Fractions,Decimals,and Percents
Facilitator Notes
Solutions to Tangram Problems
| If the set is worth $8.00 |
If the set is worth $12.00 |
 |
 |
| If the set is worth
$1.60 |
If the set is worth
$1.00
(rounded) |
 |
 |
Facilitator Notes
Possible Entries to Fraction-Decimal- Percent Charts
| Fraction Chart |
Decimal Chart |
Percent Chart |
• Measuring cups
• Measuring spoons
• Recipes
• Customary measurement (inches, feet, yds., lbs., gal., etc.)
• Some tool sizes
• Stock price changes (until 2001)
• Age of a child
• Shoe size
• Remainder in a division problem
• Sharing something ( like a cookie or pie)
• Sports periods (quarters or halves)
• Telling time (e.g. half past, a quarter till)
• Describing how full/empty a gas tank is
• Describing how far you have g one or how much work has been done (e.g.
“We’re three-quarters of the way there.”) |
• Money
• Metric measurement (cm, meter, liter, grams, etc.)
• Unit prices on grocery store shelf tags
• Time for a race (like 4.3 sec)
• FM radio station identification numbers
• Taking someone’s temperature
• Some averages (e.g. An average family has 2.3 children)
• The answer to a division problem done on a calculator (sometimes)
• Dosage of medicine
• Stock price changes (starting 2001)
• Odometer readings (on some cars)
• Gas pump register |
• Sales tax
• Interest on credit cards
• Interest on bank accounts
• Chance of something happening (like in a weather report)
• Humidity
• Nutrition labels on food
• Participants’ grades
• Income tax
• Sports statistics (like a freethrow percentage)
• Data in a pie graph
• Opinion polls |
Facilitator Notes
Possible Responses to Math Class Web Related to This
Class Session
Possible Responses to Math Class Web Related to Math
Class Experiences
SESSION TWO
DEVELOPING FRACTION CONCEPTS I
Outcomes
• To maintain a positive tone for the class by promoting conversation and
success with
mathematical endeavors.
• To use color tiles as a manipulative for illustrating fraction concepts.
• To explore the fraction concepts of equivalence, simplest form , and common
denominators .
• To introduce participants to NCTM’s Problem Solving Standard .
Overview
In the second session of Thinking about Fractions, Decimals, and Percents,
participants will use
color tiles to enhance their understanding of equivalence, simplest form, and
common denominators .
Time
10–15 minutes The first part of the session al lows participants to share
additional fraction ,
decimal, and percent applications found during the week. They also share their
experience with the Bringing Mathematics Home 1 activities and the homework.
70–80 minutes Next participants use color tiles to explore fraction
concepts. They work in
groups as three main ideas are developed: equivalence, simplest form, and
common denominators.
3–5 minutes NCTM’s Learning Principle is then introduced as a way to
reinforce the activities
of the session.
10–15 minutes In the closing activity parents reflect on what they
learned in this session and
the way in which they learned it.
