Reflection: Developing a Conceptual Understanding Creating Decimal Charts - Section 2: Exploration

 

Although this activity was very time-consuming (lots of cutting, pasting, and matching), it turned out to be a powerful opportunity to help students develop a conceptual understanding of decimal numbers. 

At first, these students reasoned that 0.55 = 5/50 and 0.5 = 1/5. After a few minutes of conferencing, they began to understand the decimal notation for fractions: Checking Student Work Part 1

Then, I realized that they had needed to exchange the area model for 0.5: Checking Student Work Part 2

With just a little bit more support, their understanding of fraction and decimal expressions solidified: Checking Student Work Part 3.

  Developing a Conceptual Understanding: Powerful Opportunity
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Creating Decimal Charts

Unit 9: Decimals
Lesson 2 of 5

Objective: SWBAT use decimal notation for fractions with denominators 10 or 100.

Big Idea: Students will cut, paste, and match decimal numbers, written form, area models, and equivalent fractions.

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Subject(s):
Math, Fractions, Decimals, equivalent fractions, area model, decimal notation, decimal conversions
  100 minutes
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