![]() ![]() ![]() How to Turn a Fraction into a Division Problemĭividing numbers is easy with a calculator. In a fraction, the fraction bar means "divided by." So to find the decimal equivalent of a fraction like 1/4 you need to solve the math problem: 1 divided by 4. This calculator shows the steps and work to convert a fraction to a decimal number. Convert proper and improper fractions to decimals. Have students compare their answers then make a problem to quiz the partner if finished early.Convert a fraction to a decimal. Students will use fraction tiles to complete the worksheetĬomparing Fractions with Strategies 2 (using benchmarks) The teacher will walk around the room to assist as needed. Students may complete a Desmos activity to sort fractions into categories of more or less than ½ Have them prove it by showing the model and also by writing the fractions in their notebook and doubling it. The numerator is not equal to or larger than the denominator, so â < ½.Īsk students if they think 6/10 is more or less than ½. The numerator is larger than the denominator, so 4/7 is more than ½. If the answer is equal to or larger than the denominator, then it is more than ½. Ask students again how can this be true? Lead students to notice that the sizes (denominator) are 4 times smaller, so that means we need 4 times more pieces (numerator) to equal the same amount.Įxplain to students that a quick and easy way to find out if a fraction is larger or smaller than ½ is to double the numerator. Ask students how many pieces will make a whole? (8) Ask how many pieces will make ½? (4) So this is a fraction of 4/8. Lining up 2 pieces underneath, the student can see it is not quite half. ![]() How about 2 pieces?” Have students line up five fifth bars. Say: “If I want to share my candy bar with 5 people, I break it into 5 sections (fifths) Line up 5 â pieces under the whole. “Yes, and I would like you to notice that if I add the 2 pieces (½) and another 2 pieces (½) it makes 4/4 (one whole). “So, if I want to give you half of this candy bar, is one piece enough?” (No). Line up four ¼ pieces under the whole tile. Ask: “If I have a candy bar and break it into fourths, how many pieces do I have?” (4). Using the magnetic tiles, display one whole again. Explain that the denominator tells you how big the piece is, but the numerator tells you how many of those pieces you have. Ask students “Why do you think we didn’t add the denominators?” (Because they were cut to that size and the size of the pieces did not change). Notice that we added the numerators (the number of pieces) but we did not add the denominators. Ask “How many of these pieces would it take to make a whole cake?” (2).That is correct. Have students find and display a ½ piece. Examples may include a brownie, candy bar, or even a piece of wood! A fraction just means breaking whole objects into equal sections. Brainstorm what this bar could represent. Allow students a few minutes to explore with them independently. In this lesson, students will explore and learn a strategy to compare fractions without the use of a calculator using ½ as a benchmark. Some students may notice that â =3/9 Ask students how this could happen? Can we tell by looking at the models if it is more than ½? ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |