Decimals & Percents

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## Decimals & Percents

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**Decimals & Percents**More Than Just Procedures Jennifer M North Morris Professional Development Specialist Math Coach**Essential Question**What types of lessons and learning experiences can increase the conceptual understanding of percent and decimals for students?**Objectives**• Explore and engage in lessons which promote student thinking. • Collaboratewith other teachers to create a collection of learning experiences that will develop conceptual understanding.**Agenda: Decimals & Percents**• Day 1: What is Conceptual Understanding? • Day 2: Where is the Decimal Fraction? • Day 3: Parts of a Whole • Day 4: Embracing Common Core**Introductions**• Someone You Look Up To • Meet anyone (alive or passed) • Inspirational Educator (not in this room) • Take any of these people on vacation. Who? Where?**Number Talks**Purpose: Develop conceptual understanding of mathematics • Make sense of the math • Learn from others • Get students Thinking!!**Number Talks: Key Ideas**• Solve mentally (no paper) • Find several ways to solve the task • Silent thumbs up when finished • Get possible answers • Students share methods of solution • Teacher visually demonstrates student thinking as instructed by the student**Number Talk Example**• http://www.schooltube.com/video/e26276ebb66a448486c9/**Standards for Mathematical Practice**• Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning**New Carpet!**MsRouintree needs new carpet for her classroom. The room is a rectangle and measures 11.1 meters by 14.3 meters. How much carpeting does she need to order? Use numbers & a diagram**Dividing by Decimals**• Create a scenario. • Solve with numbers and a diagram • Prior Knowledge? • How do we develop conceptual ideas?**Modeling: Circles**• I have one pizza and want to give 1/5 slices. How many people can I share with? • 3 pizzas? • What is the expression?**Modeling: Circles**• You have $1.50 and want to buy gumballs that cost $0.25. How many can you buy? • $4.50? • What is the expression?**Modeling: Circles**• 3.5 ÷ 0.5 • How do you model? • What is the Problem?**Modeling: Circles**• 5.4 ÷ 0.2 • How do you model? • What is the Problem?**Modeling: Circles**• 1.5 ÷ 0.25 • How do you model? • What is the Problem?**Where Would You Go From Here?**Where do we need to go? How do we get there? Regularity?**Why Does this Work?**• 49.92/15.6 • 499.2/156 • 4992/1560 • 4.992/1.56 • 0.4992/0.156**Where Would You Go From Here?**Where do we need to go? How do we get there? Regularity?**Conceptual Understanding**• Explore and engage in lessons which promote student thinking. • Collaboratewith other teachers to create a collection of lessons that will develop conceptual understanding.**Homework ?#$@?!& Reflection**• Journal (?) of where we see/use percent & decimals everyday • Reflection**Decimals & Percent**More Than Just Procedures Jennifer M North Morris Professional Development Specialist Math Coach**Essential Question**What types of lessons and learning experiences can increase the conceptual understanding of percents and decimals for students?**Objectives**• Explore and engage in lessons which promote student thinking. • Collaboratewith other teachers to create a collection of lessons that will develop conceptual understanding.**Agenda: Decimals & Percents**• Day 1: What is Conceptual Understanding? • Day 2: Where is the Decimal Fraction? Modeling with Base Ten Blocks • Day 3: Parts of a Whole • Day 4: Embracing the Common Core**⦁⦁⦁⦁⦁⦁**⦁⦁⦁⦁⦁ ⦁⦁⦁⦁⦁⦁**Calculator Reset**Press # Select 3 (All) Press = (Yes)**Line It Up!!!**Press T Select 2 (Line0) Press `=**Introductions**• First educational memory • First mathematics memory • Favorite teacher • Why teach? Why math?**Other Ideas for Random Numbers?**Less than? Greater than? Odd/Even Math Facts Practice 50-50 Chance! Choose Groups Other ideas…**Homework ?#$@?!**• Journal (?) of where we see/use percent & decimals everyday • Did you try anything new? • Reflections**Ordering Decimals**Which of the two numbers is larger? Be ready to explain your reasoning.**Rules for Size of Whole Numbers**• The number that has more digits is larger. • If both numbers have the same number of digits or columns, start comparing from the left. The first one that has a higher digit is higher.**Cash for Gold!!!**1.74 g 0.07 g 0.3 g**How Far?**1.3 miles this morning 3.09 miles at lunch 0.82 miles this afternoon**Book Fair!**I have $5 and buy a book that costs $2.25. Do I have enough for the poster?