Fractions Percentages And Decimals (Page 2 of 4) in pdf

Fractions Percentages And Decimals Page 2

Evaluate relationship in light of new information - What if you weren’t asked to

EVALUATE

compare a fraction to another fraction? What if you needed to compare a

decimal to a fraction? How would you place this new value on your number line?

Students attempt to evaluate the relationship.

● With a partner, predict where 0.4 might go on your number line. Explain

your thinking. Back up your prediction with your knowledge of decimals

and fractions. Document their group prediction and reasoning to be

reflected on later.

○ Additional curiosity and motivation can be generated through

reminders of the parts of one place value positions - tenths and

hundredths in this case. Can we make direct comparisons

between thirds, fourths, halves, etc. and tenths or hundredths?

Why? Why not? How can we compare these accurately?

● Ask students to add benchmark decimals to their number lines (0.1, 0.2,

0.4, 0.5, 0.8, 0.25, 0.75, 0.33, 0.67)

● pair/share how the fractions relate to the benchmark decimals

Ask them to re-evaluate their prediction of 0.4 to see if it still holds true. With

their partners students consider any conflicting information that is present

MODIFY

Students are asked to summarize the relationship between fractions and decimals

on a number line to reflect their knowledge of both.

● Students reflect on their predictions of decimal placement and record their

understanding of the relationship between fractions and decimals

● Students are then asked to use this information to pinpoint other decimal

values in a set (all under 1)

Fractions Percentages And Decimals Page 2