Decimal Unit
Hello families!
This week we are starting our unit on converting fractions to decimals. In this post you'll find a family letter about the unit. There were quite a few students today who requested extra practice, but I didn't have a chance to print this practice page out for them, so I attached it here.
FAMILY LETTER:
Dear Family,
In this chapter, your student is learning how to work with and relate decimals and
fractions involving tenths or hundredths. These fractions are called decimal fractions.
Your student will also be using these types of numbers to work with money. The
vocabulary words for this chapter are: decimal, decimal fraction, decimal point,
equivalent decimals, hundredth, hundredths place, tenth, and tenths place.
You can help your student relate fractions and decimals at a bookstore!
• Head to your local bookstore with a notepad, pen, and handful or two of coins!
Before you and your student begin browsing the shelves, review how to write a
fraction involving tenths or hundredths as a decimal. Ask your student to write
1/10 as a decimal (0.1), then 10/100 as a decimal (0.10). Look at the two decimals with your student, and ask, "What do you notice?" Your student should recognize that these are equivalent decimals.
• Next, choose a bookshelf. Try to find two books with nearly the same prices,
but with differing tenths and/or hundredths (for example: $14.95 vs. $14.99).
Compare the price tags on each book, and ask, "Which book is more expensive?"
Encourage your student to use a place value chart or number line to answer the
question. Find a variety of price tags for your student to compare.
• Then, pull out your notepad. Ask your student to write the price tag amount
of the book as a decimal, fraction, and mixed number (for example: $2.99,
2.99 dollars, 2 5/10 dollars, 2 9/10 dollars).
• Finally, ask your student a variety of questions. Pick two items with different
price tags, and ask, “How much more money is [item #1] than [item #2]?” Or,
ask, “If we buy these two items, and I pay with a $10 bill, what is my change?”
You can also show your student a number of coins and ask, “Do I have enough
money to buy these two items?”
By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. You should start to see his or her confidence grow in working with money.
Have a great time browsing at the bookstore!
In this chapter, your student is learning how to work with and relate decimals and
fractions involving tenths or hundredths. These fractions are called decimal fractions.
Your student will also be using these types of numbers to work with money. The
vocabulary words for this chapter are: decimal, decimal fraction, decimal point,
equivalent decimals, hundredth, hundredths place, tenth, and tenths place.
You can help your student relate fractions and decimals at a bookstore!
• Head to your local bookstore with a notepad, pen, and handful or two of coins!
Before you and your student begin browsing the shelves, review how to write a
fraction involving tenths or hundredths as a decimal. Ask your student to write
1/10 as a decimal (0.1), then 10/100 as a decimal (0.10). Look at the two decimals with your student, and ask, "What do you notice?" Your student should recognize that these are equivalent decimals.
• Next, choose a bookshelf. Try to find two books with nearly the same prices,
but with differing tenths and/or hundredths (for example: $14.95 vs. $14.99).
Compare the price tags on each book, and ask, "Which book is more expensive?"
Encourage your student to use a place value chart or number line to answer the
question. Find a variety of price tags for your student to compare.
• Then, pull out your notepad. Ask your student to write the price tag amount
of the book as a decimal, fraction, and mixed number (for example: $2.99,
2.99 dollars, 2 5/10 dollars, 2 9/10 dollars).
• Finally, ask your student a variety of questions. Pick two items with different
price tags, and ask, “How much more money is [item #1] than [item #2]?” Or,
ask, “If we buy these two items, and I pay with a $10 bill, what is my change?”
You can also show your student a number of coins and ask, “Do I have enough
money to buy these two items?”
By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. You should start to see his or her confidence grow in working with money.
Have a great time browsing at the bookstore!