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

Fractions Percentages And Decimals Page 4

EVALUATE

Evaluate information about new comparison. Look for patterns to help explain

relationships between all three.

● Now what about improper fractions? How can we compare them to decimals and

percentage? Do we need to look at these differently or can we apply the same

understandings from the previous activities to this new situation?

● Students collect new data using improper fractions to document their progress

through the activity.

● Do new patterns emerge or does the data support previous findings?

MODIFY

Students are asked to summarize the relationship between fractions, decimals and

percent in relation to both proper and improper fraction values.

● Students reflect on their understanding of the relationships between fractions, decimals

and percent, documenting a transformation or reinforcement in conceptualization.

○ Using the pair/share model, students explain how these relationships affect

ordering and comparing to gain more insight into different perspectives

● Using this information, students are asked to apply their understanding to defend

predicted placements of various values on a number line and in comparison to each

other.

○ Students are given sets of mixed values to predict, and then check, how they

relate to each other or where they are located on a number line (which will be

student-generated based on the values seen).

○ Students are asked to apply their skills within another game simulation that

could provoke a lot of reflective opportunities - Memory. In this instance,

fractions and percent pairs are scattered and hidden on the online game board

requiring students to find the values to match them up and ultimately win the

game.

Fractions Percentages And Decimals Page 4