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Here are types of problems in this unit:

1 These problems are similar to previous problems but now they involve fractions, decimals, or percents.

2 The first problems use symbols for “N” to solve.

3 The next problems involve “pieces”, which are fractions, but they are described as pieces so students can deal with them without thinking about fractions.

4 Continuing on with solving simple expressions, fractions are introduced into the expressions. As was done before, they are talked of as “pieces”. If thought of in that way, fractions are simple:

If 1 pieces is $5, how much for 2 pieces? Of course, it’s $10.

So, if 1 of the 4 pieces is $5, then 2 of the four are $10.

So, if 1/4 is $5, then 2/4 is $10.

With “pieces”, it’s simple!

4 The next stop is to use pieces in relation to the whole. After one piece is figured out, the denominator is looked at to figure out what to look for next

If ¼ is $5, how much for the whole? Since there are “4” in the whole and 4 pieces cost 4 times $5, the whole costs $20.

5 The next skill is an extension of the above approach but with groups. If it is remembered that parentheses are groups and everything in the group is multiplied by the number in front, that’s the key thing to remember.

6 Still more work is done with the same approach but with not all the money being spent. That way, the student has to figure out how much is spent for what.

7 Lesson 10 uses number lines to help show solving when percentages are involved

8 Equations with decimals are then to be solved so lesson 13 reviews decimals, telling the student to think of them as “money”. If the problems are thought of as just dealing with money, which most are quite familiar with, it will not be too hard.

9 That leads to lessons about “commissions” and “tips”

1 These problems are similar to previous problems but now they involve fractions, decimals, or percents.

2 The first problems use symbols for “N” to solve.

3 The next problems involve “pieces”, which are fractions, but they are described as pieces so students can deal with them without thinking about fractions.

4 Continuing on with solving simple expressions, fractions are introduced into the expressions. As was done before, they are talked of as “pieces”. If thought of in that way, fractions are simple:

If 1 pieces is $5, how much for 2 pieces? Of course, it’s $10.

So, if 1 of the 4 pieces is $5, then 2 of the four are $10.

So, if 1/4 is $5, then 2/4 is $10.

With “pieces”, it’s simple!

4 The next stop is to use pieces in relation to the whole. After one piece is figured out, the denominator is looked at to figure out what to look for next

If ¼ is $5, how much for the whole? Since there are “4” in the whole and 4 pieces cost 4 times $5, the whole costs $20.

5 The next skill is an extension of the above approach but with groups. If it is remembered that parentheses are groups and everything in the group is multiplied by the number in front, that’s the key thing to remember.

6 Still more work is done with the same approach but with not all the money being spent. That way, the student has to figure out how much is spent for what.

7 Lesson 10 uses number lines to help show solving when percentages are involved

8 Equations with decimals are then to be solved so lesson 13 reviews decimals, telling the student to think of them as “money”. If the problems are thought of as just dealing with money, which most are quite familiar with, it will not be too hard.

9 That leads to lessons about “commissions” and “tips”

Total Pages

16 pages

Answer Key

Included

Teaching Duration

N/A

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