Grade Four: Fractions and Decimals Session 3 Unit 6 Fraction Cards and Decimal Squares
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Transcript of Grade Four: Fractions and Decimals Session 3 Unit 6 Fraction Cards and Decimal Squares
Grade Four:Fractions and Decimals
Session 3
Unit 6Fraction Cards and Decimal Squares
Take a card Solve the task Record your solution on a post-it Find 3 other people with the same result
Fraction Review
“All our numbers are called decimal numbers because decimal means ten, and our number system is based on tens.”
True or False?
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
Everyday Uses of Fractions
Everyday Uses of Decimals
½ of a sandwichA quarter of an hour¾ inch1 ½ lbs. of sliced cheese
My 2 centsIf decimals are introduced as UNRELATED to fractions and
whole numbers, students will
suffer.
Are 3/10, 0.3 and 30/100 equivalent?
Find two ways of proving your answer.
Equivalent – Or Not?
3/10 30/100
.5 or 0.5 does it matter?
Decimal Notation
Comparing Decimals on a Grid
You need:Deck of Decimal Cards10 X 10 squares, 1 sheet per playerCrayons or markers (2 or more colors for each player)
Play with a partner.1. Mix the cards and place the deck facedown. Turn over the top four
cards and place them faceup in a row.2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
Play Fill Two
You need:Deck of Decimal Cards (2 decks for 3 or 4 players)
Play with 2 or more players
1. Divide the deck into equal piles, one for each player. Players place their cards facedown.
2. 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.
3. 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.
4. The person with the most cards wins. The game can be stopped at any time.
Play Decimal Compare
Review situations where “more is better” as well as
situations when “less is better”
Estimating and Adding Miles and Tenths of a Mile
Sampson wants to run 2 miles this week.
Has he run a mile yet? A half mile?
Comparing & Combining Decimals
Monday 0.25 mileTuesday 0.4 mile
Questions and Concerns????
Think, Pair, Share
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
Illustrative Mathematics Task
Grade 4 fractionsSession 3
Multiplying Fractions
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
Fraction Multiplication
For the two situations below, draw a picture and create a story.
a. 12 x ¼ b. ¼ x 12
b. Unit fraction only
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
New Georgia Lessons here What are we gonna do here? Add standards? How do we clarify the standard expectations
in these lessons?