Lesson plan of Fractions and Decimal Numbers: Conversion

Objectives (5 - 7 minutes)

1. Understand the need for converting between fractions and decimals:

   • Students should be able to identify situations in which they need to convert between fractions and decimals, such as when solving math problems or working with real-world measurements.

2. Convert between fractions and decimals:

   • Students should be able to efficiently and accurately convert between fractions and decimals using the methods provided in the lesson.

3. Apply conversion skills to real-world problems:

   • Students should be able to use their knowledge of converting between fractions and decimals to solve practical problems in both academic and real-world contexts.

Secondary objectives:

• Develop logical-mathematical reasoning:

  • By solving problems that require converting between fractions and decimals, students will strengthen their logical-mathematical reasoning skills.

• Foster independence and self-directed learning:

  • Throughout the lesson, students will be encouraged to find solutions on their own, thereby promoting independence and self-directed learning.

Introduction (10 - 15 minutes)

1. Review prior knowledge:

   • The teacher should begin the lesson by reviewing the concepts of fractions and decimals, which students have studied previously. It may be helpful to use real-world examples to reinforce understanding of these concepts. (3 - 4 minutes)

2. Problem situation 1: "How many laps?"

   • The teacher should present students with this problem: "If a car completes 3/4 of a lap on a 1 km racetrack, how many meters has it traveled?" This problem involves converting a fraction (3/4) to a decimal. (3 - 4 minutes)

3. Problem situation 2: "How much does it cost?"

   • The teacher should present students with this problem: "If a book costs $15.00 and you have 2/5 of that amount, how much money do you have?" This problem involves converting a decimal (2/5) to a fraction. (3 - 4 minutes)

4. Contextualization of the topic's importance:

   • The teacher should explain that converting between fractions and decimals is a fundamental math skill used in many everyday situations, such as shopping, cooking, measuring, and more. (2 - 3 minutes)

5. Fun fact 1: "What is a repeating decimal?"

   • The teacher should introduce the concept of a repeating decimal, which is a decimal that repeats indefinitely. This concept will be explored further in the Development of the lesson. (1 - 2 minutes)

6. Fun fact 2: "Where did the fraction symbol come from?"

   • The teacher should share a fun fact about the fraction symbol, explaining that it was created by an Italian mathematician named Leonardo Fibonacci in the 13th century. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "Walking on the number line" (10 - 12 minutes)

   • The teacher should divide the class into groups of 4 or 5 students and provide each group with a 30 cm ruler.
   • Then, the teacher should ask each group to choose a fraction between 0 and 1 (excluding 0 and 1), for example, 2/5.
   • With their chosen fraction, students should position the ruler so that the distance between the beginning of the ruler and their chosen fraction is the same as the fraction represents on the ruler. For example, if the chosen fraction is 2/5, students should position the ruler so that the distance between the beginning of the ruler and the point that represents the fraction is 2/5 of the ruler.
   • Students should repeat this process with different fractions, observing how the position of the fraction on the ruler changes according to the value of the fraction.
   • After completing the activity, students should write a report describing what they observed and relating the activity to converting fractions to decimals.

2. Activity 2 - "Converting in the kitchen" (10 - 12 minutes)

   • The teacher should provide each group with a recipe that uses fractions such as 1/2, 1/3, 1/4, etc.
   • Students should then convert the fractions in the recipe to decimals and adjust the ingredient amounts accordingly.
   • Once groups have completed converting and adjusting the amounts, the teacher should ask them to compare the original recipes and the converted recipes, noting the differences and similarities.
   • This activity will help students see the practical use of converting between fractions and decimals, as well as reinforce the concept through a real-world application.

3. Activity 3 - "Card game" (5 - 8 minutes)

   • The teacher should provide each group with a deck of cards, removing the jokers.
   • Each card in the deck will be considered as a whole unit. For example, the suit of hearts can be considered a whole, diamonds a half, clubs a third, and spades a quarter.
   • The teacher should ask each group to choose a card and convert it to a fraction. For example, if a group chooses the suit of hearts, the fraction will be 1/1; if they choose the suit of diamonds, the fraction will be 1/2, and so on.
   • Then, the teacher should ask each group to state the corresponding fraction without showing the card. The other groups should try to guess which card it is.
   • This activity, besides being fun, will help students practice converting between fractions and decimals in a playful and contextualized way.

Wrap-up (8 - 10 minutes)

1. Group discussion (3 - 4 minutes):

   • The teacher should gather all groups together and facilitate a class discussion about the solutions each group found. Each group should share their conclusions and the strategies they used to solve the activities. The teacher should encourage participation from all students, asking questions to ensure that everyone understands the concepts covered.

2. Connection to the theory (2 - 3 minutes):

   • Following the discussion, the teacher should connect the hands-on activities to the theory presented in the Introduction of the lesson. It should be emphasized how converting between fractions and decimals is applicable in everyday life and in various situations, like the hands-on activities that the students did.

3. Checking for understanding (2 - 3 minutes):

   • To check for student understanding, the teacher should administer a quick review of the concepts presented in the lesson. This can be done by asking students direct questions or by giving a quick quiz.
   • The teacher should ask students how they would solve the problems presented at the beginning of the lesson now that they have learned about converting between fractions and decimals. This will help gauge student comprehension of the topic.

4. Final reflection (1 minute):

   • The teacher should ask students to take a minute to reflect on the following questions: "What was the most important concept that you learned today?" and "What questions do you still have?" Students can write their answers on a piece of paper, which the teacher can collect at the end of the lesson to assess student feedback and plan future lessons accordingly.

5. Closure (1 minute):

   • The teacher should end the lesson by thanking all students for their participation and effort. It is also important to reiterate the importance of the topic learned and how it is present in various everyday situations.
   • The teacher can suggest that students practice more at home, using the knowledge they gained in the lesson, and can provide supplemental study materials, such as online exercises or educational videos.

Conclusion (5 - 7 minutes)

1. Content summary (2 - 3 minutes):

   • The teacher should ensure that students understand the key concepts presented throughout the lesson. It is important for the teacher to reiterate the definitions of fractions and decimals and to go over the methods of converting between these two number forms again.
   • Additionally, the teacher should review the main problem situations presented in the lesson, highlighting how converting between fractions and decimals was applied to solve them.

2. Connection between theory and practice (1 - 2 minutes):

   • The teacher should reinforce how the lesson connected theory to practice. It is important to point out how the hands-on activities, like the card game and the kitchen activity, allowed students to apply the theoretical concepts in a concrete and meaningful way.
   • The teacher should also emphasize how the hands-on activities helped reinforce students' understanding of converting between fractions and decimals, as well as how they contributed to the development of their logical-mathematical reasoning skills.

3. Supplemental materials (1 - 2 minutes):

   • The teacher should suggest supplemental study materials for students to use that can help them further their understanding of converting between fractions and decimals.
   • These materials can include online exercises, video explanations, interactive games, and educational websites. The teacher can provide students with a list of these materials or can mention them during the lesson and have students write them down to access later.

4. Relevance of the topic (1 minute):

   • Finally, the teacher should reiterate the importance of the topic studied for students' daily lives. It should be emphasized that converting between fractions and decimals is a fundamental skill used in many everyday situations, such as shopping, cooking, and even recreational activities.
   • The teacher should encourage students to practice converting between fractions and decimals in their daily lives to reinforce learning and see the direct applicability of the content they learned.