It is important for students to recognize that it doesn’t matter where the fractional parts are placed. They can be scattered as they are in the diagrams above or they can be connected, as shown below. Task Directions students will follow the directions below from the Designs” student “Decimal recording sheet. Create tenths and hundredths designs and label them accurately. Next, students will follow the directions below for the Designs, Table” student “Decimal recording sheet. Look at the example in the below. Read the following questions and discuss how you would answer them with your partner. What do you notice how out of 10” “1 is written in fraction form? What do you notice about how out of “1 10” is written in decimal number form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the Designs” “Decimals student recording sheet.
It is important for students to recognize that it doesn’t matter where the fractional parts are placed. They can be scattered as they are in the diagrams above or they can be connected, as shown below. Task Directions students will follow the directions below from the “Decimal Designs” student recording sheet. Create tenths and hundredths designs and label them accurately. Next, students will follow the directions below for the “Decimal Designs, Table” student recording sheet. Look at the example in the below. Read the following questions and discuss how you would answer them with your partner. What do you notice how “1 out of 10” is written in fraction form? What do you notice about how “1 out of 10” is written in decimal number form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimals Designs” student recording sheet.
CCGPS_Math_5_Unit2Framework.docx