Connect the decimal and fraction representation of hundredths (e.g. 0.35 is the same as 35/100)
Fraction and Decimal Match
Timeframe: 15 - 20 minutes
Audience: Whole class, small group or individual
Materials: Fraction and decimal cards (tenths)
Summary: Option 1: all cards face up and students match the decimals to the fraction. Option 2: all cards face down and students play a memory match game. If they do not find a match, they replace the cards face down. You could extend this to include percentages.
Guiding questions: What patterns do you notice? How do you say this number? How many tenths are in one whole? How many tenths are in two wholes?
Source: unknown
Tenths Colouring
Timeframe: 15 minutes
Audience: Whole class, individual
Materials: Graphic organiser with a square divided into tenths�
Summary: Students colour in some of the parts and write the part coloured as a fraction and decimal number. Explain that each part is called a tenth because the whole is divided into ten equal parts. Model how to write tenths as a decimal number. Students complete their own and then participate in a gallery walk.
Guiding questions: How many parts is the shape partitioned equally into? Is this the numerator or denominator? How do you represent this when writing a fraction? How many parts did you colour in?� Is this the numerator or denominator? How do you represent this when writing a fraction? Why do we write the number to the right of the decimal point? What does the decimal point represent?During the gallery walk, ask students what patterns they notice between the fraction and decimal number?
Source: unknown
Name: Hundredths Colouring
Timeframe: 15 minutes
Audience: Whole class, individual
Materials: Graphic organiser with MAB 100s block to colour in.
Summary: Students colour in some of the parts and write the part coloured as a fraction and decimal number. Explain that each part is called a hundredth because the whole has 100 equal parts. Model how to write hundredths as a decimal number. Students complete their own and then participate in a gallery walk.
Guiding questions: How many parts is the shape partitioned equally into? Is this the numerator or denominator? How do you represent this when writing a fraction? How many parts did you colour in?� Is this the numerator or denominator? How do you represent this when writing a fraction? During the gallery walk, ask students what patterns they notice between the fraction and decimal number? Why do we write the number to the right of the decimal point? What does the decimal point represent?
Source: unknown