Reflection: Vertical Alignment Rolling with Fractions - Section 2: Class Notes - Intro to Lesson


I find that the distinction between rational and irrational numbers is very difficult for my 7th graders. As we push to understand convert fractions to decimals, I try to shed more light on the difference. For example, if a students is wondering whether 0.3333333.... is rational or irrational they may remember their benchmark fractions and note that this is 1/3, and thus rational. Alternately, they may be asked to turn a fraction like 4/13 into a decimal(0.307692307692...), noting that while the decimal is never ending and the first 6 numbers are distinct, there IS a pattern, thus making this decimal a rational number.

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  Vertical Alignment: Teaching this section
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Rolling with Fractions

Unit 2: Operations with Rational Numbers
Lesson 2 of 19

Objective: SWBAT convert between fractions and decimals by creating their own fractions with dice.

Big Idea: Students use dice to create their own fraction conversion problems.

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fraction and dice
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