Conversions

Introduction

Class brainstorm ~ 10 minutes

Explanation of rational numbers in relation to fractions, decimals and percentage; brainstorm with the class.

Students to copy into their book throughout the class brainstorm.

Body

Matching Snap Activity ~ 15 minutes

• Students are to work in pairs.
• Each pair is given a set of cards; students should shuffle the cards, lay them out, faced down on their table.
• Begin - each student should take turns flipping a card at a time, without placing it faced down again.
• Students are to 'snap' two cards if they see it to be equivalent for e.g. a student snaps the cards 0.25 and 3/12 because they are equivalent to each other
• The goal of the activity is to gain as many snaps as you can.

Main Group Activity ~ 15 minutes

• Give each student a fraction/decimal/mixed numeral card and ask them to find the student with the equivalent fraction/decimal/mixed numeral .
• Tell students they will work with their partner to represent fractions/decimals/mixed numerals on a number line.
• Give each partner pairing a fraction task card and instruct them to find their place on the number line. For example, if a pairing received the task card 1 2/3 they would stand between the 1 and 2; if the number is 1/3 they would stand between 0 and 1.
• Check as a class and discuss. Have students recreate in their notebooks.
• Repeat with varying number lines and fractions. For example, you could use a number line from 0-1.

Conclusion

Discussion ~ 15 minutes

Students and teachers discuss any findings during the lesson.

Exit cards

• Students let the teachers know what they liked about the activities and any concerns they have in terms of work etc.

Teacher responsibilities...

Cass brainstorm

• Brainstorm students understanding of rational numbers - delve into decimals and percentages as well.
• Instruct students to follow on with the brainstorm and copy the board.

Matching Snap Activity

• During the activities, observe students communication with each other and the language they use in relation to this topic.
• Assist student who need help
• Mark Homework from previous lesson

Main Group Activity

• Give out set of cards for play
• Instruct students to find their pair and to line themselves up on the number line.
• Explicitly state that the person with the simplest fraction is to stand not in the number line but next to their equivalent fraction (like a number line drop effect).