*order*in which I have been teaching the 5

^{th}grade math standards was not allowing students to make critical connections between fractions and decimals. Here me out... There are certain concepts in math that are pretty obvious in which order they should be taught. Clearly students should learn to add before they learn to multiply, or divide whole numbers before learning to divide decimals. What I found is not so clear among many teachers and those district leaders who write our pacing guides is what comes first? Fractions or decimals? Both of these concepts play a huge role in 5

^{th}grade math and provide an imperative foundation for math learning through high school and beyond. Don’t believe me? Hear what Sherry Parrish and Ann Dominick, authors of Number Talks: Fractions, Decimals, and Percentages have to say about the lack of strong fraction understanding in high school students.

*“The National Mathematics Advisory Panel conclude that the most important foundational skill not presently developed appears to be proficiency with fractions... The panel’s findings were corroborated with a survey of 1,000 U.S. algebra teachers, who indicated that a lack of fraction knowledge was the second biggest problem students faced in being prepared to learn algebra” (2016, pg. 2).*

**Why is 0.01 (one-hundredth) smaller than 0.1 (one-tenth)?****Why is 0.2 one-tenth of 2?**To explain this, you need to build on students' fraction understanding of what “one-tenth” truly is.

**Where do I put the decimal when I multiply two decimal numbers together?**No matter how many models we used, this question never seemed to disappear UNTIL I got around to teaching multiplication with fractions. At that point, they could explain why 0.1 x 0.01 = 0.001 or 1/10 x 1/100 = 1/1000.

**What does it even mean to divide 5 by 0.2 and why do I get a bigger answer? Why do I get a smaller answer when I multiply 5 by 0.2? I thought multiplication was supposed to make numbers bigger and division was supposed to make numbers smaller!**Yes, technically you can explain this without necessarily getting into fractions, but clarifying this by building on students’ understanding of fractions is much less abstract than attempting to explain this by building on students’ struggling understanding of decimals. In addition, the models used to teach multiplying and dividing fractions answer these two questions in a visual way perfectly.

*and*place value" (2011, pg. xxiv). I will say,

*sometimes*students find "temporary success" more quickly with operations with decimals than they do operations with fractions if the instruction is focused on procedures rather than conceptual understanding. Procedures for operations with decimals are typically more familiar to students than the procedures for operations with fractions. But, is this really true understanding? Does this type of learning (procedural rather than conceptual) last and allow them to make critical connections in their growing understanding of fractions, decimals, and percents?

Instead of teaching decimals and constantly jumping ahead into my fraction unit to explain

*why*or

*how*, I finally decided to just take a break from our decimal unit, move right into our fraction unit, and let students discover all the

*why's*and

*how's*for themselves! By the time we came back to our decimal unit, I could direct students to think about their own understanding of fractions to answer their many questions about decimals. (Side note: You could teach operations with fractions and decimals in conjunction with each other because they have so many connections.) At the end of my fraction and decimal units, I spent a week or two reviewing and taking time to intentionally highlight the connections many students had already made about fractions and decimals throughout the units. Luckily I have the flexibility to deviate from the pacing guide, so I am excited to use what I have learned from watching and listening to my students' thinking, paired with some great research, to come up with a new plan!

What are your thoughts? Which comes first on your pacing guide, fractions or decimals? In what order do you choose to teach fractions and decimals?

*This post contains affiliate links to two great math resources to assist with the maintenance of this blog!

Because I'm a 3rd grade teacher, we do teach fractions. Decimals arent introduced until 4th grade but I'm certain they review fractions first.

ReplyDeleteAbsolutely! The fraction sense that students develop in 3rd-5th grade set the foundation for their learning about decimals in 5th grade! I think it is so important for students to have a strong understanding of fractions before moving into learning decimals!

DeleteThank you for your comment! :)

Understanding how decimals and fractions work and their origin https://legitimate-writing-services.blogspot.com/2016/11/essaypro-com-review.html is helpful for students who find these and other such conversion problems in Math highly confusing.

ReplyDeleteThe problem that everyone is identifying is that we spiral math instruction rather than teaching to mastery. Math should be simplified in the younger years (to the groan of test makers). Add, then subtract, then multiply, then divide, then master fractions, then master decimals ... One builds upon another. Instead, we swirl around picking up pieces without making the connections. Or, at the very least, making life more difficult for teachers. It's no wonder kids are so confused by the time they should be starting algebra. Imagine how much easier it would be to simply focus each grade on one single (with review, of course) operation. Add/Subtract in first. Multiply in second. Divide in 3rd. Begin fractions in 4th. Add decimals in 5th. Instruction is vastly simplified, and children would be easily ready for pre algebra by 6th and 7th grade having mastered each operation along the way.

ReplyDelete