## Slide #1.

Fractions, Decimals and Percents Mini-course Session Two
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## Slide #2.

Objectives • To promote conversation and success with mathematical endeavors. • To use color tiles as a manipulative for illustrating fraction concepts. • To explore the fraction concepts of equivalence, simplest form, and common denominators. • To introduce NCTM`s Problem Solving Standard. Session 2 of 8
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## Slide #3.

Fractions – Decimals - Percents •Any new ideas to share – go ahead and post •Keep watching and listening for uses in your everyday world! Tangram Follow-up •Share at tables •Volunteers to share with large group. Session 2 of 8
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## Slide #4.

Using objects & pictures to represent fractions • If you were going to explain the fraction ½ to a child, how might you do it? • What objects or pictures might you use? • What words would you use in your explanation? Session 2 of 8
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## Slide #5.

Colored Tiles Activity • Make a collection of the following tiles: –1 Red –1 Blue –6 Green –4 Yellow Compare the number of RED tiles to the total number. What fraction do the RED represent? BLUE? GREEN? YELLOW? Session 2 of 8
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## Slide #6.

What is a Fraction? Session 2 of 8
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## Slide #7.

Names for GREEN tiles: • Based on this picture, what fraction name would you assign to Green? GGGGGG Y Y Y Y B R Session 2 of 8
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## Slide #8.

Names for GREEN tiles: • Do you see another fraction name for Green? GGG GGG Y Y Y Y B R Session 2 of 8
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## Slide #9.

Names for GREEN tiles: • And yet another name for Green? GG GG GG Y Y Y Y B R Session 2 of 8
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## Slide #10.

Equivalent Fractions Let’s do same for Yellow at your tables. Session 2 of 8
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## Slide #11.

New Set of Tiles • Make a collection of the following tiles: –4 Red –5 Blue –3 Green –8 Yellow Find new fractional names for each color. RED? BLUE? GREEN? YELLOW? Session 2 of 8
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## Slide #12.

Simplest form • Why is it that some fractions (like 3/20 in the previous example) have no equivalent names that can be demonstrated in this tile collection? • When a color has several equivalent names (like red in the previous example), which fraction do you think is the easiest to work with or might be considered the “simplest” name? Session 2 of 8
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## Slide #13.

Equivalent Fraction Activity • Suppose you were told that a collection of tiles has – 1/2 Red • How many tiles should we – 1/5 Blue use? – 3/10 Yellow • Is there another collection that would also work? • How can you prove that another collection also works? Session 2 of 8
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## Slide #14.

Equivalent Fraction Activity • Suppose you were told that a collection of tiles has – 1/2 Red • Answer: – 1/5 Blue 5 Red, 2 Blue, 3 Yellow – 3/10 Yellow What equivalent fractions did you discover? Session 2 of 8
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## Slide #15.

Color Tile Collections (worksheet received tonight) • Work in small groups to solve problems. • Write equivalent fraction names for each color using the total number of tiles as the denominator. • OK if you don’t finish all – go a pace for good discovery! Can finish at home. • Will be looking for volunteers to share solutions and explain thinking. Session 2 of 8
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## Slide #16.

Color Tile Mysteries (worksheet received tonight) • Work in small groups to solve problems. • OK if you don’t finish all – go a pace for good discovery! Can finish at home. • Will be looking for volunteers to share solutions and explain thinking. Session 2 of 8
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## Slide #17.

NCTM Problem Solving Standard • Build new mathematical knowledge through problem solving. • Apply and adapt a variety of appropriate strategies to solve problems. Session 2 of 8
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## Slide #18.

Reflection & Closing • Think about the problem solving standard. • How do the activities of this session and the previous class promote this standard? • How have the color tiles helped your understanding of fractions? • Bringing Mathematics Home 2 – Complete the three problems on Fraction Problems I, using color tiles or other objects and share your solutions in session three. Session 2 of 8
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