1 U n t er r ich t splan Converting Fractions to Decimals - 2 Decimal Places Altersgruppe: Ye ar 6 The Australian Curriculum: ACM N A13 1 NSW Mathematics K-10 Syllabus: M A3-7 N A, M A3-7 N A. Victorian Curriculum: VCM N A217 NSW Numeracy Continuum K-10: 6.A6.1, 7 +.A6.1 Online-Ressourcen: F rac t i o n t o De c i mal Opening Teacher present s Students play Activity Closing 6 1 0 1 2 1 5 4 ZIELE: E xpe ri e nc e multiple representations of numbers P rac t i c e finding equivalent fractions Learn to convert fractions to decimals De vel o p critical thinking skills Ope ni ng 6
2 Have the students work in pairs. Display the following table: A s k the students to copy the table. They should make check marks when the number in the left column is a factor of 10, 100, or 1000. When the students have filled in their tables, share. A s k: Which numbers are factors of 10? The numbers two and five are factors of 10. A s k: Which numbers are factors of 100? The numbers two, four, and five are factors of 100. A s k: Which numbers are factors of 1000? The numbers two, four, five, and eight are factors of 1000. A s k: True or False? A number that is a factor of 100 is also a factor of 1000. True. A s k: Why does it make sense that a factor of 100 is also a factor of 1000?
3 We know that 100 is a factor of 1000. We can fit ten 100 s inside of 1000. So if there is a smaller number that fits inside 100, when we stack the 100 s inside the 1000, this smaller number will stack repeatedly within 1000. So any factor of 100 is a factor of 1000. T e ac he r prese nt s F rac t i o n t o De c i mal - 2 De c i mal P l ac e s 10 Present Matific s episode Fra c t io n t o De c im a l - 2 De c im a l Pla c e s to the class, using the projector. The goal of the episode is to convert fractions to decimals. Example : Say: Read the instruction. Students should read the instruction at the bottom of the screen. Say: Remember that the place to the right of the decimal point is the tenths place and to the right of that is the hundredths place. How do we write the fraction in the episode as a decimal? Enter the decimal the students suggest by clicking on the. If the answer is correct, the episode will proceed to the next fraction. If the answer is incorrect, the instruction will wiggle.
4 The episode will continue to present fractions. Some may have a denoator of 10 or 100. Others may not. For those that do not, you can click on the buttons,, or in order to generate an equivalent fraction that has a denoator that is a power of 10. Ask the students to tell you which buttons to click on to arrive at a denoator that is a power of 10. Then ask them to convert the fraction to a decimal. The episode will present a total of six fractions to convert to decimals. St ude nt s pl ay F rac t i o n t o De c i mal - 2 De c i mal P l ac e s 12 Have the students play F rac t i o n t o De c i mal - 2 De c i mal P l ac e s on their personal devices. Circulate, answering questions as necessary. Ac t i vi t y 15 Say: Three students are trying to turn into a decimal. Here are the steps they took: Since they all began with, what do we know about 0.5, 0.500, and 0.50? The decimals are all equal. 0.5 = 0.50 = 0.500. The zeros at the end of the decimal representation do not affect its value.
5 Say: Let s demonstrate this with some drawings. Distribute the following: A. Write as a decimal. Color the squares to represent the fractions. B. Write as a decimal. Color the squares to represent the fractions. C. Write as a decimal. Color the squares to represent the fractions.
6 D. Write as a decimal. Color the squares to represent the fractions. E. Write as a decimal. Color the squares to represent the fractions.
7 Review solutions. Discuss any questions the students may have.
8 Cl o si ng 4 Display the following:,. S a y : State the name of each place value from left to right. The places are thousands, hundreds, tens, ones, tenths, hundredths, and thousandths. A s k: Which number does not belong? How do you know? 0.05 does not belong. All the other numbers are equal to one half, but 0.05 is five hundredths, also known as one twentieth. A s k: Which number does not belong? How do you know? 0.410 does not belong. The other three numbers are equal to 14 hundredths, also known as seven fiftieths. A s k: Which number does not belong? How do you know? 3.5 does not belong. 3.5 is three and a half, which is more than one. All the other numbers are equal to 35 hundredths, which is less than one. A s k: Which number does not belong? How do you know? 0.400 does not belong. All the other numbers are equal to 0.04, also known as four hundredths or one twenty-fifth.