LESSON FOUR
FRACTIONS/DECIMALS/PERCENTS WITH FRACTION TOWERS
AND FRACTION CARDS
OBJECTIVES:
The student will demonstrate an understanding of the relationship between the
value of a whole unit and its parts. The student will compare fraction, decimal
and percent values using concrete models.
TEKS:
7.14 (A) – The student is expected to communicate mathematical ideas using
language, efficient tools, appropriate units, and graphical, numerical, physical, or
algebraic mathematical models.
7.15 (B) – The student is expected to validate his/her conclusions using
mathematical properties and relationships.
TOOLS AND MATERIALS:
Fraction tower for each student
A set of fraction/decimal/percent cards for each pair of students.
EXPLORE:
Students will play the game again with fraction towers and mixed-up
fraction/decimal/percent cards:
-
Separate the cards into fraction, decimal and percent values.
-
Shuffle the fraction cards, place face down on table.
-
Shuffle the decimal and percent cards and place face up on the table.
-
Have one student in each pair draw a fraction card and demonstrate that
value on the fraction tower.
-
Ask second student in the pair to agree or disagree.
-
Have second student choose decimal card and percent card to match
fraction value.
-
Ask first student in the pair to agree or disagree with choices.
-
Give points for correct responses. Alternate tasks.
DISCUSSION:
Have students discuss the relationships between the different values.
EVALUATION:
Have students record their observations and reflections on the lesson in their
journals.
JOURNAL WRITING RUBRIC
The
student….
Receives:
3 Points
Receives:
2 Points
Receives:
1 Point
Receives:
0 Points
Shows
understanding
of
Mathematical
Concepts
Writing
shows clear
understanding
of concepts
Writing
shows good
understanding
of concepts
Writing
shows some
understanding
of concepts
Writing
shows no
understanding
of concepts
Uses
language of
Mathematics
Mathematical
words and
symbols are
used
throughout
Mathematical
words and
symbols are
used but not
always
correctly
Mathematical
words and
symbols
sparsely used
and rarely
appropriately
Mathematical
words and
symbols are
not used
Writes clearly
and precisely
Expresses
thoughts that
are clear,
concise and
connected
Expresses
thoughts that
are clear but
are not
connected
Thoughts
expressed are
unclear
and/or
disconnected
Thoughts
expressed are
unclear and
incomplete
The students’ journal writing may be scored using the above rubric.
(Adapted from Cote, 2003)
Cote, P. (2003). Math journal rubric. Retrieved from
www.mead354.org/page.cfm?p=2373