Decimals as Equal Divisions Unit 3 Lesson 1

Whole = 4 parts Fraction Part(s) Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation! Teacher Edition: p. 180-181 Objective(s): 1.01, 101.a,1.01b, Miscellaneous Notes: the idea of "whole“ and “parts” may still be an issue for some students to grasp in their heads and make connections to the concept of money. Therefore it may be necessary to either activate prior knowledge/experiences or continue to build background knowledge with the concept.

Denominator (d)-- down Fraction Numerator (u)-- up Denominator (d)-- down Numerator Denominator Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation! Teacher Edition: TE p. 181 Objective(s): 1.01a Miscellaneous Notes: This slide and its various forms have been used in previous lessons, so for most this will be a review. However some students may need a “hook” to help them recall the key vocabulary used with fractions.

Decimal A symbol used to separate ones and tenths in decimal numbers A symbol used to separate dollars and cents in money $ 8.59 1.2 Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation! Teacher Edition: p 180-184 Objective(s): 1.01, 1.01a, 1.01b Miscellaneous Notes: This slide is included to use as a quick review since students have most likely had numerous opportunities to use place value as part of their learning Make sure students have a clear picture of “place value” and the relationship it has with decimals and fractions– you could ask “How does place value affect decimals and fractions?” Click for the picture to appear. Then have a brief discussion on it –the hope is that students will self discover that the picture represents place value. The word "Decimal" really means "based on 10" (From Latin decima: a tenth part)

What do you know about fractions and decimals? “Fractions and decimals are alike because ___________.” “Fractions and decimals are different because ___________.” Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation! Teacher Edition: p.180 Objective(s): 1.01, 1.01b Miscellaneous Notes: Click for the question to appear. Let students think about it for a minute. Then click for the image to appear. Click for the two statements that the students will need to use when stating what they know about fractions and decimals. This can be done in pairs or small groups first and then whole group.

Place Value Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation! Teacher Edition: p .182 Objective(s): 1.01b Miscellaneous Notes: Use this slide simultaneously with the place value chart at the bottom of Student Activity Book p.83. It will be the scaffold or bridge for those students who are not able to infer from a chart of pennies to represent place value. This slide is included to use as a quick review since students have most likely had numerous opportunities to use place value as part of their learning Make sure students have a clear picture of “place value” and the relationship it has with decimals and fractions– you could ask “How does place value affect decimals and fractions?” Click for the picture to appear. Then have a brief discussion on it –the hope is that students will self discover that the picture represents place value.

“Thirty seven hundredths” Decimal Place Values . thousands hundreds Tens ones tenths hundredths thousandths Decimal numbers are read as if they are fractions “Thirty seven hundredths” 37/100 and 0.37 can be said Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation that corresponds to information under “Decimals as Equal Parts of Sets” Teacher Edition: p .183 Objective(s): 1.01a Miscellaneous Notes:

“eight hundred forty-two” “Eight hundred forty-two thousandths” 8 4 2 . hundreds Tens ones “Eight hundred forty-two thousandths” Recommendations You can make any necessary changes to the ppt to meet the specific needs of your students Preview in presentation mode prior to using in your teaching– there is a lot animation that supports information discussed in the last paragraph Teacher Edition: p .184 Objective(s): 1.01a, 1.01b Miscellaneous Notes: Teacher models expected outcomes for students using this slide which represents the information in the last paragraph; students could work in pairs or small groups each receiving an index card with a number that they are to respond as a whole number as a decimal. An extension is that the students have to explain why that number or decimal is said that way. Then go whole class for volunteers and discussion. . 8 4 2 tenths hundredths thousandths