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ADDING DECIMALS

ADDING DECIMALS. Theresa Seeley-Bartlett. Behavioral Objectives:. Students will be able to:. Restate the rules of adding decimals. Identify where the decimal is located on a number where none is showing. Ex: 6 15 214. Set up decimals correctly in order to add.

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ADDING DECIMALS

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  1. ADDING DECIMALS Theresa Seeley-Bartlett

  2. Behavioral Objectives: Students will be able to: • Restate the rules of adding decimals. • Identify where the decimal is located on a number where none is showing. Ex: 6 15 214 • Set up decimals correctly in order to add. • Solve problems involving adding decimals. • Discuss and demonstrate their knowledge with a partner.

  3. Materials Needed • Paper and pencil • “Pairs Check” worksheet

  4. Pairs Check This is a structure of cooperative learning. Pairs check provides immediate and frequent feedback to each student. This is important to students.

  5. Advantages of Pairs Check • Immediate and frequent feedback is provided. • Students are offered praise by their peers. This promotes good interpersonal skills. • Activity is success-oriented. • Students learn better by doing instead of listening to teacher lecture. • Students stay on task.

  6. Background information I teach 6, 7, & 8th grade remedial math. On average, I will have students for a total of three years depending whether or not they “pass out” of my class.

  7. Keep in mind: 1. My students will have prior knowledge on adding decimals. 2. This is something that I will review on a constant basis. 3. We will review the basics as a refresher. 4. This lesson will act as an enrichment activity for them.

  8. Adding Decimals • ALWAYS line up the decimals. • Ex: 2.310 15.009 + .030

  9. Bring the decimal straight down into the answer. • Ex: 2.310 15.009 + .030 .

  10. Finally, add. • Ex: 2.310 15.009 + .030 17.349

  11. Reading the answer aloud I require that all students read decimal answers “mathematically correct.”

  12. Reading decimals • A student volunteer would read the answer as “seventeen and three-hundred forty-nine thousandths.” (17.349) • I observe a lot of teachers accepting an answer of “seventeen point three four nine.” • Reading the answers mathematically correct, solidifies decimal place values, another extremely weak point of most students. • My students know that I expect the answers to be read correctly.

  13. Numbers Without Decimals • A very abstract concept for some of the students is how to line up a number if they do not see a decimal. • We will review what to do if there is not a decimal. • Ex: 6 53 9 145 1,999 • We discuss where each of the numbers would have a decimal. “If you don’t see the decimal, it is always at the end of the number.” • Ex: 6. 53. 9. 145. 1,999.

  14. Choral Response Choral response is another cooperative learning structure used to enhance strategies. • I now ask the class as a whole, “If I don’t see a decimal on a number, where is it?” • Students respond, “At the end of the number.” • I consistently use this specific choral response throughout the school year. This fact becomes second nature to the students.

  15. Implementing Pairs Check • Since my students already work cooperatively on a consistent basis, this activity will not be totally foreign to them. • At this point, I would display a copy of the “Pairs Check” worksheet. • I have learned from trial and error not to give the students their own worksheets until I am done with my introduction.

  16. Directions to Pairs Check I will read the directions aloud. See overhead for demonstration.

  17. Step One • Individual work completed by person one.

  18. Step Two • Coach checks the work of person one.

  19. Step Three • Coach praises person one.

  20. Step Four • Individual work completed by person two.

  21. Step Five • Coach checks the work of person two.

  22. Step Six • Coach praises person two.

  23. Step Seven • Pairs Check

  24. Step Eight • Team Celebrates

  25. Grouping Pairs • I would put one higher level student with one lower level student, although there is not much variety in ability level in my class. • Otherwise, I would put one higher motivated student with a lower motivated student.

  26. Monitoring Progress *Evaluation* • Keep a watchful eye on pair interactions. This is not too difficult in my class since we all sit at one table. • Consult with pairs throughout activity and check for understanding. • Ask open ended questions throughout activity.

  27. Closure • Closure pulls the activity together. • I would ask students the following: • What are the steps when adding decimals? • Where is the decimal on a number if you don’t see it? • Did you learn better working in pairs or do you think you would have learned better on your own? Why? • Do you have any suggestions on how this activity might work better in the future?

  28. Enrichment Activity FunBrain.com

  29. The End

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