<p>Title of Book: Piece = Part = Portion; Fractions = Decimals = Percents</p><p>Author: Scott Gifford</p><p>Publisher: Scholastic INC.</p><p>ISBN: 0-439-74054-1</p><p>Grade Levels for Recommended Use: Fourth Grade</p><p>TEKS:</p><p>(4.3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:</p><p>(B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;</p><p>(F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and</p><p>(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.</p><p>Brief Summary: Piece = Part = Portion; Fractions = Decimals = Percents is a vibrant trade book where readers are encouraged to use pictorial images to identify equivalency between fractions, decimals and percents. Gifford’s use of images that relate to students’ leaves learners interested in gaining knowledge of the content. With the idea that fractions, decimals and percents are separate, unconnected ideas, Gifford identifies tangible ways to connect the material. To aid the reader during investigation of the content, Gifford provides the reader with a vibrant visual for each representation. </p><p>Materials needed:  Jeopardy cards  Jeopardy chart  Pencil  paper</p><p>Suggested Activity: 1. Review converting strategies for fractions, decimals and percents. 2. In order to reinforce the strategy for conversions, begin reading Piece = Part = Portion; Fractions = Decimals = Percents on the Aver and see if students can identify the relationship between each model. 3. Encourage learners to use images to help assist in making conversions. 4. After reviewing Piece = Part = Portion; Fractions = Decimals = Percents, separate students into two groups. 5. Inform the students that they will be working as a team and competing against one another to gain the most points playing Piece = Part = Portion; Fractions = Decimals = Percents Jeopardy. 6. Taking turns from one team to the next, have student pick Jeopardy card, read Jeopardy card aloud, and answer Jeopardy card. 7. Allow proper wait time for students to solve problem on a separate sheet of paper if necessary. 8. If the student answers the Jeopardy card correct, award the team with the selected point value. 9. Provide winning team with a reward.</p><p>Created by: (Teresa Walker, 2012)</p>