Lesson Plan
Kayla Yates and Lydia Bolls
Lesson: Decimal Concepts
Length: 20 minutes
Age or Grade Level Intended: 6th grade
Academic Standard(s):
6.1.4- Number Sense- Convert between any two representations of numbers (fractions, decimals,
and percent’s) without the use of a calculator.
Performance Objective(s):
The sixth grade students will convert fractions into decimals given the base-ten blocks with
100% participation.
Assessment:
Students participating in the review and questions during the lesson. Participation in the jeopardy
game.
Advance Preparation by Teacher:
 Website for game http://www.math-play.com/football-math-decimals-placevalue/football-math-decimals-place-value.html
 Base ten blocks
Procedure:
Introduction/Motivation:
1. 2-3 examples of decimals to review decimal places
Step-by-Step plan:
Take this decimal .7
What spot is that 7 in?
So, put the 7 over 10. Done!
Repeat steps for .26 and .325
Pass out blocks to each student.
Explain that this is another way of converting.
Explain to the students that the 100 blocks represent the ones place and that the ten
blocks represent the tenths place in decimals. The ones blocks represent the hundredths.
8. Use the example in the book (p.g. 333) 2 35/100. Do this together as a class. Take out 2
of your 100’s blocks, 3 tenths and 5 ones. This is a base ten fraction to a decimal.
9. Explain that the 100’s blocks represent the 100’s in 35/100 and the 3 tenths represent the
30 and that the 5 ones represent the 5 in 35.
10. We can convert these fractions to decimals. How would you write this as a decimal? 2.35
(say out loud).
11. Now we want you to do your own. 3 27/100. Have them first use blocks to show fraction.
Then check these.
12. Now write this fraction in a decimal. 3.27. Ask student how to say this decimal correctly.
1.
2.
3.
4.
5.
6.
7.
13. We are going to do another one that is more difficult. Your fraction is 2 1/5. Students will
need to make fraction bigger by multiplying by 20 to the numerator and denominator.
The new fraction will be 2 20/100. Have students show this with their blocks. Then have
them write out the decimal for this fraction. 2.20.
Closure:
Look at this fun website we found for you!
And another review.
http://www.ixl.com/math/grade-6/convert-between-decimals-and-fractions-or-mixed-numbers
http://www.math-play.com/Fractions-Decimals-Percents-Jeopardy/fractions-decimals-percentsjeopardy.html
Assessment
Exemplary Performance
Activity Purpose


Lesson plan includes
standard/s that
shows importance of
the lesson being
taught
Objective aligns
with standard
Comments
Pts.
Standard is present
Objective is aligned with
standard
__4__/4
Engaging


Provides
Examples
Mathematical
Application




Lesson engages
students
Participation of
students
Lesson provides
examples that allow
further practice for
students to gain a
deeper
understanding of the
concept
Includes visual aids
Lesson shows where
concept would be
applied in the
classroom
Lesson shows where
concept would be
applied outside of
the classroom
Lesson kept students
engaged
Students were given blocks
to use and follow along with
teacher
__4__/4
Technology present
Lesson included 3 examples
Base ten blocks given as a
resource
Game used for further
practice
Lesson did not show where
concept could be used
outside of classroom
__4__/4
__2__/4
Connection to
other
mathematical
ideas


Connects to other
related ideas
References to
previous lessons
Lesson did not connect to
other related ideas
__2__/4
Reflection
We chose this rubric style because it includes space to leave comments so that the
presenter understands what was done correct and incorrect. For the last two requirements, only 2
points were given for each because only 1 of the bullet points was present in the lesson. The
other three requirements received full points because both bullet points were addressed in the
lesson. We chose these 5 criteria because we feel that they are essential in creating a lesson plan.
We have seen them in numerous rubrics that we have referenced.
Since the last 2 did not receive full credit, we could make changes to the lesson plan that
would receive full points. For mathematical application, we could give examples where
converting fractions and decimals would be used outside of the classroom. For connections to
other mathematical ideas, we could connect concept to addition, subtraction, multiplication and
division. We would need to state that if you would multiply a fraction with a decimal, you would
need to convert one of them.