Equivalent Fractions, Decimals, Percents (FDP) Number Line Activity - Assessment

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Desktop Learning Adventures

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Grade Levels

5th - 7th, Homeschool

Subjects

Math, Fractions, Decimals

Resource Type

Activities, Assessment

Standards

CCSS4.NF.A.2

CCSS6.RP.A.3

CCSS6.RP.A.3c

CCSSMP2

CCSSMP3

Formats Included

Pages

25 pages

$5.25

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I used this for a fun, hands-on, collaborative activity with my students. They loved it and it really helped students of all levels!

— Erin R.

Rated 5 out of 5

Description

Standards

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Reviews

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Description

FDP Number Line is a two-part unit that may be used as an activity or as an assessment to show understanding of the relationship between equivalent fractions, decimals, and percents. It is useful as a pre- or post-assessment.

Part one has students working in small groups to construct the number line, using a set of benchmark fractions, decimals and percents, accurately matching/attaching equivalents on a number line, approximating accurate value placement.

Part two, individually, each student writes about his/her understanding of the process through a set of guided questions. Also, included is a self-evaluation of their individual participation in the group.

Set includes:

All teacher instructions and notes
Student handouts
Think About It posters
3 different Fraction-Decimal-Percent number sets in color and black & white
Student Reflection
Answer Keys
Math Reflection Scoring Rubric
Teacher Graphic Organizer for anecdotal notes

Grades 4-6, two to three 45-min. class periods

You might also like Factors of 100, a comprehensive set of lessons focusing on patterns with factors and multiples.

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Total Pages

25 pages

Answer Key

Included

Teaching Duration

3 days

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Standards

to see state-specific standards (only available in the US).

CCSS4.NF.A.2

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

CCSS6.RP.A.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.

CCSS6.RP.A.3c

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.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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