Describe an approach to teaching the base-ten place-value system that incorporates the use of fractions and percentages. For example, consider how you could show your students single popsicle sticks, popsicle sticks bundled in tens, popsicle sticks bundled in hundreds and popsicle sticks bundled in thousands. How could you relate each of these bundles to each other to illustrate the concept of fractions or percentages?
Fractions and percentages are equivalent to each other, in the sense that a fraction represents a part of unity whereas a percentage value represents a part of one-hundred. Suppose that you have popsicle sticks in bundles of unity, tens, hundreds and thousands. The bundle with the single popsicle stick cannot be further subdivided. However, if you take out one stick from the bundle of 10 and add it to the bundle of 1, you now have 2 sticks tucked in the ...
An approach to teaching the base-ten place-value system is described that incorporates the use of fractions and percentages.