SOL # 5.2, Fractions and Their Decimal Equivalent, Number & Number Sense

Blueprint Categories

%

The student will

a) recognize and name fractions in their equivalent decimal form and vice versa; and

b) compare and order fractions and decimals in a given set from least to greatest and greatest to least.

 

Number and Number Sense

14%

Computation and Estimation

26%

Measurement and Geometry

24%

Probability, Statistics, Patterns, Functions, and Algebra

36%

Prior Knowledge VocabularyAssessment(s)
Related SOL

K.5 -  halves & fourths

1.3 – halves, thirds, & fourths (& write fraction)

2.3 – identify, write, & compare parts of set (halves, thirds, fourths, sixths, eighths, & tenths)

2.10 – decimal point in money

3.3 – name, model, & compare (including mixed numbers)

3.8 – counting coins & bills

4.2 – compare, represent, & order fractions & mixed numbers; identify division statement that represents a fraction

4.3 – read, write, & represent through thousandths; round through hundredths; compare, & order; write equivalents

4.5d – problem solving with decimals

  

 VDOE Vocabulary Cards: Voc_5_2

 

 

Place Value - The value a

digit represents depending on its place in the number

 

Value - How much a digit is worth according to its place in a number

 

Digit - There are 10 digits; any one of the symbols, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

 

Rounding - Reducing the digits in a number while trying to keep it's value similar

 

Compare – Seeing whether two numbers are equal, greater than, or less than each other.

 

Standard Form - Using digits to express a number.  Example: 123,456

 

Written Form - Using words to express a number.  Example: one hundred twenty-three thousand, four hundred fifty-six.

 

Expanded Form - a way to break up a number to show how much each digit in the number represents.  Example: 100,000 + 20,000 + 3,000 + 400 + 50 + 6

 

Greater Than - >

 

Less Than - <

 

Equal To  - =

 

Whole Number – 0, 1, 2, 3…

 

Equivalent – Having the same value

 

 

 

5.2 Quiz



 

Resources

Books

Technology

Lessons

Trade Books

 

Jump, Kangaroo, Jump! (by Stuart J. Murphy)

 

Fraction Fun (by David A. Adler)

 

Fraction Action (by Loreen Leedy)

 

Hershey’s Fraction Book (by Jerry Pallotta)

 

 

Text Books

 

Teaching Student-Centered Mathematics (by John Van de Walle)

 

Dinah Zike’s Notebook Foldables (by Dinah Zike)

 

Dinah Zike’s Big Book of Math (by Dinah Zike)

 

Mathematical Art-o-Facts(by Catherine Jones Kuhns)

 

Object Lessons:  Teaching Math Through the Visual Arts(by Caren Holtzman)

 

 

Brain Pop 

(comparing prices, decimals, converting fractions to decimals)

Math Worksheets

 

 SMARTBoard Activities

Comparing and Ordering Decimals

Compare and Order Fractions and Decimals

Comparing Fractions

SMART Board Review 5.1, 5.2, 5.3, & 5.17


Student Activities/Centers

Ordering Decimals (cards)

Ordering Fractions and Decimals Cards

 

Study Guides

VA DOE Resources

 

 

5.1 & 5.2 Study Guide

 

 

 

ESS Lesson 5.2


 

VDOE Number & Number Sense Modules:  Fishing for Decimals/Fractions, Line-Up, Fractions & Decimals…Out to Dry

 

 

 

 

 

 

 

 

 

Other

 


 

UNDERSTANDING THE STANDARD

(Background Information for Instructor Use Only)

ESSENTIAL UNDERSTANDINGS

ESSENTIAL KNOWLEDGE AND SKILLS

· Students should recognize, name, and focus on finding equivalent decimals of familiar fractions such as halves, fourths, fifths, eighths, and tenths.

· Students should be able to determine equivalent relationships between decimals and fractions with denominators up to 12.

· Students should have experience with fractions such as, whose decimal representation is a terminating decimal (e. g., = 0.125) and with fractions such as , whose decimal representation does not end but continues to repeat (e. g., = 0.222…).  The repeating decimal can be written with ellipses (three dots) as in 0.222… or denoted with a bar above the digits that repeat as in 0.

· To help students compare the value of two decimals through thousandths, use manipulatives, such as place value mats/charts, 10-by-10 grids, decimal squares, Base-10 blocks, meter sticks,  number lines, and money. 

  Line up the decimal numbers at their decimal points.

  Beginning at the left, find the first place valuewhere the digits are different.

  Compare the digits in this place value to determine which number is greater (or which is less).

  Use the appropriate symbol > or < or the words greater than or less than to compare the numbers in the order in which they are presented.

  If both numbers are the same, use the symbol = or words equal to.

Two numbers can be compared by examining  place value and/or using a number line.

· Decimals and fractions represent the same relationships; however, they are presented in two different formats. Decimal numbers are another way of writing fractions. Base-10 models (e.g., 10-by-10 grids, meter sticks, number lines, decimal squares, money) concretely relate fractions to decimals and vice versa.

All students should

· Understand the relationship between fractions and their decimal form and vice versa.

· Understand that fractions and decimals can be compared and ordered from least to greatest and greatest to least.

 

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

· Represent fractions (halves, fourths, fifths, eighths, tenths, and twelfths) in their equivalent decimal form and vice versa.

· Recognize and name equivalent relationships between decimals and fractions with denominators up to 12.

· Compare and order from least to greatest and greatest to least a given set of no more than five numbers written as decimals, fractions, and mixed numbers with denominators of 12 or less.