# ALEX Classroom Resource

## Decimal, Fraction, & Percent Equivalents StudyJam

Classroom Resource Information

Title:

Decimal, Fraction, & Percent Equivalents StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/decimal-fraction-percent-equivs.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

In this interactive activity, students will be led through steps to convert decimals, fractions, and percents, in order to compare their magnitudes. There are teaching activities as well as practice activities available. A handout that reviews the steps taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):
 Mathematics MA2019 (2019) Grade: 4 13. Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size. a. Apply principles of fraction equivalence to recognize and generate equivalent fractions. Example: a/b is equivalent to (n x a)/(n× b). Unpacked Content Evidence Of Student Attainment:Students: Use visual models to create equivalent fractions. Explain the generalized pattern, a/b = (n x a) / (n x b). Use the generalized pattern to create equivalent fractions. Set models (parts of a group) are not models used in grade 4.Teacher Vocabulary:Fraction Numerator Denominator Equivalent Fraction model Area model -Length modelKnowledge:Students know: Fractions can be equivalent even though the number of parts and size of the parts differ. Two fractions are equivalent if they are at the same point on a number line or if they have the same area.Skills:Students are able to: Use area and length fraction models to explain why fractions are equivalent. Recognize and generate equivalent fractions.Understanding:Students understand that: equivalent fractions are fractions that represent equal value.Diverse Learning Needs: Essential Skills:Learning Objectives: M.4.13.1: Identify fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b. M.4.13.2: Identify a fraction as a number on the number line; represent fractions on a number line diagram. M.4.13.3: Recognize a fraction as a number on the number line. M.4.13.4: Represent fractions on a number line diagram. M.4.13.5: Recognize fractions as numerals that may represent division problems. M.4.13.6: Label numerator, denominator, and fraction bar. M.4.13.7: Identify parts of a whole with two, three, or four equal parts. M.4.13.8: Distinguish between equal and non-equal parts. M.4.13.9: Define area, length, equivalent, fraction, numerator and denominator. Prior Knowledge Skills:Recognize fractions as lengths from zero to one. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Identify a number line. Recognize whole numbers as lengths from zero to one. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Identify a number line. Label the fractions on a pre-made number line diagram. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Recognize a number line diagram with equally spaced points. Compare length using nonstandard units to determine which is longer. Alabama Alternate Achievement Standards AAS Standard: M.AAS.4.13 Identify and compare models of a whole (1), one-half (1/2), one-third (1/3), and one fourth (1/4) using models, manipulatives, numbers lines, and a clock. Mathematics MA2019 (2019) Grade: 5 11. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. a. Model and interpret a fraction as division of the numerator by the denominator (a/b= a ÷ b) b. Use visual fraction models, drawings, or equations to represent word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers Unpacked Content Evidence Of Student Attainment:Students: Solve problems involving division of whole numbers leading to quotients of a fraction or mixed number. Example: Given that 3 cookies are shared equally with 6 people, find what fraction of the cookies each person receives. Each person receives 3/6 of a cookie or 1/2 of a cookie. Example: Given that 3 cookies are shared equally with 2 people, find what fraction of the cookies each person receives. Each person receives 3/2 cookies or 1 1/2 cookies. Model and interpret a fraction as division. Use models, drawings, or equations to represent word problems.Teacher Vocabulary:Fraction Numerator Denominator Division Remainder Dividend DivisorKnowledge:Students know: Contextual situations for division. Strategies to equipartition.Skills:Students are able to: Solve word problems involving division of whole numbers leading to quotients with fractions. Use fraction models, drawings, equations to represent word problems. Model and interpret a fraction as division.Understanding:Students understand that: a ÷ b is a division expression and can be written as a/b showing division of the numerator by the denominator (including cases where the value of a < b).Diverse Learning Needs: Essential Skills:Learning Objectives: M.5.11.1: Define a mixed number. M.5.11.2: Generate equivalent fractions. M.5.11.3: Recognize a fraction as a number on the number line; represent fractions on a number line diagram. Prior Knowledge Skills:Find products of a fraction times a whole number and products of a fraction times a fraction. Use area models, linear models or set models to represent products. Alabama Alternate Achievement Standards AAS Standard: M.AAS.5.11 Using vocalization, sign language, augmentative communication or assistive technology, identify models of thirds (e.g., 1/3. 2/3, 3/3) and tenths (e.g., 1/10, 2/10, 3/10, 4/10, 5/10, 6/10, 7/10, 8/10, 9/10, 10/10).
Tags: decimal, denominator, dividend, equivalent, fraction, greatest common factor, numerator, percent