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Name: _________________ Block: ____Date Assigned: ______Date Due: ________ Unit 4 Fractions, Decimals, Percents Extension Menu Row, Row, Row Your Boat: One activity from each row (across) completes this menu! Record Unit 4 vocabulary in a book, and create an illustrated reference guide for classmates. Definitions must be included, along with additional advice or tricks you may have. MUST BE NEATLY DONE. Assume the identity of a Create subtraction problems denominator. Describe involving mixed number with your importance as part of unlike denominators that a fraction. What troubles result in the following do you have? What’s your differences: main job? How do you work with other 84/9 35/12 25/7 111/3 denominators? Be Your problems need to creative!! include regrouping. Debate the pros and cons of adding fractions versus multiplying fractions. You could present your debate in words or through the use of a T-Chart. STUDENT CHOICE!! Construct your own activity. Outline your activity to me for clearance! Conduct a survey of your Explain two different classmates. Think of an ways to find 25% of a number, and three APPROPRIATE question to ask your different ways to find 20% fellow 6th graders, collect of a number. You may the data, and create a include examples to help circle graph of the with your explanation! results. You should survey 50 students. Label your graph and sectors, and include your survey question. Read the mentor text, Twizzlers Book of Percentages, then create a new page that could be added into the book! Use the book for support, but be original in the creation of your new page. Diagram the steps taken to change from a fraction to decimal to percent. It may be in poster, brochure or “directions” form!