**Name That**
PortionFractions, Percents, and
Decimals
**Unit Goals:**
• Use a variety of models, including grids,
number lines , and clock faces, to find
fraction, percent and decimal
equivalencies
• Solve computation problems that involve
amounts less than one. |

**Proposed Time Frame:**

4 weeks

**Materials:**

◊ Deck of Fraction Cards

**Procedure:**

◊ Deal the cards evenly to each player.

Players keep the cards face down in

a pile.

◊ In each round players turn their top

card face up at the same time. The

player with the larger fraction takes

both cards and puts them on the

bottom of his or her own pile.

◊ If the cards show equivalent fractions ,

players turn over another card.

The player with the larger fraction

takes all four cards.

◊ The player with the most cards wins.

**Web Resources**

You will find web resources at:∗ Equivalent
Fractions

∗ Fraction Game

∗ Fraction Model I, II, III

**Glossary**

**equivalent** — having the same value or

amount

**decimal **— a number system based on 10

**percent **— number out of 100

**fraction** — any part of a group, number or

whole

**numerator** - the number above the line of a

fraction

** denominator ** - the number below the line of

a fraction

**Tips for Helping at Home**

**Listed below are questions to**

help teachers during observations

and assessments.

**Getting Started**

• What is it that you don’t understand?

(Have your child be specific.)

• What do you need to find out?

• What do you need to know?

• What terms do you understand

or not understand?

**While Working**

• How can you organize the information?

• Do you see any patterns or relationships

that will help solve this?

• What would happen if…?

** Reflecting about the Solution **

• How do you know your answer is

reasonable?

• Has the question been answered?

• Can you explain it another way?

**At Home:**

1 When your child brings home

Completed Equivalent Strips,

consider posting one in your kitchen

or living room. When fractions or

percents come up in conversation,

consult the Strip to find the

equivalent value.

2 From time to time, your child will

bring home a number game to play

with family members. Please sit

down and play these games with

your child. All the games involve

strategy, as well as work with

fractions, percents, and decimals.

3 To help students develop strategies

to solve problems using fractions,

decimals and percents , we will use

visual models such as 10-by-10

grids, clock faces, and paper strips.

Have your student use their tools to

solve the problems in this unit.

**At School:**

1 Attend Open House, Back to School

Night, and after school events.

2 Join the parent-teacher organization

Akers, J. Investigations in Number, Data, and

Space: Name That Portion. Dale Seymour, 1998.

** Mathematics in**

Investigations

**Investigation 1:**

• Using fractions to describe how many in a

group share a particular characteristic

• Finding equivalent fractions and percents

• Representing, identifying, and ordering fractions

and percents; using 1/2 and 1 as references

• Interpreting common uses of percent

• Building on knowledge of unit fractions to use

fractions with numerators greater than 1

**Investigation 2:**

• Re presenting fractions as rotation around a

circle

• Marking strips into fractional parts

• Finding equivalent fractions

• Ordering fractions

• Adding fractions

**Investigation 3:**

• Representing and adding decimals on grids

• Reading and writing decimals

• Ordering decimals

• Dividing to find decimal equivalents of fractions

• Comparing fractions using different models

and notations

• Making sense of and solving word problems