# Week 1_ Day 5 Decimal and Fraction Lines.doc by yan198555

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```									Week 1 Day 5. Decimal and Percents

6th Grade - Convert compare, and order decimals, fractions, and percents.
-Multiply and divide fractions and mixed numbers to solve problems.
-Estimate and find solutions to single and multi-step problems using
whole numbers, decimals, fractions, and percents.
7th Grade - Solve percent application problems

11:00 Theory - Sacra Nicholas
Video – message - Connect and teach all at same time
Developing Decimal Number Sense

Connecting Fractions and Decimals
True or False:
Division of the numerator by the denominator may be a means of converting
fractions to decimals, but it contributes nothing to understanding the resulting
equivalence.

Acitivity 4.5 (Use the Hundreds Disks)
Ideas for Bell Work:
Activity 4.6 (use Fraction # Lines marked & unlabeled only ¼’s, 1/3’s,
or 1/5’s)
Benchmarks and Friendly Fractions (0, ½, 1, 1/3’s, ¼’s, 1/5’s, 1/8’s)
Activity 4.7 , Activity 4.8
Bonus Extensions for kids: Bullets on p. 118

Ordering decimal Numbers
(Review M Burn comparison)
Play Investigations: Smaller to Bigger Game

Connecting Percents with Fractions and Decimals
Models and Place Value Chart Demo – Figures 4.12 & 4.13
Explore Benchmark %’s ½, 1/3, 2/3, ¼, ¾, 1/5, 1/10, 1/100 with models
Connect % with math centers of Day #2 (see figure 4.14 p. 120)
Practice converting Not nice % problems to Nice % problems p. 123

Problem Solving with Percents: (PASS 6th and 7th grade)
How could you come up with the answer using mental math only?
Can you identify the part, whole or fraction in each problem?

There were 20 questions on the test. Which of the following students missed 4
questions on the test?
Pam 75%       Hope 50%     Keith 80%      Gary 90%       Calvin 85%
The Tulsa Tigers soccer team won their game with a score of 8 to 4. What percent of
the goals were scored by the Tigers?

Estimation & Computation for Decimals
True or False:
There is no reason to develop new rules for decimal multiplication and division
rather the computations can be performed as whole numbers with the decimal
placed by way of estimation.
Activity 4.13 & 4.14 – p. 126 & 127

K-20 Biggest Loser (% Percent Increase Lesson)
Example: If original amount is 15 and the price is now 20. What percent increase?
(Do a part whole model with bars like a Singapore type model.

http://k20alt.ou.edu/journal/biggest-loser (Part 3)
Video Part 3 at 7:00 minutes (Poppi Cramer and Matthew)

232 to 115 Loss 117 Draw the Part whole box and estimate a reasonable answer
(about 50%) 117/232 = r/100 = 50.43%

Matthew 366 to 190 Draw the Part whole box and estimate         (should be a little
less than 50%)
Calculate 176/ 366 = r/100 = 48.09%

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