notebook Pencil

Technology Type Rationale

none

Since I am unable to predict what questions students may have during the review, the whiteboard would be more useful to work through problems and have students write on the board. For the next two parts of the lessons, the math focused heavily on writing things out. Since students would be writing in their notebooks at the same time, using the whiteboard helps me keep pace with them. Finally, there was not a guided note sheet, so the whiteboard provided greater flexibility in the lesson.
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Learning Styles (VARK) Visual

Auditory Reading/Writing

Kinesthetic Learning Disabilities

Students see the problems worked out on the board. Additionally for the converting repeating decimals to fractions, the five steps to follow are always present and visible on the board during examples. Work on board is accompanied with the narrating of steps and thought process. Students are strongly encouraged to write notes, and very strongly encouraged to write down the five steps for converting repeating decimals to fractions. Students are encouraged to work through problems on the board.
Accommodations

Other/ADHD

For converting repeating decimals to fractions, students are provided with five steps to follow. This makes the math easier to follow and provides students with a strategy when working independently. Students were taken to an area separate from the rest of the class and sat close to board, to lower distraction levels. Problems are broken down in step-by-step process, helping with focus.