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ITBS/TAP: ISAT:

Perform arithmetic operations involving

integers, fractions, decimals, and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Decimal mods

Overhead projector

Overhead transparencies

Students’ homework papers

Place value chart

Warm-up Activity:

Teacher will tell students to pretend they each have $5.00 and want to purchase specific items.

Teacher will read an item and its price. Students will raise their left hands if they have enough

money, and their right hands if they do not. (Students will ignore sales tax for this exercise.)

Five notebooks for $1.10 each (right hands)

Two T-shirts for $2.50 each (left hands)

Four candy bars fo r $1.10 each (left hands)

Four erasable pens for $1.25 each (right hands)

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Lesson:

Have students trade homework decimals and answer each others questions. Students will grade

each other’s answers. Ask each pair to choose one of their decimals and “teach” information

about it to the class, using overhead projector.

Must write their decimal on the place value chart (previously prepared on a transparency by the

teacher), read it, point to each digit, and say its place and value.

They must explain how they know their answers are correct. (For example, “I know that I

multiply as I move to the left, or divide as I move to the right. I know a 3 in the tens place is

worth ten times the value of a 3 in the ones place, and that a 3 in the ones place is worth one-

tenth the value of a 3 in the tens place, etc. They must ask if the class has any questions about

anything they said, or did not say.

Teacher will then model different ways of reading a decimal. For example, the decimal 58.47

could be read at five eight point four seven, five-eight point forty-seven, or five-eight and forty-

seven hundredths. Student volunteers will practice reading some of the homework decimals in

these different ways.

Teacher will display the flats, rods, cubes, and tiles from the decimal mods kit and ask volunteers

to review their names and values. Teacher will then give each student a large cubical base ten

block and state that this figure is now worth one or 1.0. Ask them what this does for the value of

the other figures. (The flat is now worth one tenth, the rod worth one hundredth, the cube worth

one thousandth.

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no say, The statement is true, but it was not heard in today’s

lesson.

1) A digit in the thousandths place is worth one-tenth the value of a digit in the hundredths

place. (yes)

2) A digit in the ones place is worth 100 times more than a digit in the hundredths pace. (yes)

3) A percent can be changed to a decimal. (no)

4) Twelve and eight tenths is greater than twelve and 79 hundredths because eight tenths equals

eighty hundreds. (no)

5) There are 1000 grams in a kilogram. (yes)

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6) Twenty dollars minus eighty-five cents is nineteen dollars and fifteen cents. (yes)

7) The first three decimal places are tenths, hundredths, and thousandths. (yes)

8) A decimeter is one tenth of a meter. (no)

9) A decameter is ten meters. (yes)

10) When reading a number, say “and” whenever you see a decimal point. (yes)

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (place value)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home: Find the total cost of groceries for the family for a week; then estimate the total cost for

the year (parent and student).

Remediation: See attached Six Group Activity Sheet Decimals: Place value

477

Technology:

Assessment

Homework

Each student will write two original word problems relating to place value of decimals.

Teacher Notes

478

Six Group Activity

Materials:

15 (3 x 5) index cards

1 black marker

1 pencil

1 (9 ½ x 6 ½) envelope

Prepare these index cards using the black marker and the pencil to write the answers on the back.

6. 391.40 7. 795.261 8. 471.003 9. 921.203 10. 926.15

11. 3.09 12. 1314.26 13. 596.263 14. 45.391 15. 376.02

2. For the second, five numbers ask: What place is the 1 in?

3. For the third set, write the place value for the three?

Answers:

1. ones

2. thousands

3. tens

4. hundredths

5. thousandths

6. ones

7. thousandths

8. ones

9. ones

10. tenths

11. ones

12. hundreds

13. thousandths

14. tenths

15. hundreds

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M H T T T T H T O ⋅ T H T

I U H E H H U E N E U H

L N O N O O N N E N N O

L D U U U D S S T D U

I R S S S R H R S

O E A A A E S E A

N D N N N D D N

S D D D S T D

S S S H T

S H

S

9 4 8 0 1 3 7 . 6 2 5

A place value chart shows the value of each digit in a number, depending on its position in the

number. For example, the place value chart above shows that the 1 is in the hundreds place. The

value is 1 × 100 or 100. The 8 is in the ten-thousands place. Its value is 8 × 10,000 or 80,000.

Show the students examples of different numbers on the place value chart and ask the question:

The 9 is in what place on the chart? (millions)

The 5 is in what place on the chart? (thousandths)

The 0 is in what place on the chart? (thousands)

The 8 is in what place on the chart? (ten thousands)

Tell the students that they are going to do an activity called “Place Value.” Say, “I am going to

lay a card on the table and I want you to write the value of the 4 with the first five cards.” When

the students complete the first five cards, give the students directions for the next set of five

cards which would be the value of the 1, the last set will be the value of the 3.

Lay a card on a flat surface and say “Write the value of this number,” give the students 3 to 4

seconds to write the answer. Turn the card over to reveal the answer and say: ”The answer

is……” Continue until you finish the cards.

480

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

decimals

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Place value

Materials

Decimal mods / overhead projector / overhead transparencies

Warm-up Activity:

$2.80 $2.85

$0.025 $0.25

$2.50 $2.05

$10.440 $10.52

$315,000 $315.10

The students are to copy and compare using the symbols <, >, and = (“less than,” “greater than,”

and “equal to”). *Note: These symbols have been introduced previously. These symbols should

be visible on classroom teaching displays, and should be recorded in the student notebooks. If

there are students who have difficulty with the use of the symbols, six-group activity may be

used to reteach necessary skills.

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Have volunteers to share answers with the class. Class will discuss answers, while students

correct their papers.

Lesson:

The teacher will distribute decimal mods to class. The teacher will have sorted materials into

sets containing: one flat, ten rods, ten cubes, and ten tiles. (These materials may be used

individually or in pairs.) Allow five to seven minutes for students to explore and become

familiar with materials. As a volunteer to tell what he/she has noticed about the materials. You

should have responses like this, “ten of these will make or is equal to one of those,” etc.

The teacher will display one of each figure from the overhead or chalkboard, tell its name and

value.

Example: This is a cube. It equals one-hundredth or (0.01). This is a tile. A tile is equal to one

thousandth or (0.001). The students will draw pictures of each figure, write its name and value

in decimal notation.

Write a whole number such as 6,452, 279 on the chalkboard or over head transparency.

While pointing to each digit, ask what place it is in. Ask students what they are actually doing as

they move to the left (multiplying by ten); as they move to the right (dividing by ten).

Annex a four place decimal to this whole number (Ex. 23,532,598,135). Starting at the nine, ask

students to predict the name of the place that the eight is in. Remind them to use the decimal

mods and refer to their notes to help find the answer. Students should be able to state that this

1

place is one-tenth of one, and can be written 0.1 or . Continue discussion as to the place

10

value of the 1, the 3, and the 5. Stress that they are continuing the pattern that they saw in the

whole number of dividing by ten each time they move one place to the right. Ask students why

there is no “oneth” place. (Answer: there isn’t a “oneth” place because the first decimal place is

one-tenth of one; therefore its place is the tenth place).

Returning to the number (23,532,698,135), ask for the value of each digit. Example: The two,

in the millions place has a value of two millions (2,000,000). The three in the thousandths place

has a value of three thousandths (or 3,000). The three thousandths place has a value of three

thousandths (or 0.003). The teacher should display both ways of writing the value of the digits.

*Note: Students should write this in their notes.

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Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

2) A tile in the decimal mods is worth 0.001. (yes)

3) Ten rods in the decimal mods kit equals one flat. (yes)

4) Some of the multiples of two are four, six, and eight. (no)

1

5) In the decimal mods kit, the value of a rod is of the value of a flat. (yes)

10

6) There is no “oneth” place in our number system. (yes)

7) The factors of eight are one, two, four, and eight. (no)

8) One tenth is the first decimal place to the right of the decimal point. (yes)

9) A five in the tenths place is worth ten times more than a five in the hundredths place. (yes)

10) A decimal can be converted into percent. (yes)

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (number line)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

483

Connection(s)

Enrichment:

Fine Arts:

Home: Select 5 items from a mail-order catalog and calculate the total sales tax and any

shipping charges (parent and student).

Remediation: See attached Six Group Activity Sheet Decimals: Number line

Technology:

Assessment

Homework

Students will find newspaper or magazine articles containing decimals, cut these out and tape or

paste them to notebook paper. If they cannot find articles, they may write five decimals of their

own. They will make up five questions about each decimal, which are similar to questions

discussed today, or which reflect questions they are interested in, or concepts they are still

confused by.

Teacher Notes

484

Six Group Activity

Materials:

7 (5 x 7) index cards

10 (3 x 5) index cards

Contact paper

7 black crayons or washable markers (fine line)

1 paper towel to be cut up into 6 pieces

1 pencil

1 (9 ½ x 6 ½) envelope

Prepare these 5x7 index cards. Copy the number line and tape it to the 5 x 7 index card. Cut the

contact paper the same size as the 5 x 7 card and cover the card with the contact paper.

2; 1.3; 2.5; 4.8; 3.7; 0.75; 4.2; 5; 1.5; 2.2

The teacher will show the answers on their graph card. Xerox this study board to aide in

reteaching of this activity.

Graphing decimals

The number line below shows each whole number divided into ten equal parts, or tenths.

0 1 2 3 4 5 6 7 8 9 10 11

From one number to the next number there are ten tenths.

Example:

0 1

485

Bernadette’s eight and six tenths are recorded on the number line.

Carl did four and five tenths hours and it is recorded on the number line.

We are going to do an activity that requires you to plot numbers on the number line. I am going

to show you a card and I want you to use the crayon or marker to plot your answer. The teacher

will place an index card on a flat surface. Give the students 3 to 4 seconds to mask their answer.

The teacher should use the extra card to mark the correct answer to show the students. Before

you show the correct answer say, “The answer is……” do the remaining cards the same way.

Store the index cards and study board in the 9 ½ x 6 ½ envelope.

Tell the students that they are going to do an activity that calls for them to plot numbers on the

number line. Lay a card on the table and allow students to solve the problem. While revealing

the answer and say, ”The answer is……” Store the activity and study board in the 9 ½ x 6 ½

envelope.

486

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

decimals

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Overhead projector

Overhead transparencies

Lesson:

Teacher will dictate a number such as 420.086. Students will write this number on their papers.

Teacher gives directions such as “Circle the digit in the hundreds place. Underline the digit in

the hundredths place. Put a box around the digit which is worth ten times as much as the eight,”

etc. Volunteers will come to the overhead projector to show how they followed each direction

and explain why.

Direct students to take notes. Teacher will stress the importance of writing decimals vertically

when comparing or ordering them, and that they can annex zeroes to the right of any decimal

without changing the value of that decimals. Annexing zeroes gives each decimal an equal

number of digits and makes it easier to see which one is greater or less than the other. For

example, if you are asked to compare 4.6 and 9.27, you may write these decimals the following

way.

487

9.27

4.6

A student looking at the problem the way it was originally written may think the first fraction is

smaller because three is smaller than twenty-seven. However, when problems are written

vertically and zeroes are annexed to the right, it is easy to see that 40 hundredths is greater than

29 hundredths.

Students will complete five problems from part 1 and 5 problems from part 2 on p. 64. Students

may choose to work alone or with a partner.

Student volunteers will provide answers for problems they completed, and explain their methods

for comparing and ordering. Teacher will accept alternate methods if they are logical and if they

will work all the time.

Teacher will display 15.79 and 15.8 and ask whether the first one is greater than, equal to, or less

than the second one, and why.

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) When comparing two decimals that are written horizontally, it may be helpful to rewrite

them vertically. (yes)

2) You can annex as many zeroes as you want to the right of a decimal without changing the

value of that decimal. (yes)

3) Eight equals eight point zero equals eight point zero. (yes)

4) Four tenths is greater than thirty-nine hundredths. (yes)

5) To multiply two fractions, first multiply the numerators, then multiply the denominators.

(no)

6) After multiplying two decimals, make sure your product has the same number of decimal

points that you had in your factors. (no)

7) If you have a remainder after doing a division problem, you can sometimes express that

remainder as a decimal. (no)

8) Six is equal to six point zero. (yes)

9) Seven point ten is greater than seven point zero one. (yes)

10) Two point eight six is equal to two point eight six zero. (yes)

488

Free Choice Lesson

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (comparing and ordering)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific me thod to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Have students find the frequencies of their five favorite radio stations (example -

107.5) and graph them in order of decreasing MHz/kHz.

Fine Arts:

Home: Compare the cost of different brands of one item in the supermarket to find the best buy

(parent-child).

Remediation: See attached Six Group Activity Sheet Decimals: Comparing and ordering

Technology:

489

Assessment

Homework

Students may select one worksheet (Reteaching, Practice, or Enrichment) to complete, after

teacher displays and explains directions for each. Or, teacher may assign the proper worksheet

to each student, depending on his or her informal observations of level of mastery.

Teacher Notes

490

Six-Group Activity

Materials:

10 index cards (5 x 7)

1 black marker

1 pencil

1 envelope (9 ½” x 6 ½”)

Prepare the index cards using the black marker to write problems on the front of the cards and

use the pencil to write the answers on the back.

2. 58.83; 58.71; 55.84 7. 40.3; 41.2; 42.2

3. 39.09; 36.6; 32.91 8. 5.75; 15.75; 57.5

4. 27.08; 29.14; 29.32 9. 429.02; 429.39; 429.6

5. 1.15; 1.26; 0.94 10. 201.5; 201.6; 201.9

Answers:

2. 55.84; 58.71; 58.83

3. 32.91; 36.6; 39.09

4. 27.08; 29.14; 29.32

5. 0.94; 1.15; 1.26

6. 34.2; 39.02; 39.1

7. 40.3; 41.2; 42.2

8. 5.75; 15.75; 57.5

9. 429.02; 429.39; 429.6

10. 201.5; 201.6; 201.9

Copy this study board and use it to reteach the concepts of comparing and ordering decimals.

Example: 3.068, 3.7, 3.084

491

Look at the place value chart.

3 . 0 6 8

3 . 7

3 . 0 8 4

Tip: The further the numbers go back behind the decimal, the smaller it gets. .084 is in the same

place value space as .068 so compare the number, .084 is larger than .068.

Show the students 201.5 and 201.66. Have them look at the whole numbers first. 201 and 201

are the same. Now look at the first number behind the decimal points; they are 5 and 6. The

number 6 is larger than 5, so the number 201.66 is larger than 201.5.

Tell the students that you are going to show them some cards with sets of decimal numbers on

them and you want them to put the numbers in order from least to greatest. Allow students to

use the place value chart if they need it.

Lay a card on a flat surface and give the students up to one minute to write the numbers in order.

When you turn the card over to reveal the answer say: The answer is…… Continue with the

remaining index cards until finished. Call the next group and do the same activity. Store the

index cards and study board in the 9 ½” x 6 ½” envelope.

492

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

decimals

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Adding and subtracting decimals and describing and demonstrating understanding of the inverse

relationship between adding and subtracting

Materials

Overhead projector

Overhead transparencies

Warm-up Activity:

Ask the students to show thumbs up if they have enough money to purchase the item and thumbs

down if they do not have enough money to purchase the items.

2. A video game that cost $59.00 and 3 cartridges for $4.99 each ___ ↑

3. Six cassettes that cost $9.99 each and 4 games that cost $8.50 each ___↑

493

Teacher may choose to do a couple of additional warm-up. Examples if needed.

Lesson:

Write sample problems on transparency and explain, step-by-step, how to write decimal

problems vertically, and line decimal points up in order to add or subtract. The sample problems

all deal with money, so this is a review of a previous lesson. If a group of students seems to still

be having problems with adding or subtracting money, the teacher can use the play money set

during the six-group activity.

Examples: In order to add, the problem $0.70 + $8.98 should be written as follows.

$0.70

×$8.98

$15.00

−$12.87

Circulate giving help as needed. Students may work alone or with a partner. If partners get

stumped, they may also ask other student/partners for help. After sufficient time is allowed,

answers will be discussed as a whole class. Student volunteers may come to the chalkboard or

overhead transparency to teach problems in which they feel confident. The teacher may teach

any problems which stumped the entire class, or which no one in class attempted.

Teacher will demonstrate that addition and subtraction are inverse operations, meaning that one

can “undo” the other. For example, if you add 9.98 to 0.80, you get 10.78. If you subtract 0.80

from 10.78, you get 9.98. If you subtract 9.98 from 10.78, you get 0.80.

Students will summarize main points from the lesson in their math journals.

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

useful to rewrite them vertically. (yes)

2) You must line up the decimal points when writing a problem vertically before you add or

subtract. (yes)

494

3) The largest decimal number is not necessarily the one with the most number of digits. (yes)

4) The larger number must go on top when writing a problem vertically that involves

subtraction of decimals. (yes)

5) When subtracting decimals, you may annex as many zeroes as necessary to the right of the

decimal number. (yes)

6) Seven point four and seven point four zero have the same value. (yes)

7) Perimeter means the distance around a figure. (no)

8) Area is expressed in square units. (no)

9) There are four quarts in a gallon. (no)

10) If you pay for an item that costs $8.08 with a ten dollar bill, your change will be $1.92. (yes)

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (tenths)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Students can make their own cross number puzzle involving addition or

subtraction of decimals.

495

Fine Arts:

Technology:

Assessment

Homework

Students will write five story problems of their own, involving decimals.

Teacher Notes

496

Six Group Activity

Decimals: Tenths

Materials:

10 (3 x 5) index cards

1 black marker

1 pencil

1 (9 ½ x 6 ½) envelope

Prepare these index cards using the black marker and use the pencil to write the answers on the

back.

4 9 8 5 3 6 1 7 1 3

2 8 14 36 6

10 10 10 10 10 10 10 10 10 10

Decimals - tenths

Decimals are names for fractional numbers. Fractions can be written with a denominator of 10,

100, 1000, etc. A decimal can be used to name the number.

7 5 3

= .7 = .5 2 = 2.3

10 10 10

The dot in the decimal is called the decimal point. It is written to the right of the ones place.

The first place to the right of the decimal point is the tenths place.

3

or .3 is shaded.

10

2

1 or 1.2 is shaded.

10

497

A decimal with the one digit to the right of the decimal point is read as “tenths.” When a

decimal names a mixed number, the decimal point separates the whole number and fractional

part and is read as “and.”

.5 = five tenths

3.5 = three and five tenths

Go over the study board with the students using this problem

7.8

Ask these questions:

What separates the whole number from the fraction? (decimal point)

What place comes after the decimal point? (tenths)

8

How would you write 7.8 as a fraction? ( 7 )

10

Tell the students that they are going to do an activity the same as the problems in the study

board. Lay a card on the table and tell students to change the number to a decimal. As you reveal

the answer say: ”The answer is……” Store the activity cards and the study board in the 9 ½ by

6 ½ envelope.

498

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

integers, fractions, decimals, and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Problem-solving

Materials

Overhead projector

Warm-up Activity:

Find a decimal number that is equally greater than 1.7 and less than 7.1 (4.4). Show how you

arrived at the answer.

Lesson:

2. Read problem carefully to find out what question you are being asked to answer.

3. What key words give hints about processes you will use? 4.

499

4. What numbers are given, and what do they represent?

5. Is there any missing information?

6. Is there too much information?

7. What answer seems reasonable (an estimate)?

Teacher will also warn about certain pitfalls, such as reading too fast and not seeing the words.

Students will then choose four more problems to solve, and write their strategies for solving.

Write-ups should include any “traps” they see which might fool someone, and their own methods

for avoiding these pitfalls.

Volunteers will then discuss each problem. Allow two or three students to “teach” each problem

to show various methods that could be used in arriving at the correct answer. Stress that even if

some students did not arrive at the correct answer, their thinking steps and problem-solving

methods are still valuable.

Ask students who do not answer correctly what they would change next time they are confronted

with a similar problem. Teacher will model good strategies for any problems that were not

attempted, or for which no students had a correct answer. Students will take notes in their math

notebooks.

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

2) Presidential elections are held every four years. (yes)

3) The next Presidential election will be in the year 2000. (yes)

4) Fractions can be used to show part of a whole. (no)

5) When you know the size and number of equal parts, you can multiply the size by the number

of equal parts to find the total. (yes)

6) Fractions can be used to show part of a set. (no)

7) When you know the total and how many equal parts, you can divide the total by the number

of equal parts to find the size of each part. (yes)

8) When you know how much an item costs and how much change someone received, you can

add to find out what amount he/she gave in payment. (yes)

500

9) When you know how much money is in someone’s savings account, and what that person’s

savings goal is, you can subtract to find out how much more he/she has to save. (yes)

10) When you know a business owner’s sales and expenses for a week, you can add the sales,

and subtract the expenses to find his or her profit. (yes)

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (lining up decimals)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Students can write a story problem in which the final answer is already given, and

their partners will have to work backwards to fill in missing numbers and their labels.

Fine Arts:

501

Technology:

Assessment

Homework

6. Explain in writing step by step how to solve one of the five problems.

Teacher Notes

502

Six Group Activity

Materials:

20 index cards (3 x 5)

1 black marker

1 pencil

1 envelope (9 ½ x 6 ½)

Prepare the following index cards using the black marker to write the problems on the front of

the cards. Use the pencil to write the answers on the back of the cards.

4) 2.34 + 1.346 + .2 5) 9 + 23.2 + 3.1 6) 6.24 + 21.1 + .21

7) 9.23 + .23 + 10.211 8) 54.12 + 321.2 + .03

9) 7.1 + 9.3 + .02 10) 5.21 + .36 + 69

Answers:

59.2 6.1 7.21 2.34

1) 322.1 2) .002 3) 3.2 4) 1.346

+ .2 + .1 +5 + .2

2) 23.2 6) 21.1 7) .23 8) 321.2

+ 3.1 + .21 +10.211 + .03

7.1 5.21

9) 9.3 10) .36

+ .02 +69.

Next, prepare another set of cards using the answers (addition problems) above. Write these

using black marker. On the back of the cards, write the answers to these addition problems.

1. 381.5 2. 6.202

3. 15.41 4. 3.886

5. 35.3 6. 27.55

7. 19.671 8. 375.35

9. 16.42 10. 74.57

503

Have the students who are above or at grade level write and answer the problems.

Addition of decimals

Say: When adding decimals line the points up first and then write the numbers in the correct

order. Example: If a problem

has two sets of numbers (26.3 + .021), rewrite the problem vertically.

Step 2: Write the numbers in the correct order.

26.3

+ .021

26.3

+ .021

26.321

Explain how to solve addition of decimals problems using the study board as a guide. After you

explain how to do the problems, tell the students that they are going to do an activity called

lining up decimals. Explain that to line the decimals up and write the numbers in the correct

order. Say: Don’t write the answer because we want to work on ordering the numbers.

Say: I am going to lay a card down and I want you to write the problem vertically. Lay one

index card on a flat surface and give the students five or six seconds to write the answer. When

the time is up, turn the index card over and say: The answer is…… Go to the next card and

repeat the process.

Tell the students that they are going to do an activity called adding decimals.

Lay a card on a flat surface Turn the card over to reveal the answer and say: The answer is…

Go to the next card and repeat the process. Call the next group and do the same activity. Store

the index cards and study board in the 9 ½” x 6 ½” envelope.

504

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Computation adding and subtracting decimals

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Overhead projector

Overhead transparencies

Warm-up Activity:

505

Mathematics Assessment

-2.15 -3.20 +3.20 +4.83

5) 1.72 + 3.14 =

6) 5.29 - 3.24 =

7) 14.82 - 11.1 =

8) 4.5 + 6.5 =

9) John rode his bike 500 meters in 1 minute and 49.7 seconds. Tory rode 500 meters in two

minutes and 3.1 seconds. By how much did John beat Tory?

__________________________

506

Compare: Draw <, >, or = to make each statement true.

There is no Warm-up, remediation, or homework today. As a free choice activity, students may

choose one or more games to play when their tests are completed.

507

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet No Six-Group Activity today.

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

508

Remediation:

Technology:

Assessment

Homework

Teacher Notes

Answers to Assessment:

1. 3.05

2. 4.61

3. 10.89

4. 10.26

5. 4.86

6. 2.05

7. 3.72

8. 11

9. 46.6

10. 72

11. 6.34

12. 2610

13. 4.25

14. 8900

15. 0.448

16. <

17. <

18. <

19. >

20. <

21. 0.59

22. 8

23. 146

24. 2.80

25. 5.4

509

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving Solve word problems requiring computation

decimals. Choose and apply problem with decimals.

solving strategies,

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Warm-up Activity:

67.15 45.674

0.6214 15.749

510

Lesson:

Vocabulary - Review

Approximate, product, factors, area in context. Have student fill in blanks.

The word _____________ is a signal to estimate an answer. You can round the ___________-in

a multiplication problem and multiply them to find the ______________. You can multiply the

length of a rectangular figure by its width to find its ______________. (approximate, factors,

product, area).

Example: You want to cover your bedroom floor with carpet. The length of your room is 12.3.

Its width is 9.8. Find the approximate area of your floor.

Step 1: First round each decimal to the nearest whole number. 12.3 = 12 (12.3 is about equal to

12) 9.8 = 10

Step 2: Multiply the new numbers. 12 x 10 = 120. Area is always expressed in square units, so

the final estimate is 180 square feet for the room area.

Example 2: The carpet costs $18.98 per square foot. About how much should your expect to

pay to carpet your room? ( This time use a compatible number instead of rounding to the nearest

whole number. $18.98 ≈ 20. 120 square feet times $20.00 equals about $2,400. You can

expect to pay about $2,400 to carpet your room.

Ask students whether it is good to estimate more or less than the exact amount in this situation

(answer: It’s better to over-estimate because it is better to save a little too much money than to

come up short).

Give the students a few more similar problems to work with you and a few to try independently.

Close by discussing answers to the problems done independently. Discuss in depth to make sure

they understand concepts and vocabulary.

511

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) The area of a rectangular - shaped figure can be found by multiplying the length of the figure

times it width. (yes)

2) Area is expressed in square units. (yes)

3) Area is the amount of space covered by a flat surface. (yes)

4) In a multiplication problem, the numbers to be multiplied are called factors. (yes)

5) The answer to a subtraction problem is called the difference. (no)

6) The answer to a multiplication problem is called the product. (yes)

7) You can round the factors of a multiplication problem to help you estimate the answer. (yes)

8) Rounding a decimal to the nearest whole number or using compatible numbers are two ways

to help you estimate. (yes)

9) The perimeter is the distance around a figure (no).

10) The surface area of a box is the sum of the area of all of the surfaces of the box. (no)

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (rounding)

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

512

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Student can measure a one inch by one inch square and cut it out. Using this as a

pattern, they can cut 100 more. They choose three rectangular objects and predict their area.

Students can cover these objects with the square inches and count them to find the exact area.

They can also count the length and width, then multiply them to verify that this is another way to

find area. This activity also reinforces the reason for reason for measuring area in square units.

Fine Arts:

Home: Parents can assist students in measuring the area of a table to buy a table cloth of the

right size, etc.

Technology:

Assessment

Homework

Have students write five problems of their own involving estimating products with decimals.

Teacher Notes

513

Six-Group Activity

Decimals (Rounding)

Materials:

10 index cards (3” x 5”)

1 black marker

1 pencil

1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using the black marker to write the problems on the front of

the cards and use the pencil to write the answers on the back.

9.82, 28.7, 49.5 .76, .145, .98 .877, .215, .449, 36.50

Rounding decimals

Say: Decimals are rounded the same way whole numbers are rounded. 8.625

8.625rounded to the nearest one is 9. Since the numeral to the right of the ones (6) is 5 or

greater, the ones number is rounded up.

8.625rounded to the nearest tenth is 8.6. Since the numeral to the right of the tenths (2) is less

than 5, the tenths number is rounded down.

8.625rounded to the nearest hundredth is 8.63. Since the numeral to the right of the hundredths

(5) is 5 or greater, the hundredths number is rounded up.

Review the steps for rounding decimals and use the study board for help. Show the numbers

31.17, .98, and 4.999. Ask the students some questions about these numbers.

What number are you looking at for rounding this number? (1)

Is this number greater than or less than 5? (less than)

514

Ask the same questions about the other numbers.

Tell the students that they are going to do an activity the same as the one they just did.

Lay a card on the table and give the students time to write the answer. As you reveal the answer,

say, The answer is…… Store the index cards and study board in the 9 ½” by 6 ½” envelope.

515

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

decimals.

Choose and apply problem-solving strategies

for problems involving decimals.

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Calculators

Warm-up Activity:

Have students mentally solve problems similar to mental math 1) (25 × 10) and

2) (12 × 10). Remind them if necessary, to start by writing the 25 (or 12). Next count the

zeroes in the power of ten and put the same number of zeroes to the right of the first number you

wrote. So 27 × 10 = 270, 27 × 100 = 2700, 27 × 1000 = 27000 etc.

Lesson:

In your lesson on multiplying whole numbers by powers of ten, (10,100, 1000, 10,000, 100,000

etc.), you learned to write as many zeroes to the right of one factor as you see in the factor that is

the power of ten.

516

When you multiply a decimal by a power of ten, move the decimal point to the right as many

times as you see zeroes in the power of ten.

Multiply

4.86 × 10 record your results

4.86 × 100 record your results

4.86 × 1000 record your results

4.86 × 10,000 record your results

Sometimes you have enough digits within your factor to move the decimal point. Example:

92.376 × 100 = 92.376. What must you do when you do not have enough digits in your number?

(If no one volunteers, ask them to refer to the record of results from step two above). Answer:

Move the decimal point as far as you can then write as many zeroes to the right of the number as

necessary to complete the move. Example: 92.376 × 10,000 = 9,237,600

Provide guided and independent practice from selected problems in your math book. Close by

discussing answers to problems assigned in Step 6. Stress the difference between having enough

digits to move the decimal point the required number of places and not having enough digits.

(More as far as you can then add as many zeroes as necessary to the right to complete the

move). Show how this differs from writing zeroes in whole numbers.

39.14 × 1000 = 39,140

517

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) To multiply a whole number by a power of ten, write s many zeroes to the right of that whole

number as there are zeroes in the power of ten.

2) To multiply a decimal by a power of ten, move the decimal point to the right as many places

as there are zeroes in the power of ten.

3) To divide a decimal by a power of ten, move the decimal point to the left as many places as

there are zeros in the power of ten. (no - The statement is true, but it was not discussed

today).

4) To round a decimal, look at the digit to the right of the digit to be rounded. (no)

5) To multiply a decimal by a power of ten, when you don’t have enough digits to move the

decimal point, move as far as you can, then write as many zeroes as necessary ( to the right)

to complete the move.

6) To compare decimals, write them vertically and line up the decimal points. (No)

7) Power of ten are numbers like 10, 100, 1000, etc.

8) 4.17 × 10 = 41.7

9) 4.17 × 100 = 417

10) 4.17 × 1000 - 4,170

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Decimals (hundredths)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

518

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Tell students that scientist use powers of 10 to express huge numbers for example,

the distance Neptune is from the sun is 4.5 × 109 miles. This kind of number expression is called

scientific notation.

10) and that the product contains 9 zeroes. 1,000,000,000 ( read “one billion” elicit a

volunteer to read if possible)

2). Multiply 4.5 × one billion to find the distance from Neptune 4.500,000,000 - 4,500,000,000

have a volunteer read the answer (four billion, five hundred million miles).

3). Have student write a paragraph explaining why they think scientists use scientific notation.

Fine Arts:

Home:

Technology:

Assessment

Homework

Tell students to explain to parents/guardians how to multiply decimals by powers of ten, then

assign parents ten problems to solve. Parents sign a form that their children explained the

concept adequately. (your can prepare the form ahead of time).

Teacher Notes

519

Six-Group Activity

Decimals (Hundredths)

Materials:

10 index cards (3” x 5”)

1 black marker

1 pencil

1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using the black marker to write the problems on the front of

the cards and use the pencil to write the answers on the back.

37 19 49 98 61

4 7 1

100 100 100 100 100

7 86 4 55 2

9 9

100 100 100 100 100

Answers: .37; 4.19; 7.49; .98; 1.61; .07; .86; 9.04; .55; 9.02

Decimals-Hundredths

Say: The first place to the right of the decimal point is the tenths place. The second place is the

1

hundredths place. Each figure is divided into 100 equal parts. Each part is or .01 of the

100

area.

26

or .26 is shaded.

100

520

54

1 or 1.54 is shaded.

100

Say: A decimal with one digit to the right of the decimal point is read as “tenths.” A decimal

with two digits to the right of the decimal point is read as “hundredths.”

.65 = sixty-five hundredths

.03 = three hundredths

5.32= five and thirty-two hundredths

Review the study board with the students and use this problem to ask questions.

67

10

100

521

What is the whole number? (10)

What number is in the tenths place? (6)

What number is in the hundredths place? (7)

How would you rewrite this mixed number as a decimal? (10.67)

Tell the students that they are going to do an activity that changes fractions and mixed numbers

to decimals. Lay one card on the table and give students time to write the answer. As you reveal

the answer say: The answer is…… Store the activity and the study board in the 9 ½” by 6 ½”

envelope.

522

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

fractions, decimals and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Decimal Mods

Warm-up Activity:

Put the following problem on the chalkboard. Tell students to round the factors to the nearest

whole number and then multiply. *Rounded numbers at side in parenthesis.

x 2.4 = (2) x 4.4 = (4) x 2.8 = (3)

(5) (22) (6) (6)

523

Guide the students through the first problem without the decimal. Then remind the students to

do the following: 1. Multiply as you would if you had two whole numbers. 2. Put the decimal

point in the answer as many places from the right as it is in the decimal factor. (Example: 2 x

21.4)

Example: 21.4

x 2

42.8

Place the decimal point in the answer one place from the right.

Have students write in math journal in their own words the rule for placing the decimal in the

product.

Lesson:

After having reviewed the rules for placement of decimals in the product, (see Warm Up) put

these problems on the chalkboard. Students are to solve and place the decimal point in each

product. (Be sure to explain that if there are not enough places, that they should add a zero or

zeroes to the right of the product to make the needed places to place the decimal. (Example:

0.943 x 10,000.)

Guided Practice:

1. 0.0004 2. 0.031 3. 4.65

x 7 x 6 x 8

*Note: Five or greater is rounded up, (4) or lesser number are rounded down.

x 3 x 6 x 8

To provide additional practice see any text with multiplying a decimal by a whole number may

be used. “Roll a Harder Decimal” may also be used for reinforcement. (Consult Game Mat for

rules.)

524

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) One strategy used to place decimals in products is to multiply as you would whole numbers

and count the places in the factor to place the decimal. (yes)

2) If there are not enough places to place the decimal in the product, add zeroes to the right of

the product to make digits to place the decimals. (yes)

3) The rule for rounding is five or more is rounded up less, less than five is rounded down.

(yes)

4) When you round numbers you are rounding them to the nearest whole number. (yes)

5) Equivalents are numbers that have the same value. (no)

6) To find an equivalent decimal for a fraction, divide numerator by the denominator. (no)

7) Example number two shows how zeroes are added to provide needed digits in the product to

place the decimal point. (yes)

8) Mathematical reasoning is one of the objects of the Roll a Harder Decimal Game. (yes)

9) “Roll a Harder Decimal” is designed to be played by two persons. (no)

10) The quotient in a division problem is the answer. (no)

Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher-directed activity

lesson: Decimals (multiplying tenths)

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

525

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Use any text available with the kinds of problems in this lesson.

Fine Arts:

Home: Have students find the cost of a burger and fries from fast food establishments, and

calculate the cost to buy a meal for themselves and five friends.

Technology:

Assessment

Homework

+2.4 × 3.9 - 28 +3.7 × 4.8

Teacher Notes

1. 2 x 8 = 16 2. 4 x 7 = 28 3. 3 x 6 = 18 4. 5 x 22 = 110 5. 6 x 6 = 36

5. 29.1 6. 112.256

526

Six-Group Activity

Materials:

5 index cards (5” x 7”)

1 black marker

1 pencil

1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using the black marker to write the problems on the front of

the cards and use the pencil to write the answers on the back.

× .3 × 3 × .6 × .5 × .8

Answers:

2 2 09 6 2 9.8 4

87 9.6 3 7

2.9

× .3 × 3 × .6 × .5 × .8

62.7 209.4 52.2 4.80 2.32

Multiplying tenths

Say: The number of decimal places in the product equals the sum of the number of decimal

places in the factors.

Step 1: Multiply

4.3

× .3

129

Step 2: Place the decimal point in the product so that the number of places in the product is the

sum of the number of places in the factors.

4.3 ← decimal place

× .3 ← decimal place

1.29 ← 2 decimal places

Use the study board as a guide to solving and asking questions about this problem.

5.2

× .5

527

How many numbers are to the right of the decimal points? (2)

What is the first step in solving this problem? (5 × 2)

What is the answer? (10)

What is the next step? (5 × 5 and add the 1 you carried)

What is the answer? (25 + 1 = 26)

What is the answer to the multiplication portion of the problem? (260)

Where does the decimal point go in the product? (2.60)

Tell the students that they are going to do an activity similar to the problem they just worked.

Tell them you want the problem multiplied and the decimal point written in the answer. Lay a

card on the table and give the students time to write the answer. As you reveal the answer say:

The answer is…… Store the activity and the study board in the 9 ½” x 6 ½” envelope.

528

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

fractions, decimals and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Decimal Mods

Warm-up Activity:

Tell the students that to separate the whole numbers from the fraction, a point is placed between

them. This is known as a decimal point, and a number that has a decimal point is called a

decimal number. (Put example on the chalkboard or overhead.)

Example: 538.6 means 5 hundred, 3 tens, 8 ones and 6 tenths, and is read “five hundred thirty-

eight point six”.

5 3 8 6

Explain that sometimes a number has no whole numbers, just tenths. Example: 0.2 means no

ones and 2 tenths, and is read zero point two.

529

Now have the students take out a sheet of paper, and draw boxes for a decimal number like the

following.

Examples: 1.

·

The teacher will place the following boxes on the chalkboard.

1 4 6 9

2. The students are told to choose two of the numbers from those given to make a decimal

number with ones and tenths.

3. It is possible to make 12 different decimal numbers. How many can you find? Put them in

order from largest to smallest.

(Answer: The twelve possible numbers are 9.6, 9.4, 9.1, 6.9, 6.4, 6.1, 4.9, 4.6, 4.1, 1.9, 1.6, 1.4.)

Lesson:

On the overhead or on the chalkboard, put the following examples up and explain that when the

number 8.14 is multiplied by 10 and by 100 that the position of the decimal point differs in the

two answers.

8.14 8.14 Now ask the students to write the rule for multiplying by a

x 10 x 100 power of ten (10). Show example. Answer: Move the decimal

000 000 point to the right as many places as there are zeroes in the power

8140 0000 of ten (10). Example: 12.757 x 100 = 12.75.7 = 1,275.7.

81.40 81400

814.00

*If you do not have enough places to move the decimal point write zeroes to the right of the

number. 0.842 x 10.000 = 0.8420 = 8,420

Guided Practice: Complete these exercises by placing the decimal point in the product.

3. 16.8 x 1,000 = 16.800 (A) 4. 419.60 x 100 = 41960. = 41,960 (A)

530

Now have the students complete the following activity on their own.

2. 68.7 x 10 = 687 (A)

3. 0.056 x 100 = 5.6 (A)

4. Jackie is buying collector baseball cards at $0.19 each. If he buys 1000 cards how much will

they cost? $190 (A)

5. 101 = 10

102 = 10 x 10 = 100

103 = 10 x 10 x 10 = 1,000

104 = 10 x 10 x 10 x 10 = 10,000

105 = 10 x 10 x 10 x 10 x 10 = 100,00

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) To separate the whole numbers from the fraction a decimal point is placed between them.

(yes)

2) A number that has a decimal point is called a decimal number. (yes)

3) When solving decimal problems it is possible to have tenths and no whole numbers. (yes)

4) The largest fraction possible from these numbers 1 4 6 9 , 9.6. (yes)

5) The smallest fraction possible using the numbers in the boxes in statement number four is

1.4. (yes)

6) A liter is the basic unit of capacity in the metric system. (no)

7) The rule for multiplying by power of ten is to move the decimal point as many places to the

right as there are zeros in the power of ten. (yes)

8) The centiliter is a unit of measure in the metric system equal to 0.01 liter. (no)

9) When solving problems with decimals, if there are not enough places to move the decimal

point you should write zeros to the left of the number. (yes)

10) Quotient is the answer in a division problem. (no)

Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher-directed activity

sheet: Decimals (zeros in the product)

531

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Have students write five true/false statements about the topic. Example: It is

possible to write decimals that have no whole numbers, just tenths. 0.2, zero ones and 2 tenths.

(true)

Fine Arts:

Home:

Technology:

Assessment

Homework

Teacher Notes

532

Six Group Activity

Materials:

3 (5 x 7) index cards

1 black marker

1 pencil

1 (9 ½ x 6 ½) envelope

Prepare these index cards using the black marker and use the pencil to write the answers on the

back.

× 3.6 ×1.87 × 8.5

Answers:

2

95 3.3 64

2 × 1.87 6

4 7 7.2 93

4 2 7.2 89

× ×

2

3.6 65548 8.5

1

28734 749120 213965

+ 14367 + 936400 +138344

172.404 175.1068 407.405

Multiplying hundredths

Remember: The number of decimal places in the product equals the sum of the number of

decimal places in the factors.

Step 1: Multiply

1 1

3. 651

× 251

3651

+18255

7302

916401

533

Do a sample problem and use the study board to show the students the steps to solving a

multiplication of decimal problem.

Tell the students that they are going to do some problems like the sample one they just did. Lay

a card on the table. Give the students time to write the answer. As you reveal the answer say:

”The answer is……” Store the activity and study board in the 9 ½ by 6 ½ envelope.

534

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

fractions, decimals and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Decimal Mods

Warm-up Activity:

Write the following problems with directions as written. Have students complete per directions.

2. 4.85 x 2 (round to nearest whole number and find the product)

3. 16.3 + 40.7 (find the sum)

4. 92.5 - 71.3 (find the difference)

5. 4.62 x 4 (find the product)

6. 23.6 x 3 (find the product)

Allow about ten minutes to complete, then give answers if students were unable to solve. Give

explanations as needed.

535

Lesson:

Before getting into the lesson, remind the students that when area is measured it is measured in

square units.

Example: 2.5 yards x 4.5 yards = 11.25 yards . Explain that when you multiply a decimal by a

decimal, multiply as you would with whole numbers, then count the numbers behind the decimal

to determine where the decimal point should go in the product.

x 2.6 (1 place after the decimal point)

96

32

4.16 (2 places after the decimal point)

Remind students that sometimes it is necessary to place zeros along with digits in the factors in

the product in order to place the decimal point correctly. This is done when multiplying by

whole numbers and decimals as well as multiplying two decimals.

x .2 (1 place after the decimal)

0.02 (need to add a zero in order to correctly place the decimal)

Have the students solve these problems to get practice with multiplying two decimals.

x 15

Ans.: 12375

Ans. (2) 8.25 (places after the decimal point)

Ans. (1) x 1.5 (places after the decimal point)

Ans. (3) 12375 (total places after the decimal point)

8.25

x 1.5

12375 (Ans. 12.375)

536

Instruct the students to write each product, placing the decimal point carefully.

5. 103.2 x 9.5 6. 49.3 x 5.2 7. 2.25 x 6.8 8. 8.7 x 0.0025

Answer key:

5. 980.40 6. 256.36 7. 15.300 8. 0.02175

If the text is not available, any text with the kind of problems in this lesson may be used.

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

2) To find the area of a rectangle, you multiply the length by the width. (yes)

3) To determine where a decimal should be placed when multiplying a decimal by a decimal

multiply as with whole numbers, then add up the number of places after the decimal points in

the factors to determine where the decimal point should go in the product. (yes)

4) It is necessary to place zeros in the factors of the product to correctly place the decimal when

solving some problems. (yes)

5) (5.8 x 7.5 = 43.50) is an example of multiplying a decimal by a decimal. (yes)

6) The numbers in an addition problem are called addends. (no)

7) (39.94) ≈ 40 is an example of rounding to the nearest whole number. (yes)

8) You do not have to line up the decimal point in order to multiply. (no)

9) Count the decimal places after the decimal point. (yes)

10) Withdraw: to take money out of the bank. (no)

Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).

537

Six Group Activity

Have a group of six students, two from each ability level, complete teacher-directed activity

sheet Decimals (lining decimals up)

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Fine Arts:

Home: Have students measure a window and a door in his/her home. Tell how many square

centimeters are in each. Tell what he or she did to determine how many centimeters were

needed.

Technology:

Assessment

538

Homework

Complete.

1. 2.5× 3.2

2. 4.6× .3

3. 5.26× .03

4. 95.2× .5

5. 62.2× 5.1

Teacher Notes

539

Six Group Activity

Materials:

20 index cards (3 x 5)

1 black marker

1 pencil

1 envelope (9 ½ x 6 ½)

Prepare the following index cards using the black marker to write the problems on the front of

the cards. Use the pencil to write the answers on the back of the cards.

5) 2.34 + 1.346 + .2 5) 9 + 23.2 + 3.1 6) 6.24 + 21.1 + .21

8) 9.23 + .23 + 10.211 8) 54.12 + 321.2 + .03

9) 7.1 + 9.3 + .02 10) 5.21 + .36 + 69

Answers:

59.2 6.1 7.21 2.34

322.1 .002 3.2 1.346

3) 2) 3) 4)

+ .2 + .1 +5 + .2

3815

. 6.202 15.41 3.886

23.2 21.1 .23 321.2

4) 6) 7) 8)

+ 3.1 + .21 +10.211 + .03

35.3 27.55 19.671 375.35

7.1 5.21

9.3 .36

9) 10)

+ .02 +69.

16.42 74.57

Next, prepare another set of cards using the answers (addition problems) above. Write these

using black marker. On the back of the cards, write the answers to these addition problems.

13. 15.41 14. 3.886

15. 35.3 16. 27.55

17. 19.671 18. 375.35

19. 16.42 20. 74.57

540

Have the students who are above or at grade level write and answer the problems.

Copy this study board and use it with the lesson. Store the index cards and the study board in the

9 ½” x 6 ½” envelope.

Addition of decimals

Say: When adding decimals line the points up first and then write the numbers in the correct

order. Example: If a problem

has two sets of numbers (26.3 + .021), rewrite the problem vertically.

Step 2: Write the numbers in the correct order.

26.3

+ .021

26.3

+ .021

26.321

Explain how to word addition of decimals problems using the study board as a guide. After you

explain how to do the problems, tell the students that they are going to do an activity called

lining up decimals. Explain that to line the decimals up and write the numbers in the correct

order. Say: Don’t write the answer because we want to work on ordering the numbers.

Say: I am going to lay a card down and I want you to write the problem vertically. Lay one

index card on a flat surface and give the students five or six seconds to write the answer. When

the time is up, turn the index card over and say: The answer is…… Go to the next card and

repeat the process.

Tell the students that they are going to do an activity called adding decimals.

Lay a card on a flat surface Turn the card over to reveal the answer and say: The answer is……

541

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

fractions, decimals and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Decimal Mods

Metric measure containers

Warm-up Activity:

Put the following drawings on an overhead. Ask students to look at the drawings and shade in

the decimal amounts below each at their seats.

Ans. (shade 4 sections) Ans. (shade six sections) Ans. (color the whole drawing)

542

Lesson:

Define the following vocabulary words. These terms should be put into the math journals.

2. Gram & Kilogram - are metric units of weight.

3. Volume - another term to describe the number of cubic units it takes to fill an object.

1 gram is one thousandth of a kilogram. ___1 g = 0.001 g

*The teacher may want to bring in a one and a two liter pop container for concrete examples.

Label the contents using metric measurement. Allow students to request metric amounts for

consumption.

1 milliliter is one thousandth of a liter. (1 mL = 0.001 L)

After the teacher has done a couple of examples allow the students to solve the following..

10. A man’s shoe weighs about 500 g. How many kilograms would two pairs of shoes weigh.

Show how you arrived at your answer, write it out. Answer: 2 kilograms = 2 Kg, 1 Kg =

1000 g) 1 shoe weighs 500 g. If one shoe weighs 500 grams, then 2 pairs of shoes = 4 x 500

g = 2000 grams.

543

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) Volume is a term used to describe the number of cubic units it takes to fill an object. (yes)

2) One milliliter is one thousandth of a liter. 0.001 L) (yes)

3) The drawings in the Warm Up show fractions as well as decimal amounts. (no)

4) Weight is a term used to tell how heavy something is. (yes)

5) One kilogram is equal to a thousand grams. (yes)

6) A man’s shoe weighs about 500 grams. (yes)

7) Mathematical reasoning is one of the objects of roll a harder decimal game. (no)

8) Kilogram is a unit of metric weight. (yes)

9) 30 grams is equal to 0.040 kilograms. (yes)

10) Equivalents are numbers that have the same value. (no)

Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).

Have a group of six students, two from each ability level, complete teacher-directed activity

sheet: Number Line (graphing decimals)

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

544

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: See attached Six-Group Activity Lesson: Number line (graphing decimals)

Technology:

Assessment

Homework

Write out the differences between weight and volume and give an example of each. Tell what

units are used for each.

Teacher Notes

545

Six Group Activity

Materials:

7 (5 x 7) index cards

10 (3 x 5) index cards

Contact paper

7 black crayons or washable markers (fine line)

1 paper towel to be cut up into 6 pieces

1 pencil

1 (9 ½ x 6 ½) envelope

Prepare these 5x7 index cards. Copy the number line and tape it to the 5 x 7 index card. Cut the

contact paper the same size as the 5 x 7 card and cover the card with the contact paper.

2, 1.3, 2.5, 4.8, 3.7, 0.75, 4.2, 5, 1.5, 2.2

The teacher will show the answers on their graph card. Copy this study board to aide in

reteaching of this activity.

Graphing decimals

The number line below shows each whole number divided into ten equal parts, or tenths.

0 1 2 3 4 5 6 7 8 9 10 11

From one number to the next number there are ten tenths.

Example:

0 1

Bernadette’s eight and six tenths are recorded on the number line.

546

Carl did four and five tenths hours and it is recorded on the number line.

We are going to do an activity that requires you to plot numbers on the number line. I am going

to show you a card and I want you to use the crayon or marker to plot your answer. The teacher

will place an index card on a flat surface. Give the students 3 to 4 seconds to mask their answer.

The teacher should use the extra card to mark the correct answer to show the students. Before

you show the correct answer say, “The answer is……” do the remaining cards the same way.

Store the index cards and study board in the 9 ½ x 6 ½ envelope.

Tell the students that they are going to do an activity that calls for them to plot numbers on the

number line. Lay a card on the table and allow students to solve the problem. While revealing

the answer and say, ”The answer is……” Store the activity and study board in the 9 ½ x 6 ½

envelope.

547

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations involving

fractions, decimals and percents

Unit Focus/Foci

Decimals

Instructional Focus/Foci

Materials

Games

Resource kit

548

Formal Assessment

2. 8 m = _____ dm (Ans. 80 dm)

3. 6 cm = _____ m (Ans. 0.06 m)

Add or Subtract

5. 1.62 + 3.14 = _____ (Ans. 4.76)

6. 6.12 - 2.37 = _____ (Ans. 3.75)

7. 1.6 8. 6.06 9. 6.74

+ 1.52 - 2.21 - 2.42

3.12 (A) 3.85 (A) 4.32 (A)

Solve.

10. Jan walked 200 meters1 minute and 40.1 seconds. Joy walked 200 meters in 2 minutes and

1.1 second. By how much did Jan beat Joy? (21)

11. 0.5 ___ 0.2 (Ans. >) 12. 0.76 ___ 0.8 (Ans. <)

13. 0.6 ___ 0.8 (Ans. <) 14. 0.6 ___ 0.49 (Ans. >)

16. 9 dimes and 0 cents = _____ (Ans. $0.90)

18. 9 ones, 4 tenths, and 6 hundredths _____ (Ans. 9.46)

549

Multiply.

19. 10 x 9.5 = _____ (Ans. 95) 20. 0.41 x 10 = _____ (Ans. 4.1)

21. 6.3 x 100 = _____ (Ans. 630) 22. 5.8 x 7.5 = _____ (Ans. 43.5)

201 2/2 Phone -$97.45 $0 $714 44

616 99

202 2/8 Gitanone clothes -$145.06 +$202.00 471 93

673 93

203 2/11 Electric -$49.05 $624.8

204 2/15 Repair -$107.00 $210.00 834 88 $727.88

Mortgage -$407.00 $320.88

Misc. -$90.00 $230.88

0.7 x 0.6 = _____ (Ans. 0.42) 2.7 x 3.9 = _____ (Ans. 10.53)

Students may utilize the Game mats or Free Choice Lesson and go into the math workshop once

the assessment is completed.

550

Ten Statements

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).

Math Workshop

Have the students go into the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

551

Technology:

Assessment

Homework

Teacher Notes

552

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