Clinical Assignment 3: Teach, Analyze, Re-engage, Analyze

Identify the topic or standards that your teacher will be addressing and paste it below.
Fractions and decimals (NC.4.NF.6.)
Pick a task (or tasks) that you want to write your lesson around and include it here. The
task may come from the teacher, or if you want find your own, I recommend:
The students will be in teams and create a flag on graph paper. After that, they will create a table
showing each color’s fraction and decimal. Then they will present.
What are the concepts that are being addressed by this task? There are many other
possibilities. What concepts are being addressed in your task?
Place value (fractions and decimals), using mathematical language
What are the procedures students might use to solve your task? There are many other
possibilities. What procedures are being addressed in your task?
Converting fractions to decimals, simplifying fraction

Rubric
Proficient 10 pts Developing 5 pts Beginning 1 pt

Conceptual They converted from They converted from They messed up

understanding fraction to decimal and fraction to decimal in converting from
(showing that they can explain how they but can’t explain fraction to
did it ​(explanation how they did it. decimal and can’t
understand what the
under table)​. Or explain what they
operation means, the They messed up in did.
other concepts their conversion
involved, being able to from fraction to
draw the picture to decimal and can
represent what is explain how they did
happening) it.

Procedural Fluency Their fraction and Their fractions are Their fractions are
(doing the calculations decimal table is 100% all correct but less than half
accurately and accurate based on their decimals are not all correct and their
flag colors. correct. decimals are half
efficiently)
Or correct.
Their decimals are Or
all correct but None of their
decimals are not all fractions and
correct. decimals are
Or correct.
 More than half of
both their fractions
and decimals are
correct.

Problem solving n/a n/a n/a

(interpreting the
problem correctly,
identifying the correct
operations to match
the problem, using the
correct numbers,
getting a reasonable
answer even if not
completely correct)

Reasoning (making a Using mathematical Uses mathematical Doesn’t use

claim and providing language to explain language in the mathematical
evidence to support the answers (Tenths, wrong way​/doesn’t language at all
hundredths, numerator, use language at all and doesn’t use
claim).
denominator, graph) and uses evidence. appropriate
and can back up their Or evidence.
claim with appropriate Uses mathematical
evidence. language ​but doesn’t
have appropriate
evidence.

Student Teaching Lesson Plan Template

(Indirect Instruction)

Subject: Math Central Focus: Fractions and Decimals

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

NC.4.NF.6. Use decimal notation to represent fractions. March 17, 2020
• Express, model and explain the equivalence between
fractions with denominators of 10 and 100.
• Use equivalent fractions to add two fractions with
denominators of 10 or 100.
• Represent tenths and hundredths with models,
making connections between fractions and decimals
Daily Lesson Objective (1):
Students will be able to convert fractions to decimals using a graph.
Students will understand the connection between fractions and decimals compared to the whole.
21​st​ Century Skills (1): Academic Language Demand (if Handbook applicable)
Collaboration: Students are working ● Language Function: ​represent, express, model, explain
together in teams to create their flags and
tables. This will help them to see other ● Content/Academic Vocab: ​convert, explain, create, fractions, decimals,
opinions and prove themselves. tenths, hundredths, numerator, denominator

Communication: Students are discussing ● Discourse possibilities: ​language, naming, adding zeros in decimals to
with each other how to get the fractions show place value, and miss counting colors
and decimals of each color on their flag
and then proving their thinking.
Communication leads to students being
able to listen effectively to their peers and
consider their ideas as well as articulate
their thoughts and ideas as well.

Critical Thinking: Students will be

converting fractions to decimals and
providing evidence and explanation.

Prerequisite knowledge and skills Global Awareness (1): collaboration, taxes, prices, opinion, argument
needed (1): Interpret fractions, resolution, and proving
interpret decimals, know language
used in fractions and decimals, and
know somewhat of how to convert
fractions to decimals.

Activity Description of Activities and Setting Time

1. Engage (3) “Today our warm-up is decomposing numbers.” 5 minutes
Warm-up: slide show will have 3 decomposing number
slides. Each slide will have a number (ex. 2,346). The
students will, in their head, decompose the number (ex.
2,000+300+40+6 or 2,150+150+46 or etc.). The teacher
will toss a ball to a student, the student will tell how
they decomposed the number. Each slide or number
will have 4-6 students to share.
2. Explore (3) “I need you to get in your teams. So move into your 10 minutes
table teams now.” (6 teams)
“In your teams, you are going to create a flag from the
graph paper __(student assistant) is handing out to you.
You can use whatever colors you want on your team
flag. To create your flag, your team can do one of two
things. First thing, you can all design your own flags and

3. Explain (3)
4. Elaborate/Extend (3)
5. Evaluate (Assessment methods) (3)
vote on which one will be your team flag. Or the second
thing you can do is create one flag together as a team.
Either way you do it, there will be one team flag.
Someone tell me what you are doing with the graph
paper in front of you?”
“Thank you __! You have 6-8 minutes to create your
team flag. Ready Set Go!”
“Now that your teams have created your team flags, 5-10 minutes
you are now going to create a table (example on
board). You will have 3 columns labeled color, fraction,
and decimal. You will create rows for the colors you
have on your flag. For each color on your flag you will
show the fraction and decimal of the color. So if I had 7
green colored squares on my flag then my fraction
would be (pause) 7/100 and my decimal would be
(pause) 0.07. ​That is part one. In part 2, under your
table, everyone in your group will explain how you
converted from fraction to decimal for one color. To say
it in a different way, each person in your group will
choose a color then in words, explain how you did your
math. ​One person per group will create a table. That
person will share it with their entire group and with me.
Someone tell me what the table is showing?”
“Thank you __! You have 5-7 minutes to create and
finish your table. Ready Set Go!”
“Now that your team has designed a flag and made 5-10 minutes
your tables, you are going to present it to the class. So if
I was presenting with my group, I would show my flag
then start explaining my table. For example, I would say
“My team and I found that 50/100 of the squares are
green. I found the decimal by already knowing that
50/100 is fifty one-hundredths. Looking at our anchor
chart, I know that the 5 is in the tenths place (1st space
after the decimal) and the 0 is in the hundredths place
(2nd space after the decimal). That makes 0.50. ” You
do this for every color you have on your table and flag.
Who wants to go first?”
Questions to Ask:
Can you explain this is another way?
Someone explain to me how this group did their
conversion.
How did you know that __ (fraction) was equivalent to
__ (decimal)?
Informal: Presentation
Formal: Table accuracy ​and exit ticket (2 fraction to
decimal conversions with denominator as 100)
Student(s) &
Modifications/Accommodations (2):
1. Choose the flag design.
2. Choose who’s talking during
presentations.
3. Teams are set beforehand based on
level.
Materials/Technology (1): slide show, ball, graph paper, colors (colored pencil, marker, crayon), laptops, google docs,
decimal format anchor chart (referenced)
Reflection on lesson:
Student/Small Group Student/Small Group
Spend more time with certain Spend more time with certain
teams helping them explain how to teams helping push their
get from fractions to decimals. explanations.
Differentiation: Differentiation:
Flags could be more complicated in In some groups, all team members
some groups versus others. would have to talk.