Curriculum Requirements:
- Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
e.g. a) using division by 10 to extend the place-value system
b) using knowledge of fractions to establish equivalences between fractions and decimal notation
- Investigate equivalent fractions used in contexts (ACMNA077)
- Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
e.g. a) using division by 10 to extend the place-value system
b) using knowledge of fractions to establish equivalences between fractions and decimal notation
- Investigate equivalent fractions used in contexts (ACMNA077)
Decimal Place Value
Measurement
When students begin to write decimal notation in measurement activities, incorporate simple fractional language into the discussions. For example, ask: So, you’ll have a metre and a half left? Students will begin to link 0.5 to half, 0.25 to a quarter, and so on. They will be exposed to the way simple fractions can be used in context to refer to concrete quantities expressed in decimal fractions.
Decimal Fractions
Ask students to use square decimetres cut from millimetre grid paper as wholes, in order to show how unit fractions (e.g. 14 , 15 , 16 , 17 ) can be concretely converted to decimal fractions. Remind students that 1/4 means 1 ÷ 4. Say: Cut the square into tenths, and share the tenths between four people. There are two tenths for each. Then, cut the remaining tenths into ten. These are hundredths. Share the 20 hundredths between four people. There are five hundredths each. Draw out the idea that two tenths and four hundredths is 0.25, so 14 is the same as 0.25. Ask: Which unit fractions can be shared out evenly within four successive sharings (i.e. four decimal places) and which cannot? Predict which fractions will never be shared evenly in tenths no matter how many re-cuttings were carried out. Justify your answers
Fractions Decimals Board Game
fraction_decimals_board_game.pdf | |
File Size: | 2005 kb |
File Type: |
Identifying Place Value
Decimals on a Number Line
Warm Up:
I Do:
We Do: Tools - Number Line
Using your class log in. Log into iMaths
Room 12 Code: Fish427
Room 13 Code:
online.fireflyeducation.com.au/services/student_login
Room 12 Code: Fish427
Room 13 Code:
online.fireflyeducation.com.au/services/student_login
On your iPad use put these numbers to your number line. Read the instructions.
You Do:
Task:
Can you make, draw, place on a number line, explain in words, and show the equivalent percentages or fractions for the following numbers:
a) 0.5
b) 0.25
c) 0.75
d) 0.1
Extension:
E1) 0.8
E2) 0.33
E3) 0.2
E4) choose your own
Can you make, draw, place on a number line, explain in words, and show the equivalent percentages or fractions for the following numbers:
a) 0.5
b) 0.25
c) 0.75
d) 0.1
Extension:
E1) 0.8
E2) 0.33
E3) 0.2
E4) choose your own
Place Value to the Hundredths
Warm Ups (Ed Com: Fractions)
I Do:
We Do:
You Do:
- Complete iMaths books - page 88 and 89
Extension/ Game
Decimals Trading Game
100s Chart
Game 1 - Showdown decimals:
Player 1 pulls out three playing cards. K,Q,J are 0, A is 1. The first to be in the ones column, the second to be in the tenths column, the third to be in the hundredths column. Player 2 then says showdown and both players compare their decimals. Then switch roles.
Game 2:
Each player pulls out three cards. The first to be in the ones column, the second to be in the tenths column, the third to be in the hundredths column. Players create their decimal number using MAB blocks. The player with the highest decimal gets a point. Variation: player with the smallest decimal gets a point.
Game 3:
Each player starts with 5.55 in MAB. Player 1 pulls out 1 playing card.
a) if the number is even, they add that value to the column of their choice e.g. 4, they choose to add it to the ones column. Player may have to do some regrouping as you can never have more than 9 blocks in a column.
b) if the number is odd, they subtract that value to the column of their choice e.g. 7 they choose to subtract it from the tenths column. Player may have to do some regrouping as you can never have more than 9 blocks in a column, and if they run out, they need to regroup from the higher decimal column.
Game 4:
Each player starts with 5.55 in MAB. Player 1 pulls out 3 playing cards,
a) if the first number is even, this decimal is to be added. e.g. 2.31 is added as 2 is even
b) if the first number is odd, the number is to be subtracted. e.g. 3.22 is subtracted as 3 is odd
c) If the first number is a zero, the player must choose one column to change to 0. e.g. if the player has 4.68, and they pull out a zero, they choose to remove the hundredths blocks to now show 4.60.
Then Player 2 has a turn. The player with the highest value at the end of the round wins.
Player 1 pulls out three playing cards. K,Q,J are 0, A is 1. The first to be in the ones column, the second to be in the tenths column, the third to be in the hundredths column. Player 2 then says showdown and both players compare their decimals. Then switch roles.
Game 2:
Each player pulls out three cards. The first to be in the ones column, the second to be in the tenths column, the third to be in the hundredths column. Players create their decimal number using MAB blocks. The player with the highest decimal gets a point. Variation: player with the smallest decimal gets a point.
Game 3:
Each player starts with 5.55 in MAB. Player 1 pulls out 1 playing card.
a) if the number is even, they add that value to the column of their choice e.g. 4, they choose to add it to the ones column. Player may have to do some regrouping as you can never have more than 9 blocks in a column.
b) if the number is odd, they subtract that value to the column of their choice e.g. 7 they choose to subtract it from the tenths column. Player may have to do some regrouping as you can never have more than 9 blocks in a column, and if they run out, they need to regroup from the higher decimal column.
Game 4:
Each player starts with 5.55 in MAB. Player 1 pulls out 3 playing cards,
a) if the first number is even, this decimal is to be added. e.g. 2.31 is added as 2 is even
b) if the first number is odd, the number is to be subtracted. e.g. 3.22 is subtracted as 3 is odd
c) If the first number is a zero, the player must choose one column to change to 0. e.g. if the player has 4.68, and they pull out a zero, they choose to remove the hundredths blocks to now show 4.60.
Then Player 2 has a turn. The player with the highest value at the end of the round wins.