Difference between revisions of "Decimals Practice exchanging (after lesson 8)"
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* 5. Students will continue adding three hundredth disks, exchanging when necessary and recording the new amounts until they have reached 0.36. | * 5. Students will continue adding three hundredth disks, exchanging when necessary and recording the new amounts until they have reached 0.36. | ||
0.03 -->0.36 = | 0.03 -->0.36 = | ||
| − | 0.33 | + | * 0.33 |
| − | 0.30 | + | * 0.30 |
| − | 0.27 | + | * 0.27 |
| − | 0.24 | + | * 0.24 |
| − | 0.21 | + | * 0.21 |
| − | 0.18 | + | * 0.18 |
| − | 0.15 | + | * 0.15 |
| − | 0.12 | + | * 0.12 |
| − | 0.09 | + | * 0.09 |
| − | 0.06 | + | * 0.06 |
| − | 0.03 | + | * 0.03 |
* 6. Provide practice problems and eventually let the students plan their own set. | * 6. Provide practice problems and eventually let the students plan their own set. | ||
EXTENSION: Regressive Counting | EXTENSION: Regressive Counting | ||
Invite the students to practice counting backwards from some decimal number to a lower one. for instance: 0.50 ---->0.05 or 0.36 ---> 0.03 | Invite the students to practice counting backwards from some decimal number to a lower one. for instance: 0.50 ---->0.05 or 0.36 ---> 0.03 | ||
| − | |||
=== Control Of Error === | === Control Of Error === | ||
Latest revision as of 21:52, 18 August 2020
Contents
Age
9-12
Materials
- Decimal beads and disks
- Decimal Board
- Paper and pencil
Preparation
Students should have had the Decimal Lessons 1-8 (We are moving from the concrete toward the abstract).
Presentation
Progressive Counting
- 1. Remind students of instances in the past when they have done progressive counting- with bead chains, games involving multiples, and so on.
"The only difference is that we will be doing progressive counting with decimal numbers."
- 2. Select the 0.03 decimal card and have the students write the number as it is in their notebooks and then write 0.36. 0.03------>0.36
Say, "This means that we are going to count by three hundredths until we get to thirty-six hundredths." (like skip counting)
- 3. Have the students lay out three red disks and place them in the hundredth column. The students will then write 0.03 in their Math journals.
- 4. Direct the students to lay out three more hundredth disks to the board, and write the new total (0.06) underneath 0.03 in Math journal.
- 5. Students will continue adding three hundredth disks, exchanging when necessary and recording the new amounts until they have reached 0.36.
0.03 -->0.36 =
- 0.33
- 0.30
- 0.27
- 0.24
- 0.21
- 0.18
- 0.15
- 0.12
- 0.09
- 0.06
- 0.03
- 6. Provide practice problems and eventually let the students plan their own set.
EXTENSION: Regressive Counting Invite the students to practice counting backwards from some decimal number to a lower one. for instance: 0.50 ---->0.05 or 0.36 ---> 0.03
Control Of Error
Teacher guided.
Points Of Interest
Participating with the new knowledge helps move the concrete experiences toward abstract thinking
Purpose
- To make a visual, auditory and kinesthetic impression upon the child on how whole numbers are divided into smaller units-decimals.
Variation
Students can practice these problems with or without materials and record them in their Math journals:
PROGRESSIVE COUNTING:
- 0.4 --> 2.0
- 0.02 --> 0.12
- 0.0005 ---> 0.050
- 0.02 ---> 0.022
- 4.04 ---> 60.60
- 0.08 ---> 0.72
- 0.0006 ---> 0.0162
- 0.24 ---> 2.40
- 0.13 ---> 1.30
- 33.33 ---> 333.30
- 7.07 ---> 106.05
- Plan your own set
===
