Angela Parrish

Math Whole Group

1/13/15

Engage NY
Module 4: Lesson 18- Relate decimal and fraction relations

Approximately 55 minutes
total

Purpose/Objective:
Add, subtract, multiply, and divide decimals to hundredths,
using concrete models or drawings and strategies based on
place value, properties of operations, and/or the
relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning
used. (5.NBT.7)
Apply and extend previous understandings of multiplication
to multiply a fraction or whole number by a fraction.
(5.NF.4)
Supplies Needed:
Math Spiral
White Board/Expo Marker/Eraser
Binder w/ Module 4 Worksheets
Pencils
Vocabulary /Walls That Teach: [Previously taught. Might
need review.]
tenth (0.1), hundredth (0.01), and (.), standard algorithm

Fluency
Approximately 9 minutes

Objective: Students will be able to multiply a fraction by another

fraction or a fraction by a whole number. (5.NF.4)
Lesson 18 Sprint (This fluency reviews Module 4 Lesson
13.)
Multiply whole numbers and decimals (This fluency reviews
Module 4 Lesson 17.)
- White boards/Markers/Erasers
- 3x2
7x2
- 3 x .2
7 x .2
- 3 x .02
7 x .02
- 3 x .002
7 x .002

Application Problem
[Approximately 8 minutes]

An adult female gorilla is 1.4 meters tall when standing upright.

Her daughter is 3 tenths as tall. How tall is the gorillas daughter?
How much more will the young female need to grow before she is

as tall as her mother?

Ask students important facts.
Ask students what they think we will need to do.
Solve together.
Concept Development
[Approximately 30 minutes]

ME

Me: (Students take notes in Math Spiral.)

1. Write problem: 3.2 x 2.1
-Me: Im going to solve this two different ways. First, I will
solve it by standard algorithm.
(Write decimal problem up/down. Solve. DONT FORGET
THE DECIMALS!!)
Me: Now, I am going to solve these with a fractions.
I will change the first decimal to 3 and 2/10. The second
decimal would be 2 and 1/10. If I do this, I have two mixed
numbers, so I will need to change them both into improper
fractions before multiplying them.
I could also look at my numbers and think of it without the
decimal-- 32 and then tenths or 32/10. I could do the same
for the 21 tenths, so 21/10. Now, I can take those fractions
to multiply them.

WE

Me: Ok! Now, we are going to do this again, but this time you are
going to help.
2. 2.6 x 0.4
Ok. Which way do you want to do first? Ill work it on the board,
you work it in your spiral.
Standard Algorithm: 2.6 x 0.4 = 1.04
Fractions: 26/10 x 4/10 = 104/100 or 1 and 4/100 or 1.04

TWO

Two: Alright, now its time for you and your shoulder partner to
work together to solve this next problem.
3. 3.1 x 1.4
Me: You and your partner may choose to solve the problem the
same way, or different ways, but make sure you check your
answers with each other.
[I will give them a few minutes to solve together, and walk around

to see how it is going. Sometimes, partner work is a disaster with

these students and we have to end it early. But, I do however, like
to keep trying to have them work together.]

YOU

After 3-5 minutes:

Anyone want to come up and show us how you solved this
problem?
Did any other partners solve this problem differently???

4. 4.2 x 0.12
Me: I want you to solve this one by yourself. You may solve this
problem any way you prefer. I will give you several minutes and
then we will discuss our answers. (A= 0.504)
After 3-5 minutes:
Anyone want to come up and show us how you solved this
problem?
Did any other partners solve this problem differently???
Exit Ticket
[Approximately 3 minutes]
Problem Set
[Approximately 10+
minutes]
**Usually finish up in small
group time individually.

Students write problems on note card to turn in on my desk.

1. 3.2 x 1.4

2. 2.2 x 0.42

Do problems:
1.
2.
3.
4.

b&d
b&d
d
& 5.

Follow-up to lesson:
Problem Set: Lesson 18 Homework
Fluency: Multiplication of Decimals, Multiplication on Fractions
Tier Time: Schedule afternoon tier time with those students having issues with todays lesson.

Reflections of the lesson: