Decimals Practice exchanging (after lesson 8) - Revision history

Kdmullins: /* Presentation */

2020-08-18T21:52:14Z

‎Presentation

Kdmullins: /* Variation */

2020-08-18T21:50:58Z

‎Variation

Kdmullins: This exercise provides practice exchanging amounts for decimals and whole numbers.

2020-08-18T21:49:34Z

This exercise provides practice exchanging amounts for decimals and whole numbers.

New page

=== 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

 

===

 

[[Category:Mathematics]] [[Category:Mathematics_9-12]]

@@ Line 28: / Line 28: @@
 * 5. Students will continue adding three hundredth disks, exchanging when necessary and recording the new amounts until they have reached 0.36.
 .03 -->0.36 =
-.33
+* 0.33
-.30
+* 0.30
-.27
+* 0.27
-.24
+* 0.24
-.21
+* 0.21
-.18
+* 0.18
-.15
+* 0.15
-.12
+* 0.12
-.09
+* 0.09
-.06
+* 0.06
-.03
+* 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  ===

@@ Line 63: / Line 63: @@
 PROGRESSIVE COUNTING:
-.4 --> 2.0
+* 0.4 --> 2.0
-.02 --> 0.12
+* 0.02 --> 0.12
-.0005 ---> 0.050
+* 0.0005 ---> 0.050
-.02 ---> 0.022
+* 0.02 ---> 0.022
-.04 ---> 60.60
+* 4.04 ---> 60.60
-.08 ---> 0.72
+* 0.08 ---> 0.72
-.0006 ---> 0.0162
+* 0.0006 ---> 0.0162
-.24 ---> 2.40
+* 0.24 ---> 2.40
-.13 ---> 1.30
+* 0.13 ---> 1.30
-.33 ---> 333.30
+* 33.33 ---> 333.30
-.07 ---> 106.05
+* 7.07 ---> 106.05
-Plan your own set
+* Plan your own set
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