In Texas, we start with generating equivalent numbers in 6th grade: the time when some teachers and students think math manipulatives and models are no longer needed. I strongly disagree. I struggled with math in school (which I believe is what makes me love teaching math now) and I don't ever remember working with math manipulatives or math models. No fraction models, algebra tiles, cuisenaire rods, etc. When I started teaching and understood the models myself, I understood the concepts so much better. The first time I saw dividing fractions modeled with cuisenaire rodes in grad school, I was blown away!
All this to say, don't think 6th graders (or older) are too old for models and manipulatives. Some students may not need them and other will. But don't make that call for them.
When it comes to generating equivalent forms of fractions, decimals, and percents, students have a hard time understanding that the numbers really are equivalent. They are different ways to tell the same story. So I always start with models.
At this point students have worked with fractions and decimals and have probably heard to percents, but don't understand what they are. I start with a mini presentation to get the conversation going about what percents are. (Click the link to make a copy to your Google Drive)
Practice starts simple. I write fraction, decimals, and percent on index cards, pull students to work in small group, give them so dry erase markers and start converting. They work the problems on the small group table and I get to see where students are running into problems.
Fraction Decimal and Percent conversion is a skill that students revisit all year long, so I need lots of different ways to keep students practicing. Download this sheet here for more practice.
Other Fraction, Decimal, Percent Resources
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