Handling+Fraction+Percent+Decimal+Relationships

=Fraction Percent Decimal Relationships=


 * Title: ||< Fraction Percent Decimal Relationships ||
 * Subject: ||< Math ||
 * Grade: ||< 6th ||
 * Purpose: || Use paper folding to build understanding of the relationship between fractions, percents and decimals ||
 * Time Frame: ||< 2-5 days ||
 * Summary: ||< Use paper folding to develop understanding of the relationship between fractions, percents decimals ||
 * Tasks: ||< =Throughout this lesson, students should be searching the web for resources such as videos, pictures, etc. that represent halves, fourths, eighths, fifths and tenths to grow this Wiki.=


 * Key Questions**

How do you generate equivalent forms of rational numbers?

How are benchmark rational numbers related to one another and how does knowledge of one form help you understand the value of another form?

Give students an introduction to the three forms of equivalent numbers (fractions, percents, decimals) that we will be studying this year.
 * Fraction** – part to whole relationship
 * Percent** – part of 100 (relate this to test scores – 100% means that all questions were answered correctly, 50% means that half the questions were answered correctly
 * Decimals** – part of a whole with an emphasis on place value (tenths, hundredths, thousandths)


 * Paper Folding Activity – In this paper folding activity, we are going to explore halves, fourths, eighths, tenths and fifths.**
 * Halves - Ask students to each fold their paper into two equal parts. **
 * **Facilitation question** – **What fraction represents one part?** //The answer is ½ because it is one part of two equal parts.//
 * Have the students label each part with ½.
 * **Facilitation question** – **What** **percent represents the whole piece of paper if this represented the test or quiz you took?** //The answer is 100% which always represents the whole.//
 * **Facilitation question** – **What percent represents this half?** //The answer is 50%. Point out that the two halves represent 50% + 50% = 100%.//
 * Have the students label each part as 50%.
 * If half the paper represents 50% out of the total 100% then the fractional representation can also be 50/100.
 * **Facilitation question** - **How would we write 50/100 as a decimal?** //The answer is 0.50//


 * Fourths – Ask the students to fold their same paper to represent half of a half. Fold the half into half again. **

Eighths – Ask the students to fold their same paper to represent half of a fourth. **
 * **Facilitation question - Before unfolding, how many parts are now in the whole?** //4 equal parts//
 * **Facilitation question – What fraction represents each part?** //¼ - Have students label each part.//
 * **Facilitation question – What percent represents each part?** //25% - emphasize that is half of the 50%.//
 * **Facilitation question – What decimal represents each part that represents half of 0.50?** //The answer is 0.25. Emphasize that 25% is 25/100 which is written as 0.25 as a decimal. (Note: read the decimal with place value (twenty five hundredths) as opposed to saying point 25.//
 * Before continuing to the next segment, ask students to answer the following question and share with a partner: What is half of a half written as a fraction, percent and decimal?


 * **Facilitation question - Before unfolding, how many parts are now in the whole?** //8 equal parts//
 * **Facilitation question – What fraction represents each part?** //1/8 - Have students label each part.//
 * **Facilitation question – What percent represents each part?** //12.5% - emphasize that is half of the 25%.//
 * **Facilitation question – What decimal represents each part that represents half of 0.25?** //Tell the students the answer is 125 thousandths or 0.125. Demonstrate that half of 0.25 is a little more than 0.12 but less than 0.13. Explore this further when you move into the decimal models.//
 * Before continuing to the next segment, ask students to answer the following question and share with a partner: What is half of a fourth written as a fraction, percent and decimal?

Part 2 Fifths – Ask the students to fold a new sheet of paper into five equal parts (fifths). See blackline master. **
 * **Facilitation question** – **What fraction represents one part?** //The answer is 1/5 because it is one part of five equal parts.//
 * Have the students label each part with 1/5.
 * **Facilitation question** – **What** **percent the whole piece of paper if this represented the test or quiz you took?** //The answer is 100% which always represents the whole.//
 * **Facilitation question** – **What percent represents one-fifth?** //The answer is 20%. Point out that the two halves represent 20% + 20% + 20% + 20% + 20% = 100%.//
 * Have the students label each part as 20%.
 * If one-fifth of the paper represents 20% out of the total 100% then the fractional representation can also be 20/100.
 * **Facilitation question** - **How would we write 20/100 as a decimal?** //The answer is 0.20//


 * Tenths – Ask the students to fold the fifths in half. **
 * **Facilitation question - Before unfolding, how many parts are now in the whole?** //10 equal parts//
 * **Facilitation question – What fraction represents each part?** //1/10 - Have students label each part.//
 * **Facilitation question – What percent represents each part?** //10% - emphasize that is half of the 20%.//
 * **Facilitation question – What decimal represents each part that represents half of 0.20?** //The answer is 0.10. Emphasize that 10% is 10/100 which is written as 0.10 as a decimal. (Note: read the decimal with place value (ten hundredths) as opposed to saying point 10.//
 * Before continuing to the next segment, ask students to answer the following question and share with a partner: What is half of a fifth written as a fraction, percent and decimal?

Exploration - Facilitation questions**
 * **Using the model, what is ¼ + ¼ + ¼ ?** //¾ - use the folded paper model to justify the answer.//
 * **If ¼ is 25%, what is the value of ¾ as a percent?** //75% - emphasize the additive/multiplicative nature in that ¼ three times is ¾; therefore, 25% three times is 75%.//
 * **If ¼ is 0.25, what is the value of ¾ as decimal?** //0.75 - emphasize the additive/multiplicative nature in that ¼ three times is ¾; therefore, 0.25 three times is seventy-five hundredths.//
 * **Using the model, what is 1/8 + 1/8 + 1/8 ?** //3/8 - use the folded paper model to justify the answer.//
 * **If 1/8 is 12.5%, what is the value of 1/8 as a percent?** //37.5% - emphasize the additive/multiplicative nature in that 1/8 three times is 3/8; therefore, 12.5% three times is 37.5%. (add 12.5 three times as opposed to multiplying – 6th grade TEKS do not allow for multiplication of decimals)//
 * **If 1/8 is 0.125, what is the value of 3/8 as decimal?** //0.375 - emphasize the additive nature in that 1/8 three times is 3/8; therefore, 0.125 three times is three hundred seventy-five thousandths.// ||  ||   ||   ||   ||

Differentiation - choice of product || >
 * Objectives: || * Objective: Given a fraction, decimal or percent, students will demonstrate understanding of the equivalent relationship between the three types of numbers by creating and drawing models of each.
 * Student roles: ||
 * Assessment: ||< Have the students answer the following on a Wiki. Each group would then select two explanations on which to comment or edit.
 * 1) Explain how you would find the decimal and percent that are equivalent to 4/5.
 * Students will work in groups to create a video product to demonstrate understanding of fraction, percent, decimal relationships. This product should also demonstrate real-life applications of the use of equivalence.
 * Students could also create a tutorial for other class periods to view and they will determine which tutorial pages are most helpful to them.
 * Using the parentdish video as an example, students can create their own video showing real life representation of the fractional parts.
 * Resources: ||< * paper, Legos, play money or pattern blocks, computer, flip cams
 * http://www.diylife.com/videos-partner/how-to-compare-percents-fractions-and-decimals-286300893-197
 * []
 * Examples: ||< * Links to teacher or student examples. ||
 * Examples: ||< * Links to teacher or student examples. ||

Discussion:
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