Decimals, Precents, and Proportional Reasoning

Here students will be reintroduced to previously learned fractions. I used a simple tenths fraction
to introduce the lesson to make the connections easier. Then students will create fraction strips
for the fraction provided. Once they have completed the activity, the teacher will then introduce
what a decimal is and the decimal form of the fraction from the lesson. Here students will now
have the fraction written, the fraction strip created, and now the decimal form of the number
written. The teacher will now begin to explain why they are they same and how they all relate to
each other. Once you feel the students have mastered this portion of the lesson, the unshaded
region of the fraction strip can be introduced. Here we will reintroduce the same steps from the
beginning of the lesson. This way students have had whole class discussion about the
relationship between fractions and decimals and now they can begin either individual or small
group discussion about the relationship. Once mastered, the teacher will bring the class back
together and begin to show the students different ways to write equations to show the
relationship of the fractions and decimals in number form. The different equations shown above
show just how the fractions and decimals can be used interchangeably to get a whole number.
This can also be show with the fraction strips of shaded and unshaded regions. The equations
along with the fraction strips provide a very nice visual for the lesson at hand. I feel that both are
great ways to show just how the two correlate and why they work together.
Chapter 18 Question