#DECOMPOSE MATH DECIMALS HOW TO#

This one elicited great points made by the students and I plan on revisiting this one often throughout the course of our work together. So often when we decompose numbers, we deal with place values independently but I want to really focus on how the value changes as we move within the number. I wanted students thinking about the place of the digit and its relationship to the digits surrounding it. TP4: This one was really to plant a seed for the unit. Possible rewording, “The more digits a number has after the decimal point, the larger the number is.” This one blew up in my face, of course:) The negative numbers arose again, which was interesting however, the some very clever students wrote 00000001 and said it is smaller than 12, but it has more digits. In comparing, students will think that 0.35 is less than 0.1245 because it has more digits. TP3: This one was to elicit conversation about a comparison problem in which I see students often having a misconception. 7 can by 7/8, as long as there was a 7! Possible rewording would be “All numbers can be written as equivalent fraction and decimals.”

The problem was that some were agreeing because they were just taking any number and writing it a fraction, not equivalent, just plopping it into a random fraction, like 7 can be 1/7 can be. 3 = 3/10, but I did run into some great conversations about 3=6/2=3.0. My initial thought was just fraction/decimal equivalents like. TP2: My goal with this statement was to hear if students thought about taking any number and make equivalents. In future wording, I would probably adjust it to, ” When multiplying by a number other than 0 or 1, the product is greater than the factors.” I did have some students think about fractions, like in the example below.

The first thing I realized is that I have a class obsessed with negative numbers! Then the next thing that other groups talked about a lot was multiplying by zero or 1. TP1 – My goal in this statement was to hear if students were thinking about multiplying by a number (fraction or decimal) less than one. Thanks to and for your thoughts! Of course as the students were talking today, I wanted to tweak my wording of the statements! Here are the points I used, my intended purpose of the statement, what I noticed and possible rewording for future use… In developing the Talking Points, I asked the #mtbos for some ideas on decimal misconceptions/misunderstandings they see students have each year. I decided to start with Talking Points today to hear how the students are thinking about decimals before we dig in.

#DECOMPOSE MATH DECIMALS HOW TO#

DECIMALS ~ Comparing:ġ~ In this lesson you will learn how to compare two decimals to the hundredths place by using fraction models.Ģ~ In this lesson you will learn how to compare two decimal dollar amounts by using your understanding of coin values.ģ~ In this lesson you will learn how to compare two decimals to the hundredths place by using a number line.Ĥ~ In this lesson you will learn how to compare two decimal lengths by using a ruler.This week, we are beginning our decimal unit. 1~ In this lesson, you will learn how to show that two fractions, one with a denominator of 10 and the other with a denominator of 100, are equivalent, by using a number line.Ģ~ Use a grid model to show how fractions with denominators 10 and 100 are equivalentģ~ Generate equivalent fractions using a grid modelĤ~ In this lesson, you will learn how to add two fractions, one with a denominator of 10 and the other with a denominator of 100, by using a grid model.ġ~ Understanding and explaining equivalent fractionsĢ~ Compare fractions by creating common denominators or numeratorsģ~ Compare fraction by using a benchmark numberĤ~ Understanding addition, subtraction and decomposition of fractionsĥ~ Add and subtract mixed numbers with like denominatorsĦ~ Solve word problems involving addition and subtraction of fractions with like denominatorsħ~ Understand multiplication of fractions by whole numbersĨ~ Solve word problems involving multiplication of fractions by whole numbersĩ~ Express fractions with denominator of 10 as equivalent to fraction with denominator 100ġ0~ Use decimal notation for fractions with denominators 10 or 100 DECIMALS ~ Converting:ġ~ In this lesson you will learn how to convert decimals to fractions to the tenths place by using number lines.Ģ~ In this lesson you will learn how to convert decimals to fractions to the hundredths place by using visual aids.ģ~ In this lesson you will learn how to convert fractions to decimals to the tenths place by using visual aids and division.Ĥ~ In this lesson you will learn how to convert fractions to decimals to the hundredths place by using visual aids and division.

Decompose math decimals