House Plan Fractions: Connecting Fractions, Decimals, and Percents with Geometry
Teacher to Teacher Press
410 Followers
Teacher to Teacher Press
410 Followers
Description
Research shows that teaching the multiple representations of fractions concurrently aids students in conceptual understanding and helps them navigate more easily among the three representations: common fractions, decimal fractions, and percent fractions. This activity helps students see this through a visual area model that incorporates geometry, fostering even greater understanding. And itβs a fun way to learn as well!
THIS IS A GREAT TOOL FOR OLDER STUDENTS STILL STRUGGLING WITH FRACTIONS!
Total Pages
14 pages
Answer Key
Included
Teaching Duration
3 hours
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Standards
to see state-specific standards (only available in the US).
CCSS5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
CCSS4.NF.A.1
Explain why a fraction π’/π£ is equivalent to a fraction (π― Γ π’)/(π― Γ π£) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
CCSS4.NF.B.3a
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS4.NF.B.3d
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
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