February 24, 2017

Fractions, Decimals, Percents.....OH MY!!!

Over the next couple of weeks, our math focus will be on fractions, decimals, percents and ratios. We began our focus launch with a number talk using a number line. Groups were given fractions, decimals, whole numbers and percents and their task was to put them on a number line. The discussions were absolutely AMAZING! There was some great discussions around certain whole numbers and decimals. Take a listen below:


BIG IDEAS:

(taken from “Big Ideas by Dr. Small”):


  • Fractions can represent parts of regions, parts of sets, parts of measures, division, or ratios. These meanings are equivalent.
  • A fraction is not meaningful without knowing what the whole is.
  • Renaming fractions is often the key to comparing them or computing with them. Every fraction can be renamed in an infinite number of ways.
  • Ratio and rates, just like fractions and decimals, are comparisons of quantities.
  • A ratio compares quantities with the same unit
  • A rate compares quantities with different units

STUDENT LEARNING GOALS:

GOAL: I can represent fractions and their equivalents.
GOAL: I can relate fractions to decimals.
GOAL: I can order fractions and mixed numbers with like denominators.
GOAL: I can identify and solve problems using ratios and rates.

CURRICULUM EXPECTATIONS:

  • describe multiplicative relationships between quantities by using simple fractions and decimals (e.g.,“If you have 4 plums and I have 6 plums, I can say that I have 1 1/2 or 1.5 times as many plums as you have.”);
  • demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials and drawings (Sample problem: If 2 books cost $6, how would you calculate the cost of 8 books?).
  • demonstrate and explain the concept of equivalent fractions, using concrete materials (e.g., use fraction strips to show that 3/4 is equal to 9/12)
  • represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using standard fractional notation;
  • determine and explain, through investigation using concrete materials, drawings, and calculators, the relationship between fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100) decimal numbers and percents (eg., use a 10 x 10 grid to show that 1/4 = .25 or 25%)

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