math!word!wall:!whole,!part,!digit,!decimal!point,!tenths ... · •...
TRANSCRIPT
• Have students locate and mark the beginning of the
range represented on the number line as 0, the end of the number line as 2 and mid point as 1.
• Ask students how can we name the parts between 0
and 1? Introduce the decimal point and it’s funcAon of separaAng the whole number into parts.
• Ask students to label the posiAon 1 on the number line as 1.0 Discuss 1 whole and no parts. Emphasise the role of the point and how it is wriDen.
• Use another number line label the range 0 to 2 on the number line. This represents two wholes
• Ask students to locate and mark in red 0.6 and 1.4 on
the number line. Discuss less than one whole and more than 0ne whole.
• Ask students to show how many tenths difference there is between the two decimals?
DRAFT-‐This is a work in progress. MAG wriAng project 2012-‐2013
I can represent the red counters as part of the whole (the set of counters) as 0.3 Working in pairs ask students to demonstrate red counters as 0.7 Decimals are based on ten and have a decimal point. Decimal numbers are based on place value. As we move to the right each posiAon is ten Ames smaller. Three tenths of the set of counters are red. Three tenths can be wriDen as a fracAon 3/10 which is the same as 0.3 Place Value is important when we think about numbers. The decimal point separates ones from tenths in a number. A decimal is a number with one or more digits to the right of the decimal point. Ac$vity Process-‐Decimals on a Numberline • Provide each student with a blank number line and tell them
that the line is going to be used as a model to represent a range of numbers. Ask students to comment
on the appearance of the number line eg. arrows at beginning and end.
Australian Curriculum Year 4 ACMNA079 Recognise that the place value system can be extended to tenths and hundredths. Make connecAons between fracAons and decimal notaAon .
Key Idea Decimals show fracAonal parts of a whole number (less than one) and the conAnuaAon of place value to tenths and hundredths. Resources • Blank number line. • Fi[y cenAmeter length of string for each student. • 30 cenAmeter ruler, two colored marker pens/
textas for each student. • FISH Kit
Review Ac$vity Process A whole can be divided into parts. Our number system is based on 10. One whole or set can be divided into 10 equal parts. These parts are called tenth. Give a set of ten counters to pairs of students Demonstrate-‐I have a set of ten counters, three of them are red and seven of them are yellow
4.1.9
Math Word Wall: Whole, part, digit, decimal point, tenths, hundreths, value, tenths, half, equivalent.
0 1
0 0.4 1.0 1.4 2.0
1
0 1.0 2.0
• Have students write the fracAon equivalent to each decimal on the numberline.
• 10 equal parts makes the whole
Ac$vity Process-‐ Represen$ng Decimals in an area model Resources: Blank Grids or create grid in a Quad book • Decimals can be shown on a grid – 1.7
• Shade a blank grid to make each decimal number statement true:
Compare • 1.8 is larger than 1.4 • 1.5 is the same as 1.50
• Watch to consolidate understandinghDp://www.youtube.com/watch?v=yWcNQkmpYVk
Ones Tenths
Ac$vity Process-‐ Decimals as Tenths and Hundredths • Hundredths are one hundred equal parts of a whole
or set.
• Decimal numbers can be extended to the hundredths place. Shade: 1.30 and 1.03
• Ask student to think about why zero is needed in the decimals 1.30 and 1.03. What job does it do
Extension and Varia$ons • Have the students total amounts of money and write
them in decimal format. eg 4 fi[y cent coins, 6 twenty cent coins, 9 ten cent coins and 2 fife cent coins as how many whole dollars and cents.
• Make a list of when we use decimals and JusAfy why we need them
• Decimal Matching Game hDp://www.sheppardso[ware.com/mathgames/decimals.htm • Complete the following worksheet
0 1.0 2.0 0.5 1/4
2
Ac$vity Process-‐Decimals on a Numberline 2 • Give each student a 50 cm piece of string.
• Ask students how we can easily find the half way point? Discuss their ideas
• Ask them to fold the string in half and use a coloured marker pen to mark the halfway point with a thick line.
• Students use their ruler and different coloured marking pen to make a thin line at 5 cm increments along the length of the string.
• Ask “how many parts have we marked along the whole length of the string?”
• “Why have we marked ten parts on our whole piece of string?” We have ten digits that we use to write and represent value or amount.
• Ask students to consider how much of the number line the piece of string represents-‐one half
• Have the students find the posiAon 0.5 on their piece of string. What do they noAce? It is half of the piece of string. Half of one whole is represented as 0.5
• Find the 0.5 on the numberline. Discuss that this is not half of the numberline but rather ¼ as the numberline has a range of 2 wholes.
• Discuss that 0.5 is equivalent to one half. Of one whole.
5 tenths
0 1.0 1.7 2.0
1 30
representaAon they have made. Students write the same number as a mixed fracAon with whole numbers and tenths. Digital photos can be taken to record student understanding and used as evidence of learning Student Learning Journal Complete sentence starters: • Can I explain what a tenth is? • What does 6 tenths look link on a number line • Can I compare 1.6, 0.6 and 0.60 using a place value chart
Links to other MAGs
Year 3
MAG 3.1.3 Place Value 1
Wishball Tenths TLF-‐ID L868 Test your understanding of decimal place value with numbers that include tenths. Receive a starAng number, such as 128.9, and work towards turning it into a target number, such as 845.6. Spin a random digit, choose its decimal place value and decide whether to add or subtract the random digit from your starAng number. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few addiAons or subtracAons as possible. Contexts for Learning Inves$ga$on: 1. A quilt was made up of a hundred squares. Seventy
three squares were paDerned and the remainder were plain. What part of the quilt was plain colour? Ask students to represent their answer as a fracAon and a decimal
Assessment Have a bucket of whole straws and parts of straws. How many parts make a whole straw? (10) Use the materials to make visual representaAons of decimal numbers with units and tenths. Students write the decimal number corresponding to the
3
Digital Learning-‐Learning Objects FracAon Wall TLF-‐ID S4910 On this interacAve fracAon wall students are required to build up layers of the wall by dragging and dropping blocks represenAng different unit fracAons. Students can select from the opAons of building the wall on a blank screen, finding fracAons equivalent to a whole or to a half, or filling in a wall that already has some fracAons shown on it. Concepts related to fracAons that are greater than, less than or equivalent to can be explored. Students can write sentences to describe their findings and add these to the wall they construct. Hopping Tenths TLF-‐ID L1085 Help a frog to jump along a number line. EsAmate the finishing point on a number line, a[er adding or subtracAng mulAples of tenths to a starAng number. For example, 29.5+(12 x 0.2) = 31.9. Explore the paDerns made on a counAng grid and number line. IdenAfy counAng rules that match the paDern of 'landing spots' on a counAng grid.