![]() ![]() The final problems involve students writing and marking their own problems, including one word problem. Introductory problems can be modelled using equipment like decipipes or place value blocks before the exercise is introduced. ![]() This activity introduces students to multiplication of fractions, but uses the more familiar concepts of ‘lots of’. It is surprising how many students assume that each (major) mark stands for one, with each of the little marks being a tenth, and do not realise that they need to start out by identifying the scale on the interval.Īsks students to multiply hundredths in the form of 6 lots of 2/12. For example, in this exercise it is important for students to start off by looking at the numbers at each end of the interval, then working out what each major mark, and each minor mark stands for. This is because number lines use a different set of conventions to those used in counting. For example, 15/100 = 0.15.Īsks students to underline the digit in the hundreds place.Īsks students to circle around the digit in the hundredths place.Īsks students to add one hundredth (1/100) to numbers.Īsks students to subtract one hundredth (1/100) from numbers.Īsks students to add one hundredth (0.01) to decimal numbers.Īsks students to subtract one hundredth (0.01) to decimal numbers.Īsks students to identify the digit in the tens, hundreds, tenths, hundredths column in numbers.Īsks students to identify what number an arrow is pointing to a decimal number line. This exercise taps into the measure construct of decimals, so may be harder for students to work with than the numbers alone. Comments on the ExercisesĪsks students to write a number in expanded form.Īsks students to write the expanded number as a one decimal place number.Īsks students to colour in the decimal (tenths decimals and hundredths decimals) on a diagram.Īsks students to write mixed number fractions with a 100 as a denominator as a decimal. It is important that students develop a good sense of understanding of decimal palce value. Write tenths and hundredths in decimal and fraction form Background Each post contains a link to the next post.Explain the role of the decimal point as separator of the wholes and the parts of a whole I wrote a series of posts about strategies for comparing fractions. You can download a copy of the anchor chart here. Please, PLEASE remember that students need lots of concrete and pictorial experiences with fractions to be able to reason about the relative size of fractions, which is why I included visuals on the anchor chart. ![]() I have been working with my 4th graders on this skill, and I created an anchor chart for them to use as a reference when comparing fractions. ![]() Comparing fractions using a benchmark of one-half is just one of the strategies students should have in their toolbox. The first fraction is clearly less than one-half, while the second is greater than one-half. For example, consider this pair of fractions:ĭo you really need to find a common denominator in order to compare these two fractions? I think not. While creating a common denominator is one of the strategies, it is often not necessary. Recently, I published a series of posts describing the various strategies students can use for comparing fractions. ![]()
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