Review+Questions+4


===**1. When introducing percents to students, what are some important ideas you want them to realize about the relationship among fractions, decimals, and percents? (Chapter 17)** ===

====An important idea I want my students to realize about the connection between fractions, decimals, and percents is that they all go hand-in-hand. In other words, if they understand that a fraction can be represented as a decimal, then the concept of percents will not be as if they are being taught a long and difficult theory. Once they know that decimals are also parts of a whole (.25 out of .100), I can guide them to work percents in that way (25 out of 100). Instead of expressing it as: twenty-five //hundredths//, they can say twenty-five //percent//. Finally, another important idea I want them to realize is that they can use fractions, decimals, and especially percents when comparing real-life objects. Such as; the amount of pizza eaten, the amount of color pencils in their school box, the amount of pages left to read in a book, etc. ====

===**2. Why should students make an estimate before making a measurement? What are some ways to ask children for estimates that avoid the expectation that they must come up with an actual number? Give an example for each way. (Chapter 19**) ===

====It is critical to allow students to come up with an estimation for a given problem instead of pushing the idea to use a formula, input numbers, and get an exact answer all of the time. In order for teachers to start instructing students to think critically and create answers within reason, they have to let them work out the problems by themselves and in their own way. Then, have them explain how they got their answer so that the teacher can either praise their strategies or guide them by using examples. Some ways to have students practice estimating would be by comparing objects like; buildings, pencils, crayons, tables, sport balls, etc. Vocabulary that can be used could be taller/shorter, longer/smaller, and so one. An example can be to have students compare the different sizes of pencils each student has in their group by using a ruler. Other ways can be through the use of models with measuring units and/or using measuring tools. For example; using cups, rulers, measuring spoons, and tools of that nature. This will help students compare different measurements by seeing how much one object is filled more than the other, but actually taking note of the amounts. Models will enhance their understanding of various amounts they can use to guess in the future. For instance, if students use a measuring cup to see the quantity of water in two cups, they will get familiar with the term ounces and will soon know that whenever they measure fluids they will use the term ounces and not inches or centimeters. ====