LESSON PLANS
Recycling Roller Coasters FRACTIONS TO DECIMALS PAGE 4
2 4
3 4
4 4
0
1 4
• Which decimals are the same as the fractions on your number line? Discuss, and then write the decimals above the corresponding fractions.
0
0.25
0.50
0.75
1
0 4 4 • Compare with a partner to see which decimals you have represented. Revise your number lines if necessary. • Explain how you know that 2 4 is equal to five tenths. ( 2 4 can be reduced to 1 2 , which is the same as 5 10 , 0.5, or five tenths.) • Discuss with your partner why 3 4 is equal to 0.75, or 2 4 1 4 3 4 seventy-five hundredths. What numbers or values from the real world does this connect to? (possible responses include: money, measurement, my fraction kits, percent) • Project the number line below. Let’s fill in the missing decimal values.
CONTENT STANDARD Number & Operations—Fractions:
OBJECTIVE Students use number lines and benchmark fractions to convert fractions to decimals. OPTIONAL MATERIALS whiteboards and markers LESSON Engagement 1. After students read the article, facilitate a discussion either as a whole group, in small groups, or with a partner: • How do you feel about roller coasters? • If you have ridden one, do you recall if it was wooden, steel, or both? • What type of mathematical concepts do you think go into roller coaster design? Concept Development 2. Facilitate a discussion focusing on equivalent fractions: • Discuss what math tools you can use to show how fractions and decimals are related. (possible responses include: base 10 blocks, number lines, fraction/decimal kits) • Project the number line at the top of the next column. Ask students to discuss the fractions they see and how those fractions relate to each other. Then ask them to draw the number line themselves. Convert fractions to their equivalent decimal notation. MATHEMATICAL PRACTICES STANDARDS 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.
0
0.25
0.50
0.75
1
1 8
2 8
3 8
4 8
5 8
6 8
7 8
8 8
0
• For those of you who got 1 8 = 0.125, explain how you got this value. (Answer could include: Half of 0.25 equals 0.125, just like half of 25 whole units equals 12.5 whole units.) • Now that you know the decimal value for 1 8 , what does this mean for the rest of your number line? (that each segment is 0.125)
0
0.125
0.25 0.375
0.50
0.625
0.75
0.875
1
1 8
2 8
3 8
4 8
5 8
6 8
7 8
8 8
0
• Plot the fractions and corresponding decimals for a number line with increments of 1 10 . Application 3. Have students work on the article’s problems, encouraging them to use number lines and share ideas with each other. Closure 4. Watch the “Record Roller Coasters!” video. Have students write a paragraph about their favorite roller coaster, using the numbers mentioned in the video to explain why.
DYNAMATH TEACHER’S GUIDE T3
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