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* *Reflection: Connection to Prior Knowledge
Coloring Tiles - Decimal Designs - Section 2: Concept development

I left this lesson for a guest teacher to carry out. Upon my return I found that students had a great time and seemed to really connect with the idea of decimals relating to fractions. Most of my students are still unsure of how to read decimals when written in isolation, but by referring to this activity and the tenths and hundredths, or their colored squares, they begin to build a deep conceptual understanding about what decimals are.

This lesson also connects to a previous lesson we did with fractions when students created a fraction Mii. You can see that lesson here. This was a great way for students and I to have the conversation about fractions and decimals being connected in that they both name parts of wholes.

You can see and hear my thoughts about preparing for this lesson for a guest teacher below.

*Art and Math are Fun - and relevant*

*Connection to Prior Knowledge: Art and Math are Fun - and relevant*

# Coloring Tiles - Decimal Designs

Lesson 1 of 5

## Objective: SWBAT identify tenths and hundredths and represent fractions with denominators of 10 and 100 as a decimal.

#### Concept development

*40 min*

In this hands on lesson, students participate in a tactile activity as a way to grasp the connections among fractions and decimals. In this introductory lesson, students use what they know about fractions to begin their exploration of decimals. By connecting fractions to decimals, students will build a deeper understanding of decimals. They explore decimals using Base Ten Blocks and 10x10 grids.

*Note: In preparing for the lesson, I used a grid of 100 squares on tan graph paper so that students could clearly visualize and determine the decimal form (0.01 for each square) for the amount of each color used. Students could then calculate their fraction and decimal equivalents. Each student was required to use at least three colors of squares. Squares left blank could be counted as white or tan. I asked students to choose from a total of six different colors but ultimately left the design of the artwork to them.*

For more information about this activity and how to adapt it click here - math and art. You can also access an optional recording sheet instead of using graph paper by clicking here - FDPPercentColorGridTechlesson

I instruct students to glue squares onto a 10 x 10 grid to create a mosaic design. They must use between 3 and 6 colors to fill their grids. I use www.timeme.com and set the timer for 30 minutes for students to create and glue their designs. This helps keep chatting to a minimum and students focused on the task.

After the 30 minutes, I then direct students to look at their design and calculate the fraction of each color they used. This is similar to a previous lesson, so my students should not struggle with this at all.

Students record the fraction for each color they used on the back of their mosaic grid. Next, I tell students that there are many ways to represent numbers. I display a 10 x 10 grid under the document camera and shade in 10 squares. I ask the students how many squares make the whole. (100) Then I ask the students what part of the whole is shaded. (10/100) I tell students that another name for this number is one tenth or 0.10. I tell students that this second number is a decimal and invite them to list where they have seen decimals before.

Next, I show students different grids and we practice together naming the fraction and the decimal together. (i.e 62/100 = 0.62 = sixty two hundredths.) I show students that 0.62 is 6/10 + 2/100 = 62/100

Finding the number of a certain color of square is one way to give students an opportunity to think about pairs that make 100. As students make their decimal designs on the 10 x 10 grid, I ask them if they have more of particular colors. If they have more of a color, I ask them to count the number of squares that are not that color and subtract that number from 100 (i.e. think about what number added to the number of unshaded squares would equal 100). This is a great opportunity to review numbers that add up to 100 and practice mental math and for students to explain how they know how many squares are shaded.

The following are two examples of fraction mosaics my students created.

*expand content*

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals