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Subject

Math, Science & Technology

Note

This "classroom idea" is provided to illustrate examples of each performance indicator. Teachers should feel free to use it or adapt it if they so desire. Some of the ideas exemplify more than one performance indicator and/or incorporate topics in science and technology. In those instances, the appropriate performance indicators will be identified.

Authors

Mathematics Resource Guide with Core Curriculum Writing Team

Description

Students are given a grid that is 10 x 10, instructed that the grid contains 100 squares and that the entire grid is equivalent to one with each square equivalent to 1/100 or 0.01 or 1%. Students are given a series of fractions in groups of their common denominators (e.g., 1/4, 2/4, 3/4, 4/4) and are to divide the grid into those fractions and to count to find the decimal equivalent and percent. If students start with easy fractions like halves, 4ths, 10ths, and 5ths, they are then able to use the strategies they will discover to figure out more difficult fractions like 3rds, 6ths, 8ths, etc., using the grids. An example of how the grid could be divided for 4ths is shown below with a set of equivalent fractions.

Source

Mathematics Resource Guide with Core Curriculum Writing Team. “Classroom Ideas.” Mathematics Resource Guide with Core Curriculum, New York State Department of Education, 79.

Related Academic Standards

New York State

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a / b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

6.RP.3.a Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.3.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

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