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Grade Four: Fractions and Decimals Session 3 Unit 6 Fraction Cards and Decimal Squares

Grade Four: Fractions and Decimals Session 3 Unit 6 Fraction Cards and Decimal Squares. Fraction Review. Take a card Solve the task Record your solution on a post-it Find 3 other people with the same result. True or False?.

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Grade Four: Fractions and Decimals Session 3 Unit 6 Fraction Cards and Decimal Squares

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  1. Grade Four:Fractions and DecimalsSession 3Unit 6Fraction Cards and Decimal Squares

  2. Fraction Review • Take a card • Solve the task • Record your solution on a post-it • Find 3 other people with the same result

  3. True or False? • “All our numbers are called decimal numbers because decimal means ten, and our number system is based on tens.”

  4. 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. x10

  5. My 2 cents If decimals are introduced as UNRELATED to fractions and whole numbers, students will suffer.

  6. Equivalent – Or Not? Are 3/10, 0.3 and 30/100 equivalent? Find two ways of proving your answer.

  7. 3/1030/100

  8. Decimal Notation • .5 or 0.5 does it matter?

  9. Comparing Decimals on a Grid

  10. Play Fill Two You need: Deck of Decimal Cards 10 X 10 squares, 1 sheet per player Crayons or markers (2 or more colors for each player) Play with a partner. • Mix the cards and place the deck facedown. Turn over the top four cards and place them faceup in a row. • Player 1 chooses one of the faceup cards, colors in that amount on one of the squares on the sheet, and writes the decimal number below the square. The goal is to shade in two of the squares as completely as possible. A player may never color in an amount that would more than fill a square, and may not split an amount to color in parts of two squares. • After one of the four cards has been picked, replace it with the top card from the deck. Player 2 then chooses one of the faceup cards and goes through the same steps. • Change colors for each turn so that players can see the different decimal numbers. As the players write the numbers below each square, they use plus signs between the decimals, making an equation that will show the total colored in on each square. • If all cards showing are greater than the spaces left on a player’s square, the player loses his or her turn until a card that he or she can use is turned up. • The game is over when neither player can play a card. Players add all of the numbers they have colored in on each square, and combine those sums to get a final total for both squares. The winner is the player whose final sum is closest to 2.

  11. Play Decimal Compare You need: Deck of Decimal Cards (2 decks for 3 or 4 players) Play with 2 or more players • Divide the deck into equal piles, one for each player. Players place their cards facedown. • In each round, each player turns over the top card in his or her pile. The player with the largest number wins, takes the other players’ cards, and puts them on the bottom of his or her own pile. • If two of the cards show the same number (when 2 decks are combined), those 2 players turn over another card. Whoever has the larger number wins all the other players’ cards. • The person with the most cards wins. The game can be stopped at any time.

  12. Estimating and Adding Miles and Tenths of a Mile Review situations where “more is better” as well as situations when “less is better”

  13. Comparing & Combining Decimals Sampson wants to run 2 miles this week. Has he run a mile yet? A half mile?

  14. Questions and Concerns????

  15. Think, Pair, Share

  16. Illustrative Mathematics Task • A dime is 1/10 of a dollar and a penny is 1/100 of a dollar. • What fraction of a dollar is 6 dimes and 3 pennies? Write your answer in both fraction and decimal form

  17. Grade 4 fractions Session 3 Multiplying Fractions

  18. Multiples of fractions? • Counting around the room • Pg. cc57 • Teacher note important? CC59 • Equations and connection to repeatedly adding the unit fractions • Start with whole numbers move to fracations

  19. Fraction Multiplication For the two situations below, draw a picture and create a story. 12 x ¼ b. ¼ x 12 Unit fraction only

  20. Multiples of fractions? • Counting around the room • Pg. cc57 • Teacher note important? CC59 • Equations and connection to repeatedly adding the unit fractions • Mixed numbers????? • How many wholes and how many left overs

  21. New Georgia Lessons here What are we gonna do here? Add standards? How do we clarify the standard expectations in these lessons?

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