Reflection: Intervention and Extension Decimal Notation VS. Fractions - Section 3: Working Together!

 

Material:  place value chart.docx

Some students had a hard time understanding why the expanded form of decimals and fractions had to be written with the correct representation of the value of the digit.  To correct this misconception, I move students into small groups. I give them about 20 minutes to explore the connection between fractions and decimals.  I encourage students to enter the fractions and decimals in the place value chart, so they can understand the value of each number.  This helps them to understand that each number written as a fraction or decimal has a specific value.  I refer back to regular expanded form to give a logical explanation. I write 567.12 on the board.  I enter each number in the place value chart, and carefully point to each number and its value. After that, I write about two or three more numbers on the board and ask student volunteers to assist me in placing the number in the correct place.

Example:

567.12  

fraction=500+60+7+1/10+2/100

decimal=500+60+7+.10+.02

  Intervention and Extension: What I noticed!
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Decimal Notation VS. Fractions

Unit 3: Number & Operations-Fractions
Lesson 15 of 21

Objective: SWBAT use decimal notation for fractions with denominators to compare the connections between fractions and decimals.

Big Idea: In this lesson students will use a variety of skills to determine the underlying connections between fractions and decimals.

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2 teachers like this lesson
Subject(s):
Math, Fractions, reasoning, decimal notation, comparing
  65 minutes
notation
 
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