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Doggone Decimals

 

Objectives:

Day 1:  To demonstrate an understanding of place value of whole numbers.

To read and write decimals numbers in tenths, hundredths, and thousandths.

 

Day 2:  To compare decimal numbers through the thousandths.

 

Day 3:  To order decimal numbers

 

            Download as Microsoft Word Document:

Instructional Plan

 

Instructional Plan Template

Mathematics Governor’s Institute 2005

 

 

Names of group members:

Liz Hawk, Mary Fisher, Sheila Moser, Annette Rico, Marylyn Korinko

           

Topic/Theme:

Doggone Decimals

           

Level:

Grade 4-5

 

Time Element:

Three 50 minute periods                 

 

NCTM Standards Addressed:

Understand the place value structure of the base 10 number system and be able to represent and compare whole numbers and decimals.

 

PA Math Standards Addressed:

2.1.5D  Numbers, Numbers Systems and Number Relationship

·        Use models to represent fractions and decimals

 

Math Assessment Anchors Addressed:

M5.A  Numbers and Operations

·        Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems.

 

Reading Assessment Anchors Addressed:

R5A.2.1 Identify the meaning of vocabulary from various subject areas.

 

Objectives:

Day 1:  To demonstrate an understanding of place value of whole numbers.

           To read and write decimals numbers in tenths, hundredths,

                        and thousandths.

 

Day 2:  To compare decimal numbers through the        

thousandths.

 

Day 3:  To order decimal numbers

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

 

Day 1 Lesson Plan:

 

Understanding Decimal Place Value

 

Introduction:  This lesson will help students understand the placement of a decimal point

in relationship to the whole number, tenths, hundredths and thousandths.

 

Objective:  The student will be able to read and write decimal numbers in tenths,

       hundredths, and thousandths.

 

Materials:  Overhead

                  Transparencies

                  Teacher made grid paper for students ( 8 ˝ in. x 14 in.)

                  Worksheet

                   Decimal flash cards

 

Procedures:

 

            Review Prior Knowledge:

 

 Review of the place value of whole numbers.

 

The teacher will place 3 place value doghouses on the board.  One will be labeled units period, thousands period and millions period. Digits 0-9 are distributed throughout the room. After direction from the teacher giving a specific place and number the children will take turns placing digits on the correct house. Continue this activity for approximately 10 minutes.

 

 

 

 

 

 

 

 

 

 

 

 

 


            

 


                                                                                        

                                                                                        

                                                                                                      

 

 

                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson to read and write decimal numbers in tenths, hundredths, and thousandths.

 

 

·        The teacher will show the value of $1.23 using a transparency showing three 10 x 10 grids. The first grid will be colored to show one whole, the second grid will show two tenths, and the third will show three hundredths. Through discussion,  the students will determine the relationship of the digits to the right of the decimal point and digits to the left of the decimal point.  Discussion should include information based on 1/10 (dime) of a whole, 1/100 (penny) of a whole.

 

·        The teacher will then demonstrate how  to represent the number 2.43 as in step 1, removing the dollar sign.  The children will be asked what is the difference between the two examples. After the discussion more examples may be demonstrated. The number of examples practiced will be determined by the children’s understanding.

 

·        The children will be given an 8 ˝ x 14  sheet of grid paper containing 

      10  (10x 10) grids.

 

·        Given the number  3.21,  the students will color the grids accordingly..

 

·        When the students finish, individual students will come to the board and color the correct answers on the grids for the given number.

 

·        A discussion is now needed to establish the places on a place value chart up to the hundredths.

 

·        Continue now with reading and writing decimals using the place value chart you have established on the board.

 

The teacher will check the students’ understanding continuously as the lesson continues.

 

·        The teacher will ask the following question after writing the number 44.532 on the board:

 

If the 1st place to the right of the decimal is the tenths place, and the 2nd

place to the right is called the hundredths place, what do you think the third place to the right of the decimal point is called?

ANS (Thousandths Place)

 

·        Continue reading and writing decimal numbers up to the hundredths and thousandths place.

 

·        After all students have had a chance to write or read a decimal number, the teacher will pass out worksheet for homework.  Let students start in class so questions about the homework can be addressed.

 

·        To end the period, have students read a decimal flashcard.  If correct, they will clean up and get ready for the next class.

 

 

 

Assessment

 

Students should be able to:

·        Read and write decimals accurately to the thousandths place moving from the written, spoken and symbolic form of decimals

·        Understand the relationship of the decimal point and the relationship among tenths, hundredths, and thousandths

·        Complete and describe grids to form a picture of a given decimal

 

 

 

Homework Sheet:

                        Decimals
(Answer ID # 0212670)

Write each as a decimal.

1.  




2.  




3.  




4.  




5.  




6.  




7.  




8.  




9.  

7

10

10.  

two tenths

11.  

6

10

12.  

six tenths

13.  

seven tenths

14.  

three tenths

15.  

2

10

16.  

8

10

17.  

eight tenths

18.  

4

10

19.  

1

10

20.  

four tenths

21.  

five tenths

22.  

5

10

23.  

3

10

24.  

nine tenths

 

 

 

 

 

 

 

 

 

Enrichment Sheet:

Decimals
(Answer ID # 0821312)

Write each as a decimal and a fraction.

1.  

  

2.  

  

3.  

  

  

4.  

  

5.  

  

  

6.  

  

 

 

 

 

 

Day 2 Lesson Plan

Comparing Decimals

 

Objectives:  The student will be able to recall the decimal place value chart to the

                     thousandths place compare decimal numbers through the thousandths using            

                     less than, greater than, or equal to symbols.

 

Materials:     Individual Place Value Charts for students

                     Place value chart to thousandths on board

                     Dog Bone Bingo cards and bone markers

                     Teacher Bingo call sheet of decimals

                     Calculators

 

Procedures:

           

 Review Prior Knowledge:

 

·        Begin by labeling the decimal place value chart shown on the board.

Students will answer the following questions:

What is the name of the first place to the left of the decimal point? the first place to the right of the decimal point?  the second place to the right of the decimal and the third place to the right of the decimal point?

 

·        Play Dog Bone BINGO 

The teacher will distribute the BINGO paper

and ask the children to choose decimals listed on the front board to be placed on each BINGO card square.  Once the students’ card is completed, the game will begin.

 

 

 

Lesson to Compare Decimals:

 

·        Distribute to each student a labeled place value chart. 

Have students write 0.3 and 0.4 in the chart.  Ask the students what

differences they see in the two numbers. The students will eventually conclude through discussion that 4 tenths is greater than 3 tenths.  Using additional examples, the students will write each set of numbers in the chart and compare them from left to right.  The students will circle the first place in each number where the digits differ.

 

 

            1. 25.85      ____   25.58

            2. 12.569    ____   12.581

            3.  4.102     ____     4.025

 

·        The teacher will ask which circled number is greater. Review the symbols greater than, less than and equal to by asking the students to identify each.  (i.e. Crocodile mouth-wide part of angle-eats the large number or point of arrow shows smaller number)

 

·         The students will then rewrite both numbers in their notebook and place the correct sign between the two.

 

·        Continue comparing additional examples using sets of numbers that do not have the same amount of places. 

1)      3.7         3.54

2)      0.65       0.642

3)      7.3         7.392

 

        In these examples once the student circles the first place where the

                               digits differ, ask the students what difference they see in the second

set of  examples.  Through discussion students will discover the last place in each example is different.  In order to compare these types of

                               inequalities, students will be taught how to annex zeros so the places

                               line up evenly.

 

·        Students will be given five additional examples of inequalities to complete in their notebook independently.  Partner check and discuss answers.

 

              Closure:

                                   

Conclude the lesson with a brain storming discussion on real life     applications to compare decimals.

                          (i.e. Olympics, stock market, gas price/gallon, Tour de France)

 

              Homework:

 

      Using the following decimals have students explain in paragraph

                        form how they figured out the inequality.

 

                                    16.59              16.583

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Day 3 Lesson Plan

Ordering Numbers

 

Grouping:                     Groups of four

 

Objectives:                   The students will be able to discuss in math groups, the previous day’s assignment

 

Demonstrate their understanding of ordering decimals from greatest to least or least to greatest

                                   

                                   Explain their process used to order their numbers

 

Materials:                     string, plastic clothespins, masking tape, decimal numbers cards,

Decimal activity evaluation sheet, Dog bone yes/no signal cards,

                                    (Additional display bulletin board made to represent a doghouse

                                    to display the decimal number cards on a string)

 

 

Procedures:                  Part A

                                    The student in their math groups will discuss the previous night’s

Homework.  One student from each group will share a process used for comparing decimals.

 

                                    Part B

                                    Human Decimal Activity

Adapted from “Human Decimal Activity”

                                    http://illuminations.nctm.org/swr/review.asp?SWR=2342

 

        • The “Human Decimal Activity” is a way to evaluate student’s understanding of comparing and ordering decimals.

 

1.   Each group of four students will be given a set of 4 decimal numbers cards face down.  One child will hold the cards.

 

2.  The teacher will explain to the class that each group will be called to the front board where they will be given directions to complete the activity.

3.      The teacher will then choose a group to go to the board.  The student that has the decimal cards will give one card to each member of the group.  Next, the students are to look at his/her card and discuss among themselves how they will arrange themselves side by side in the correct order from least to greatest.  The students’ backs should be facing the class.  Once the group has agreed on an order of the set of cards, the group is to hold the card (number side facing out) across their chest and turn around to face the class.

 

     

 

4.      While the group has been arranging themselves, the teacher explains to the rest of the class that they will judge whether the group has completed the task correctly.

 

The teacher explains to the students that they will use a dog bone with YES printed at the top of the bone and NO printed at the bottom of the bone, to decide if the students have placed themselves in the correct order.  When the teacher asks the class if the group completed the task correctly, each student will hold up their signal card under their chin.  If the group did

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Arrange in order from least to greatest:

 

 

4.0619    3.938    3.9    3.91   

 

 

6.837    6.87    7.0081    6.9   

 

 

5.2251    5.34    5.195    5.3   

 

 

9.82    9.757    9.9404    9.9   

 

 

7.015    7.1952    7.03    7.2   

 

 

6.1753    6    6.154    6   

 

 

7.32    7.329    7.5025    7.4   

 

 

6.6    6.728    6.6    6.6767   

 

 

 

 

 

 

 

 

 

 

 

 

Interdisciplinary Connections:

·         Reading

Students will learn new vocabulary

 

·         Technology

Using the following sites, students can play interactive games such as Concentration, Decimal Darts to reinforce the decimal comparisons.

 

www. decimalsquares.com

www. aaamath.com

      www. edhelper.com

 

·         Other

Science

In school science fair projects students will use their knowledge of decimals when comparing precise measurements for scientific data

 

 

 

 

 

Assessment Strategies:

·         Formative Evaluation (checking student understanding during the lesson):

Informal teacher observation

Student responses to teacher questions

Partner checking of example problems

Teacher circulation during lessons

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

Student responses during class discussions

Completion daily opening and closing activities

 

Correctives/Remediation:

Struggling students can be given graph paper to write decimals and to line up the places to compare.

                   Place vocabulary and definitions on bulletin board

                       

 

 

 

 

 

 

Extensions/Enrichment:

            Students can write numbers in expanded form to compare them.

            Have students write and read aloud number riddles

i.e. Name a three digit decimal whose digit in the tenths place is three times the digit in the hundredths place and three less than the digit in the thousandths place.

Give students two decimals seven tenths and eight tenths.  Have them write three more decimals that are between those numbers.

 

 

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

This student is truly dyslexic.  He has great difficulty with reading and writing material.  He is unable to put sounds together to create words when he reads.  When he writes, he is also unable to hear the sounds in order to transcribe them into words.  He is extremely clumsy and has real coordination problems.  His mathematic skills are excellent.

 

·          Accommodations to use with this student:

Put work into smaller chunks with fewer problems to complete

Extended time should be given

Partner with a reliable student (secretary to write answers)

Enlarged materials

Oral test or taped

Copy notes prior to lesson

 

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