MATH UNIT PLAN GRADE 5 - DECIMALS & FRACTIONS

Jill Floyd, Katie Fasquel, Sarah Cole and Leah St. John Februrary 28th, 2014

This unit plan was designed based on the understanding that students have already acquired the prior knowledge of fractions based on the previous outcome in Grade 5: SCO: N7: Demonstrate an understanding of fractions by using concrete and pictorial representations. We will be beginning this unit after Christmas, as the past 4 months have been dedicated to multiplication, division and building student knowledge of fractions. Throughout this unit, each outcome builds on student’s prior knowledge on the curriculum outcomes learned in grade 4. N8: Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially and symbolically. In Grade 4, students studied N9: Describe and represent decimals (tenths and hundredths) concretely, pictorially and symbolically. N9: Relate decimals to fractions (to thousandths). In Grade 4, students studied N10 Relate decimals to fractions (to hundredths). N10: Compare and order decimals (to thousandths) by using: benchmarks, place value, and equivalent decimals. N11: Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths). In Grade 4, students studied N11: Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using compatible numbers, estimating sums and differences, using mental math strategies to solve problems. The big ideas in this unit are as follows:

• Decimal numbers are simply another way of writing factions. Both notations have value. Maximum flexibility is gained by understanding how the two symbol systems are related.

• The base-ten place-value system extends infinitely in two directions: to tiny values as well as to large values. Between any two place values, the ten-to-one ration remains the same.

• The decimal point is a convention that has been developed to indicate the position of the units. The position to the left of the decimal point is the unit that is counted as singles or ones.

• Percents are simply hundredths and as such are a third way of writing

both fractions and decimals. • Addition and subtraction with decimal numbers are based on the

fundamental concept of adding and subtracting the numbers in like positional values-a simple extension from whole numbers.

This is a good introductory video/song we would use: https://www.youtube.com/watch?v=Qukc0HEHoI0 The video introduces the place value names and is a catchy rhyme that students could learn to practice saying the names of these values. Below are some links to some decimal math games that could be used throughout the unit when there is extra time. http://mrnussbaum.com/decimals_games/ http://www.onlinemathlearning.com/decimal-games.html http://www.sheppardsoftware.com/mathgames/fractions/FractionsToDecimals.htm Some books that we would use throughout the unit are as follows: Dodds, D. A. (2007). Full house: An invitation to fractions. Massachusetts: Candlewick Press. Gifford, S. (2003). Piece = part = portion: Fractions = decimals = percents. New York: Scholastic. Pallotta, J. (2002). Apple fractions. New York: Scholastic. * Please note, each of these lessons include suggested times for different activities but these are approximate only. Some lessons will take a number of days and concepts can be re-taught and explained multiple times until student understanding is achieved. It is important to ensure students have grasped key concepts before moving on.

Math: Decimals and Fractions Grade 5 NCTM Content Standards Number and Operations • Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals; • Recognize equivalent representations for the same number and generate them by decomposing and composing numbers; • Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; • Use models, benchmarks, and equivalent forms to judge the size of fractions; • Recognize and generate equivalent forms of commonly used fractions, decimals, and percents; • Explore numbers less than 0 by extending the number line and through familiar applications; NB Curriculum Outcomes GCO: Number (N): Develop number sense • SCO: N8: Describe and represent decimals (tenths,

hundredths, thousandths) concretely, pictorially and symbolically. [C, CN, R, V]

• Write a given decimal in fractional form. • Write a given fraction with a denominator of 10, 100 or 1000 as a decimal. • Express a given pictorial or concrete representation as a fraction or decimal, e.g., 250 shaded squares on a thousandth grid can be expressed as 0.250 or 250/1000. Time: 70 minutes- However, depending on student understanding time may vary. Materials: • Math Journals • Base Ten Record Blanks- Appendix A • Base Ten Blocks- Yellow, Blue and Red • Smiling Decimal – Appendix B

1. Engaging Question: Ask students to answer this question in their math journals: In our last unit we learned how to express fractions. Can you show me how you could express ½ in a different way? (5 minutes)

2. Exploration: Teacher Introduction: After students have answered the engaging question in their math journals, ask students to share their ideas with a partner. After sharing with their partner ask the class to provide you with their ideas of how you could represent ½ in a different way. (You will probably receive multiple drawings, but most students will not have thought to represent a ½ by using decimals.) (5 minutes) Write 0.5 on the board and ask students how this could be related to a half. (Answer- 0.5 is half of 1.) Using base ten blocks and the record blanks work sheet provided (Appendix A). Ask student to name the first three base ten blocks (ie. Flats, rods and units). Then ask them to look at the three similar columns beside them.. The blocks are smaller than the first three. Explain that, this is due to them being smaller than a unit. Just like a rod, you can divide a unit into ten smaller strips, which gives us an even smaller item that we get to name! (make sure to note that the base ten block on the right of the unit is actually smaller than the units themselves.) (5 minutes) Once you have named the smaller blue rod ask students to name the smaller blue unit and smaller red rod. (for this lesson I will refer to tenths as strips, hundredths as tinies and thousandths as super tinies). Students will then fill in their grid with these names. (2 minutes) The teacher will then introduce the Smiling Decimal point and explain that the role of the decimal point is to designate the units place. Appendix B (3 minutes) Together, place 4 units, 3 strips 2 tinies and 1 super tiny on student tables and ask them to tell you how much it is, and to place their smiling decimal point where they think it belongs. (10 minutes)

Answer the question as a class. Explaining that our Smiley Decimal can move around as long as you change the units. Show them that the Smiley Decimal ALWAYS looks up at the name of the unit’s position. Appendix B (10 minutes) Complete two more examples on the board with students. Do not start centers until you feel students understand concept.

Student activity: Stations - Base ten blocks:

Have students separate in to 6 different heterogeneous groups. Tell them they will have 5 minutes at each station to complete the task. All of the stations will be the same with only the number of units, strips, tinies and super tinies differing. Students will record their answers using their base ten recorded blanks worksheet Appendix A (30 minutes).

3. Explanation: Show students each set of manipulatives and advise them that they will be creating a variety of answers based on where they chose to place the smiley decimal. Explain to students that they will be required to record their findings on the various activity sheet provided. Circulate while students are working and ensure they understand the concept.

4. Expansion: Once the activities are complete, students will be invited to share their answers with members of another group. This will allow them to see that answers can differ based on where the smiley decimal point is placed. We will then share our answers as a class.

EXIT SLIP- To check for understanding and to lead into the activities of the next class, have students answer the following question in their Math journals: Show me how you would represent 0.321 using your base ten blocks in a drawing. Have you ever seen decimals before? If so, where? (5 minutes)

5. Evaluation: During each activity station observe students and make sure students understand. Check Exit Slip in Math Journals.

Accommodations:

Provide students with the opportunity to answer orally in addition to writing the answer. Children with visual impairments will benefit from the tactile nature of activities. Gifted learners can be given additional time or resources, i.e.: more challenging activity sheets to encourage more advanced critical thinking skills.

 

 

 

 

 

 

 

 

 

Appendix B- Base Ten Record Blanks

100 block

10 block 1 block

100 block

10 block 1 block

100 block

10 block 1 block

Appendix B

 

 

 

Math: Decimals and Fractions Grade 5 NCTM Content Standards Number and Operations • Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals; • Recognize equivalent representations for the same number and generate them by decomposing and composing numbers; • Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; • Use models, benchmarks, and equivalent forms to judge the size of fractions; • Recognize and generate equivalent forms of commonly used fractions, decimals, and percents; • Explore numbers less than 0 by extending the number line and through familiar applications; NB Curriculum Outcomes GCO: Number (N): Develop number sense • SCO: N9: Relate decimals to fractions (to thousandths) • Write a given decimal in fractional form. • Write a given fraction with a denominator of 10, 100 or 1000 as a decimal. • Express a given pictorial or concrete representation as a fraction or decimal, e.g., 250 shaded squares on a thousandth grid can be expressed as 0.250 or 250/1000. Time: 60 minutes, however, depending on student understanding, time may vary. Materials: • Math Journals • Manipulatives: Fraction Tower Set, Interlocking Base Ten Set, Play Money Set (see Appendix E) • Activity Sheets (see Appendices F-H) • Laptop & Schooltube Video

1. Engaging Question: Ask students the following question: How are decimals and fractions related? Play the Schooltube video to get students thinking more about how decimals and fractions are related. (5 minutes) http://www.schooltube.com/video/5a44f2ec88854362a59d/Converting%20Fractions%20to%20Decimals%20 (Learn%20Fractions%20#20 of 30)

2. Exploration: Teacher Introduction: After showing the video to the students, explain to them how other items such as pizza can be represented in fractions and decimals. Show the pictures illustrated in Appendix D and explain them as follows: Decimals and fractions are just different ways of showing the same value, 1/2 of a pizza is the same as 0.5 of a pizza. Decimals and fractions are just different ways of showing the same value, 1/4 of a pizza is the same as 0.25 of a pizza. (10 minutes) Student activity: Have students separate in to three equal groups and assign each group to a station and advise them that they will be switching stations every 15 minutes. Class exploration: Station #1: Fraction Tower Students will explore fractions and decimals by using these manipulatives to illustrate various numbers listed on an activity sheet (see Appendix F). Station #2: Interlocking Base Ten Students will explore fractions and decimals up to 1000 by using these manipulative to illustrate various numbers listed on an activity sheet (see Appendix G). Station #3: Play Money Students will explore fractions and decimals by using money to create a variety of dollar and cent amounts listed on an activity sheet (see Appendix H).  

3. Explanation: Show students each set of manipulatives and advise them that they will be creating a variety of fractions and decimals using the various manipulatives found at each activity station. Explain to students that they will be required to record their findings on the various activity sheets provided.

4. Expansion: The activity sheets provided in Appendix F-H have a section at the bottom that allow students to create their own decimals and fractions once they have finished filling in their activity sheets.

Homework:

Have students explore other items found at home such as a container of juice, bottle of pop, cookies, and sandwiches. Ask them to determine what fraction and decimal amount of the item remains and what fraction and decimal amount of the item has been consumed. Have them record their answers by illustrating a picture of the item and include the decimal and fraction calculations in their math journal.

5. Evaluation: During each activity station observe students and make sure students are using the manipulatives correctly. Collect the activity sheets to determine if each student understood how to use the manipulatives correctly.

Accommodations:

Provide students with the opportunity to answer orally in addition to writing the answer. Children with visual impairments will benefit from the tactile nature of activities. Gifted learners can be given additional time or resources, i.e.: more challenging activity sheets to encourage more advanced critical thinking skills.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix D: Pizza Pictures

 

 

 

 

 

 

 

 

 

 

 

 

Appendix E: Pictures of Manipulatives

Fraction Tower Set

Interlocking Base Ten Set

 

Play Money Set

 

Appendix F: Fraction Tower Activity Sheet

Appendix G: Interlocking Base Ten Activity Sheet

Appendix H: Play Money Activity Sheet

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Math: Decimals and Fractions Grade 5 NCTM Content Standards Number and Operations • Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals; • Recognize equivalent representations for the same number and generate them by decomposing and composing numbers; • Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; • Use models, benchmarks, and equivalent forms to judge the size of fractions; • Recognize and generate equivalent forms of commonly used fractions, decimals, and percent’s; • Explore numbers less than 0 by extending the number line and through familiar applications; NB Curriculum Outcomes GCO: Number (N): Develop number sense • SCO: N10: Compare and order decimals (to thousandths by using: Benchmarks, place value and equivalent decimals. • Order a given set of decimals by placing them on a number line that contains benchmarks, 0.0, 0.5, and 1.0. Repeat for decimal hundredths and thousandths. • Order a given set of decimals including tenths, hundredths and thousandths. Time: 70 minutes, however, depending on student understanding, time may vary. Materials: • Math Journals • Base Ten Record Blanks- Appendix A • Base Ten Blocks- Yellow, Blue and Red • Smiling Decimal – Appendix B

1. Engaging Question: Ask students the following question: “What have you learned about fractions and decimals?” and “ Can someone name one important thing they have learned about the relationship between decimals/fractions & give and example?”. Answer: Decimals are another way of writing fractions. Students should be encouraged to read decimals as fractions. For review, you could give them a simple decimal they have seen before (0.3) & ask volunteer to show as a fraction (1/3). (10 minutes)

2. Exploration: Teacher Introduction & Student Activity: After the short review, I will start the first part of our lesson with a physical number line (See Appendix A). I will split the class into two heterogeneous groups, group A & B, and each student will be given their own piece of paper with a fraction on it. Group A will form a number line at the front of the classroom and Group B will form one at the back. The number lines will start at 0 and end at 1 which means, students will have to show where there fraction fits on the number line. There will be three rounds. The first round will start off with tenths and then moving on to hundredths and thousandths. (30 minutes, 10 for each round) Class exploration: As a whole class, play the “I have…Who has…?” card game, with fractions and decimals. (See Appendix B). Shuffle the cards and pass out all of them so every student receives one card. (Some students may get two, depending on the numbers). Instructions: One player reads their card (ex: I have 1/4, who had 0.25?) and the player who has the answer would read their card. In this case, the answer would be the card with ¼ on it. It is important to introduce the number line first so students are prepared when they see decimals that may be new to them.

3. Explanation: Using their math journals, as students to chose a decimal to thousands and express it in as many ways as they can. (ex: 0.752 can be shown as…..)

4. Expansion: Give students a tenths, hundredths and thousandths chart and have them chose three numbers and then represent it on each chart. (See Appendix C)

Homework:

Have students think of three decimals to the thousandths and come prepared to put them in order in class next day.

5. Evaluation: Observe during each activity to ensure that every student is on the right track. The number line & card game will also help determine if the students are grasping the concept and if they are ready to move on to the next activities.

Accommodations:

Provide students with the opportunity to answer orally in addition to writing the answer and given much simpler numbers to represent. Children with visual impairments will benefit from the tactile nature of activities. Gifted learners can be given additional time or resources, i.e.: more challenging fractions/decimals for the activities.

Appendix A: Physical Number Line

Appendix B: “I have…Who has..?” Cards

 

Appendix C: Tenths, Hundredths & Thousands Charts

 

Math: Decimals and Fractions Grade 5 NCTM Content Standards - Number and Operations • Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals. • Recognize equivalent representations for the same number and generate them by decomposing and composing numbers. • Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers. • Use models, benchmarks, and equivalent forms to judge the size of fractions. • Recognize and generate equivalent forms of commonly used fractions, decimals, and percents. • Explore numbers less than 0 by extending the number line and through familiar applications. NB Curriculum Outcomes GCO: Number (N): Develop number sense • SCO: N11: Relate decimals to fractions (to thousandths) • Place the decimal point in a sum or difference using front-end estimation, e.g., for 6.3 + 0.25 + 306.158, think 6 + 306, so the sum is greater than 312. • Predict sums and differences of decimals using estimation strategies. • Correct errors of decimal point placements in sums and differences without using paper and pencil. • Explain why keeping track of place value positions is important when adding and subtracting decimals. • Solve a given problem that involves addition and subtraction of decimals, limited to thousandths. Time: • These lessons and activities will take a number of days. Ensure students are ready to move on before doing so. Materials: • Copies of appendices, four timers, meter sticks, four different colors of dice, decimal dice.

1. Engaging Question: Begin with this problem: Josie and Justin had a race. They ran 100 meters twice. Josie’s first round took her 14.232 seconds, and her second round was 14.378 seconds. Justin’s first round took him 14.848 seconds and his second round was 14.939. If they added their two rounds together to get their final time, which one was faster? Tell students to “think, pair, share” with a partner about how they would add these two numbers. Once students have had enough time to share with their partner ask one of each pair to share their ideas with the class. If it is not suggested, recommend that students could begin by estimating. Using a number line drawn on the Smart board, show approximately where each time is in relation to the midpoint between each number. Ask students which whole number the times are closest to and record whole numbers for Justin and Josie’s times with different colors. Have a volunteer add each whole number to determine whom they think won the race. Complete a few more estimations as a class. (15 minutes)

2. Exploration: General Information: It is important to start with estimation when beginning decimal computation. However, students should have experience adding decimals numbers to the hundredths place in grade 4 so they may already have experience lining up the decimals to add. However, keep in mind that many students who are totally reliant on rules for decimal numbers make mistakes without being aware. It is important to have them solve questions with decimals that have different place values. Give them the equations like 15.456 + 12.7. Estimations will help them avoid the typical error of lining up the 7 under the 6. Focus student’s attention on the meanings of the numbers. It is reasonable to expect that students will develop an algorithm that is essentially the same as aligning the decimal points. Have activities that show how place value is important when adding and subtracting.

Student Activity - Thousandths Chart Legend:

(“Thousands Chart Legend” Appendix) To begin addition of thousandths, review decimal place value with thousandths charts. Have students fill in one large row of the chart to show tenths with one color. Have them color in one square with another color to show hundredths. Have them fill in one of the smallest bars with another color to show thousandths. Fill the legend at the bottom of the page. Students can create a picture with another blank thousandths chart and state the decimal and fraction value of each color. (30-60 minutes)

3. Explanation: Explain that students will use their legends to solve addition questions.

Student Activity - Thousandths Chart Addition:

(“Thousandths Chart Addition” Appendix) Students use a laminated blank thousands chart to add decimals. They color each addend a different color and find the sum. They can use this to find the difference in subtraction questions as well by erasing.

Students can then try to add decimal questions with drawn symbols. Students will have experience using base ten blocks and their drawn representations to add numbers with tenths and hundreds (see image below). A small line the height of a hundredths square could represent one thousandth. (30-60 minutes)

4. Expansion: Student Activity - Place Value Chart Addition & Subtraction: (“Place Value Chart Addition & Subtraction” Appendix) Teacher explanation – students will extend pictorial representations to symbolic addition questions with students placing the numbers in a place value chart. This will help them keep the place values in line. They should discover that the decimals would line up in a straight column. Use the analogy of a buttoned shirt and do a few examples on the board with student volunteers. (30-60 minutes)

Watch video “Call Me Maybe” about lining up decimals for addition. http://www.youtube.com/watch?v=M5UVl7I-UKc From the Curriculum: Present addition and subtraction questions both horizontally and vertically to encourage alternative computational strategies. For example, for 1.234 + 1.990, students might calculate: 1.234 + 2 = 3.234 followed by 3.234 - 0.01 = 3.224. Have students solve word problems and ensure that students estimate as part of the problem solving process. Homework: Have students create their own word problems in a context that is relevant to them using examples of decimals they find at home. Each student should create 2 questions each, to be used the next day in class.

5. Evaluation: The next day, students will complete each other’s word problems in pairs before the start of the next lesson. Collect these to track student progress. Also ask them to use an example to explain why it is important to keep track of place value positions when adding and subtracting decimal numbers and record it in their math journal. Collect these and review. (20 minutes) Accommodations: Provide students with the opportunity to answer orally in addition to writing the answer. Children with visual impairments will benefit from the tactile nature of activities. Gifted learners can be given additional time or resources, i.e.: more challenging activity sheets to encourage more advanced critical thinking skills.

PART 2 (“Math Centers” Appendix) After students have completed each other’s word problems and written in their math journals they will divide into three equal groups for centers. The three groups will subdivide into pairs to complete the different centers and record information on their recording sheets. (60 minutes/20 minutes at each)

Centers:

Scavenger Hunt - Decimal Errors: Place ten post-it notes around the classroom with decimals in incorrect positions in the sum. In pairs, students travel around the class to find the post-it notes. The first one who can tell where the decimal point should be yells “decimal drama!” and explains their reasoning and where the decimal point should be. Students can keep score if they wish. Record the question and correct sum.

Measure in Meters: Explain/review that there are 1000 millimeters in a meter. Therefore, when things are measured in meters, the millimeters are expressed in the thousandths place. Students will find two objects in the class and measure their length in meters (to the thousandths place), then add the two lengths together. They will find the difference between the two lengths as well. Fill in chart – object 1, object 2, addition, and subtraction.

Race to ten: Students will take turns rolling four different colored dice that represent different place values (ones/whole number, tenths, hundredths, thousandths). They keep track by adding each turn to the last. The first one to ten wins! Fill in chart – roll number, value, total.

PART 3 Olympics:

(“Olympics” Appendix) Class will divide into four groups. Four stations will be set up around the room with a sport name and timer. Students time each other to the thousandths of a second. The four sports are holding breath, standing on one foot, staring contest, and handstands. Each student does two rounds of each and adds their results together by filling in the chart. Have them estimate first. The student with the least time wins!

Class Game – SKUNK:

Materials

• whiteboard

• 1 scrap of paper for each student

• one regular die (representing a whole number) and decimal dice (representing tenths, hundredths, thousandths)

Directions

All the students begin each round by standing. The teacher states the place value of each die. The teacher rolls the dice and prints the number on the board under the letter “S” of SKUNK. The students write this number down as their first score. The teacher tells the students that they may either stay standing, or sit down and keep the score they have. The students who choose to sit down do not add any more numbers to their scores. They are not allowed to stand up again until the next round. The teacher keeps rolling and adding on the numbers until the total for the round exceeds 10. Any students who are standing when the number exceeds 10 lose all of the points from that round. The teacher follows the same process for the remaining rounds (“K”, “U”, “N”, and “K”). The students add up their totals for the game. The student with the highest total wins the game.

Example

For the “S” round the teacher rolled 1.425, 5.467, and 2.533.

Students may have scores of 1.425, 6.892 or 9.425 for the “S” round of this game of SKUNK, depending on whether they sat down after 1.425, 5.467, or 2.533 was written on the board. However, any students who didn’t sit down after the 2.533 roll will have a score of 0 for the “S” round since the next roll would push the tally over 10.

*Collect recording sheets from Centers and the Olympics to evaluate student understanding.

 

decimal color nickname decimal fractionplace value

tenths

hundredths

thousandths

Thousandths Chart Legend

Complete the following questions using a laminated thousandths chart(s) and two different colored markers (addition) or one marker and eraser (subtraction).

1. 0.234 + 1.482 2. 0.45 + 0.832 3. 1.652 + 0.023

4. 1.32 + 0.608 5. 0.982 + 0.542 6. 0.3 + 0.021

7. 0.542 + 0.123 8. 0.345 + 1.239 9. 1.671 + 1.239

Complete the following questions using drawings. Use another piece of paper if you need to.Example: 3.423 + 1.514

1. 0.234 + 1.482 2. 0.45 + 0.832 3. 1.652 + 0.023

4. 1.32 + 0.608 5. 0.982 + 0.542 6. 0.3 + 0.021

7. 0.542 + 0.123 8. 0.345 + 1.239 9. 1.671 + 1.239

+

Thousands Chart Addition

Complete the following questions using a place value chart. Don’t forget the decimal!Example: 1.235 + 31.702

1. 94.900 + 0.827 2. 7.75 - 0.68 3. 0.957 - 0.172

4. 0.341 + 3.740 5. 7.43 + 0.518 6. 0.948 - 0.432

Use whichever method you would like! Estimate first :)

1. John needs 2 kg of hamburger for a recipe. He has a 0.750 kg package. How much more does he need to buy?

2. Sasha bought two books at the book fair. One was $6.95 and the other was $7.38. How much change will she get from a $20 bill?

Place Value Chart Addition

tens ones tenths hundredths thousandths

1 2 3 5

3 1 7 0 2+3 2 9 3 7

1. Scavenger Hunt

2. Measurement

3. Dice Game

Math Centers!

object 1 object 2 sum difference

roll #roll 1

roll 2

roll 3

roll 4

roll 5

value total

Welcome to the Olympics!

sport round 1 round 2 estimate sum

Welcome to the Olympics!

sport round 1 round 2 estimate sum

References: Bennett, Albert. (n.d.). Decimal Squares Products. Decimal Squares. Retrieved from

http://www.decimalsquares.com/Products/ Boehm, Austin (2013, June 30). Converting Fractions to Decimals (Learn Fractions

#20 of 30) [Video file]. Retrieved from http://www.schooltube.com/video/ 5a44f2ec 88854362a59d/%20Converting%20Fractions%20to%20Decimals %20%20(Learn%20Fractions%20#20 of 30)

Department of Education and Early Childhood Development. (2009). Mathematics

Grade 5 Curriculum. Retrieved from http://www.gnb.ca/0000/publications/ curric/Mathematics_NB_Curriculum_Grade_5.pdf

Polk, Amber. (n.d.). Mixed Numbers, Dragon, Grammar. Adventures of a Polka-

Dotted Teacher. Retrieved from http://amberpolk.blogspot.ca/2012/01/ mixed-numbers-dragons-grammar.html

Van de Walle, J., Folk, S., Karp, K., & Bay-Williams, J. (2011). (3nd Canadian ed.). Elementary and middle school mathematics: Teaching Developmentally. Toronto, ON: Pearson.

Ward, Roxanne (2013, June 5). Call Me Maybe (Adding Decimals Version) [Video file]. Retrieved from www.youtube.com/watch?v=M5UVI7I-UKc