1. Decimals as Equal Divisions
Unit 3 Lesson 1

2. Whole = 4 parts Fraction Part(s) Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation!
Teacher Edition: p
Objective(s): 1.01, 101.a,1.01b,
Miscellaneous Notes:
the idea of "whole“ and “parts” may still be an issue for some students to grasp in their heads and make connections to the concept of money. Therefore it may be necessary to either activate prior knowledge/experiences or continue to build background knowledge with the concept.

3. Denominator (d)-- down
Fraction
Numerator (u)-- up
Denominator (d)-- down
Numerator
Denominator
Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation!
Teacher Edition: TE p. 181
Objective(s): 1.01a
Miscellaneous Notes:
This slide and its various forms have been used in previous lessons, so for most this will be a review. However some students may need a “hook” to help them recall the key vocabulary used with fractions.

4. Decimal A symbol used to separate ones and tenths in decimal numbers
A symbol used to separate dollars and cents in money
$ 8.59
1.2
Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation!
Teacher Edition: p
Objective(s): 1.01, 1.01a, 1.01b
Miscellaneous Notes:
This slide is included to use as a quick review since students have most likely had numerous opportunities to use place value as part of their learning
Make sure students have a clear picture of “place value” and the relationship it has with decimals and fractions– you could ask “How does place value affect decimals and fractions?”
Click for the picture to appear. Then have a brief discussion on it –the hope is that students will self discover that the picture represents place value.
The word "Decimal" really means "based on 10"
(From Latin decima: a tenth part)

5. What do you know about fractions and decimals?
“Fractions and decimals are alike because ___________.”
“Fractions and decimals are different because ___________.”
Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation!
Teacher Edition: p.180
Objective(s): 1.01, 1.01b
Miscellaneous Notes:
Click for the question to appear. Let students think about it for a minute. Then click for the image to appear. Click for the two statements that the students will need to use when stating what they know about fractions and decimals. This can be done in pairs or small groups first and then whole group.

6. Place Value Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation!
Teacher Edition: p .182
Objective(s): 1.01b
Miscellaneous Notes:
Use this slide simultaneously with the place value chart at the bottom of Student Activity Book p.83. It will be the scaffold or bridge for those students who are not able to infer from a chart of pennies to represent place value.
This slide is included to use as a quick review since students have most likely had numerous opportunities to use place value as part of their learning
Make sure students have a clear picture of “place value” and the relationship it has with decimals and fractions– you could ask “How does place value affect decimals and fractions?”
Click for the picture to appear. Then have a brief discussion on it –the hope is that students will self discover that the picture represents place value.

7. “Thirty seven hundredths”
Decimal Place Values .
thousands
hundreds
Tens
ones
tenths
hundredths
thousandths
Decimal numbers are read as if they are fractions
“Thirty seven hundredths”
37/100 and 0.37 can be said
Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation that corresponds to information under “Decimals as Equal Parts of Sets”
Teacher Edition: p .183
Objective(s): 1.01a
Miscellaneous Notes:

8. “eight hundred forty-two” “Eight hundred forty-two thousandths”8 4 2 .
hundreds
Tens
ones
“Eight hundred forty-two thousandths”
Recommendations
You can make any necessary changes to the ppt to meet the specific needs of your students
Preview in presentation mode prior to using in your teaching– there is a lot animation that supports information discussed in the last paragraph
Teacher Edition: p .184
Objective(s): 1.01a, 1.01b
Miscellaneous Notes:
Teacher models expected outcomes for students using this slide which represents the information in the last paragraph; students could work in pairs or small groups each receiving an index card with a number that they are to respond as a whole number as a decimal. An extension is that the students have to explain why that number or decimal is said that way. Then go whole class for volunteers and discussion. . 8 4 2
tenths
hundredths
thousandths