This lesson can be divided into two or three smaller lessons, each lasting about 20-25 minutes. compare decimals using greater-than and less-than notation.read and write decimals using tenths, hundredths, and thousandths.This lesson will help students understand the role of the decimal point and the relationship between tenths, hundredths, and thousandths. in applied technology in education from Wilmington University and is the 2014 Presidential Awardee for Excellence in Mathematics and Science Teaching.Please Note: this material was created for use in a classroom, but can be easily modified for homeschooling use. in elementary education with a concentration in mathematics from the University of Delaware, a M.Ed. To reflect on her experiences, she blogs and connects with educators on Twitter, Kristin has a B.S. As a teacher, colleague, presenter, and learner, Kristin continuously shares the value of curiosity around student thinking in her planning and instruction. Kristin has developed and facilitated mathematics professional learning at district, state, and national levels and presents annually at both the NCSM and NCTM conference. She has served as a curriculum writer on the IM 6–8 Math curriculum and Teaching Channel Laureate. Kristin Gray is a National Board Certified 21-year veteran teacher of grades 5, 7, and 8, is currently the Elementary Curriculum lead at Illustrative Mathematics and writer of IM professional learning content. After time to work with a partner, we came back together to discuss Jossie’s reasoning and the different values the picture could represent.Īs we anticipated, many of the students said that Jossie got the tenths and hundredths pieces confused. They did a great job trying to get into Jossie’s head, so we let those ideas sit there as we gave them 3 minutes of individual work time to begin the full task. We then did a Notice and Wonder with the image from the task before they jumped in to work on the task prompt. I think students learn each small cube is 1/100, so each skinny tower is 1/10, but are never pushed to think about what other values they could represent. This is where I think the lack of attention we give the standard above is really apparent. They came up with some really interesting comparisons and everyone saw the picture of base 10 blocks as 0.12 and “not even close to 1,” which the others were. We opened the lesson with this Which One Doesn’t Belong? to see how students related the representations, in particular, how they talked about the picture since the task had something similar. Since there wasn’t a great place in the curriculum for this, we went to Illustrative Mathematics, found this task, and built a lesson around it. We both felt the students were doing 5.NBT.A.1 in a conceptual way, but we were never really making the understanding explicit with students. To be confident of the path we were on with decimals, Leigh and I met to revisit the CCSS. In this game, students only work with tenths and hundredths so in subsequent lessons she introduced thousandths on the same grid, with each small square now partitioned into 10 smaller pieces. In the first lesson or two of the unit, Leigh picked up where the students left off in the curriculum last year – shading 10 by 10 grids in a game called Fill Two. Those are the little, thoughtful details in the standards that I really appreciate. Building on that understanding, the decimal work then moves to the NBT strand in grade 5 as students begin operating with them. It is always so interesting to me how the CCSS authors chose to put decimals in the NF strand in grade 4 because students are learning that decimals are just another way to write a fraction with a denominator of 10 or 100. To help students make connections to what they learned last year, she and I went back and brushed up on where the students should be in terms of the grade 4 CCSS. Leigh’s grade 5 math class just started their work with decimals. I blogged about this in reference to even and odd numbers last year, but this past week I have found another:Įarly elementary spends SO much time building understanding of the relationships between 1s, 10s and 100s, but I don’t think we do this standard justice as students build their understandings of fractions and decimals. There are some standards I think we do such a great job developing in early elementary, but never revisit explicitly when students learn about different numbers such as fractions and decimals.
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