Big Ideas for Number Sense (Fractions/Percents and Rates/Ratios): -A fraction can represent part of a whole, part of a set, division or ratios. -Fractional quantities can be expressed as fractions, decimals and percents; these number forms can represent equivalent quantities (e.g., 1/2, 0.5, 50%). -A fraction is not meaningful without knowing what the whole is. -The size of a fraction can be thought of in terms of the ratio of the numerator to the denominator. -"Renaming fractions" is important to compare them; every fraction can be renamed in an infinite number of ways. -Benchmark numbers (fractions, decimals, percents) can be used to estimate, compare and give meaning to numbers. -A percent is a ratio where the second number is 100 (only Gr 6) Some specific topics that we'll be learning about (and how they 'spiral back' to topics we've already learned): -Relationships between fractions, decimals, percents (SPIRAL to decimals and place value ***spend time reviewing here) -Equivalent fractions (SPIRAL to number sense operations) -Compare & order fractions with like denominators (Gr 5) and unlike denominators (Gr 6) -Proper vs improper fractions -Mixed Numbers (Spiral to whole vs decimal numbers) -Percentages - and percentage benchmarks (Gr 6 only) -Ratios (Gr 6 only) -Rates (unit & other) (Spiral to number sense operations & fractions and SPIRAL to ALGEBRA: equality is an expression of balance ) We began the week with some basic fraction review: Then students took part in "Fraction Stations." Our favourite was the "clothespin fractions" number line, where students had to sort many fractions and decimals in order from least to greatest. This was a fun way to get the dialogue going about ordering fractions: "I don't think 9/10 is the same as 99/100. 9/10 is like 90/100... so it's less." "Hold on, I think 0.2 is the same as 1/5, because 1/5 is equivalent to 2/10, which is 0.2." "How can you tell if 7/15 is bigger than 0.5?" "Well, half of 15 is 7.5, and 7 is less, so it has to be less than 0.5." I loved all the learning from this "Clothespin Fractions" activity - including all the smiles when they finally put them in order! Students also worked on open number lines, and discovered that it's much harder to create a number line that extends past "one" - improper fractions and mixed numbers here we come!
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Mrs JorgensenI'm a math nerd and think math jokes are funny. Not all of them though - just sum. Archives
March 2020
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