Students will be able to convert fractions to decimals using long division.

How do you turn a fraction into a decimal? This lesson will teach you to be a conversion king!

10 minutes

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended targets are, “I can convert a fraction to a decimal using long division, and I can solve word problems with rational numbers.” Students will jot the learning targets down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

55 minutes

**Fractions to Decimals Notes: **Fractions to Decimals Explore Narrative

**Table Practice**: For the remainder of class, students are going to work on 8 word problems containing fractions. Though this was not the focus of today’s class, it is a concept that gives students difficulty, and since this particular lesson is shorter, it provides time for practicing this difficult skill. Therefore, with their tables, students are going to work on the problems that I have provided them on the back of their notes sheet. I have provided the answers for the students – it will be their job to figure out how to get those answers and explain why those answers are correct. I find that giving students the answers helps – a lot. Those students who rush to be finished but have a sheet of wrong answers have to actually do the work! Giving the answers also puts the focus on the work – which truly is the most important aspect. Since the students already have the answers, I will just be walking around to provide assistance as needed (only after they have talked as a table and exhausted all possibilities, **mathematical practice 1**). We will not go over the problems whole class unless a specific question gives all students problems. These problems give students opportunity to model real world situations (**mathematical practice 4**) and reason abstractly (**mathematical practice 2**).

2 minutes

**Open Forum: **To summarize the lesson, I am just going to take questions from the kids regarding the material and the upcoming test. At this point in the year we have a developed a very good relationship, and the kids do not have any trouble asking questions and sharing their thoughts.