Week Twenty Seven – Fractions and Decimals

Goal for the week

- Solidify learning that we’ve done already
- Work with multiplying decimals
o Multiplying fractions is not grade six curriculum, but kids could learn it

Day One and Two – review

**This could take a couple days – think back to the fraction and decimal work that stands out as
successful this year. Revisit those tasks and quickly work through them. I give four examples
here, but I’m writing this without having taught your class. Use what works for you!**
Goal
- Review what we’ve learned so far
- Revisit the many visuals we’ve explored
Subordinated tasks
- Connecting fractions, decimals, ratios and percentages
Delivery
- Table groups, random partners, it’s going to change for every small task
- Task one
o Fold paper to show 14/4
 What are equivalent fractions? What is the mixed number?
- Task two
o Fold paper to show 2.2
 Will they know that 0.2 is fifths? This is how we find out…
- Task three
o Fraction Splat
 Write answers in fractions (mixed and improper) and in decimals
- Task Four (whole class – could be used as an intro)
o Counting by decimals and fractions
o This is a good exercise for fractions, decimals and whole numbers
 “we’re going to start at 5 and count by 7s in table groups
 Start at 3 and count by 4s
 Start at 7 and count by 0.5
 Start at 2 and count by 1/4
Day Three and Four – ordering decimals and fractions
**this can be really tough for kids, especially when they compare hundredths and tenths. It can
be very counter-intuitive for them**
Goal
 - Use visuals to organize and sort decimals and fractions
Subordinated tasks
- Common denominators
- Switching from fractions to decimals
Delivery
- Random partners, or table groups
- Kids are going to create a clothesline/number line that starts at 0 and ends at 2
 Kids will have string, index cards and different colour markers
o Kids will place the following numbers on their number line (give them in chunks
to not overwhelm, mix them up, )
 0 , 1, 2
 7/4, 0.75, ½, 1.25,
 5/3, 3/2, 0.333…, 1 and 1/3,
 0.125, 3/8, 5/8, 9/8, 1.875
o Extensions
 Have kids create a colour-coding system with markers
 Whole numbers are one colour
 Halves are another colour
 Quarters
 Eighths
 Fifths
 Thirds
 Numbers can be written in multiple ways
 0.5
 ½
 Half
 50%