The student represents and uses numbers in a variety of equivalent forms. Clarifying Activity From newspapers, magazines, and advertising brochures, students collect examples of integers and positive rational numbers in both decimal and fraction form. Students organize the numbers into categories, e.g. greater than -10 and less than 0, greater than or equal to 0 and less than 1, greater than or equal to 1 and less than 10, greater than or equal to 10 and less than 100, and so forth. The student represents and uses numbers in a variety of equivalent forms. Clarifying Activity Students roll two number cubes and collect data on the frequency of each sum rolled.
Students use fractions, decimals, and percents to describe the frequency of each sum.
For numbers that cannot be computed easily mentally, e.g. 37 sums of 7 out of 123 rolls, students can use calculators to determine decimal representations, judge the reasonableness of the decimal representation, and look for patterns in the decimal representations. Clarifying Activity Students construct a number line, labeling points with whole numbers, fractions, decimals, and percents, and identify equivalent representations. The student represents and uses numbers in a variety of equivalent forms. Clarifying Activity Students use tiles to construct square models and discover the relationship of the areas and lengths of the sides of the models to the square numbers and their square roots. For example, Clarifying Activity Students use technology and geometric models to estimate the square root of 3.