Modeling Tenths with Fraction Circles Overview Students are

$Modeling Tenths with Fraction Circles Overview: Students are introduced to the relationship between fractions$

Math Message Ten preschoolers shared 2 liters of fruit juice equally during morning snack.

In this lesson, you will explore more equivalent names for numbers – decimal notation

How many purples do you need to “cover” the whole red circle? 10

$How many purple fraction pieces do you need to “show 0. 2” on$

$Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction$

Complete math journal page 89. (11 min) Use circle pieces 5 ths and 10

$Summary Joshua arranged some fraction circle pieces on his desk and said, “One purple$

Summary – Follow-Up Situation Ben looked at the pieces he and Joshua had arranged.

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$Modeling Tenths with Fraction Circles Overview: Students are introduced to the relationship between fractions$

Modeling Tenths with Fraction Circles Overview: Students are introduced to the relationship between fractions and decimals.

Math Message Ten preschoolers shared 2 liters of fruit juice equally during morning snack. How much juice did each student get? Use fraction circle pieces or drawings to help you model and solve the number story.

Math Message – Possible Responses

Math Message Follow – Up Continued

In this lesson, you will explore more equivalent names for numbers – decimal notation for fractions with the denominator 10.

How many purples do you need to “cover” the whole red circle? 10 What fraction of the circle is one purple?

$How many purple fraction pieces do you need to “show 0. 2” on$

How many purple fraction pieces do you need to “show 0. 2” on the red circle? 2 What fraction of the red circle are two purples?

$Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction$

Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction circle pieces. • State how each decimal is read. Which is greater? 0. 3 ___ 0. 8

$Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction$

Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction circle pieces. • State how each decimal is read. Which is greater? 1. 2 ___ 0. 9

$Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction$

Comparing Tenths - >, =, < Be prepared to justify their conclusions using fraction circle pieces. • State how each decimal is read. Which is less? 0 ___ 0. 1

Complete math journal page 89. (11 min) Use circle pieces 5 ths and 10 ths.

$Summary Joshua arranged some fraction circle pieces on his desk and said, “One purple$

Summary Joshua arranged some fraction circle pieces on his desk and said, “One purple is 0. 1 of the whole. ” Ben arranged other pieces on his desk and stated, “One purple is 0. 2 of the whole. ” The teacher said, “Fantastic! You’re both correct. ” How could both students be correct? The decimals refer to different wholes.

Summary - Continued

Summary – Follow-Up Situation Ben looked at the pieces he and Joshua had arranged. He said, “My pieces show 0. 2. Your pieces show 0. 1. I have more because 0. 2 > 0. 1. ” Do you agree or disagree with Ben? Explain. I disagree. Comparisons are only valid when decimals refer to the same whole.

Exit Ticket Do on your slate.