However, not all problems posed during a Number Talk are created equal or solved the same way every time by every student. When solving problems in Number Talks, the strategies, en route to the solution, are the focus of the discussion. This entry was posted in 5th Grade, Decimals, Place Value, Uncategorized on Maby mathmindsblog.
These last two examples are the ones that really seem to get at the standard and something we want to connect the previous examples to build toward: Some students recognized those movements as multiplying or dividing by 10’s:
Some noticed the 4 and 2 were constant in each number and moved around: Students took these values and put them into a place value chart to look for patterns: I collected their possible values for the picture and recorded them on the board. My summary here doesn’t do a bit of justice to how the students were talking about the math. It was a great discussion of how tens build to hundreds but hundredths build to tenths. Then, one student explained her reasoning below:Īfter her explanation, I asked the rest of the class what they thought about how tens and hundreds are related versus tenths and hundredths. So polite in her disagreement, I love it! After time to work with a partner, we came back together to discuss Jossie’s reasoning and the different values the picture could represent.Īs we anticipated, many of the students said the Jossie got the tenths and hundredths pieces confused.
Decimal grids 5th grade full#
They did a great job trying to get into Jossie’s head, so we let those ideas sit there as we gave them 3 minutes of individual work time to begin the full task. We then did a Notice/Wonder with the image from the task before they jumped in to work on the task prompt. I think students learn each small cube is 1/100, so each skinny tower is 1/10, but are never pushed to think about what other values they could represent…how quickly they forget K-2:). This is where I think the lack of attention we give the standard above is really apparent. They came up with some really interesting comparisons and everyone saw the picture of base 10 blocks as 0.12 and “ not even close to 1,” which the others were. We opened the lesson with this Which One Doesn’t Belong? to see how students related the representations, in particular, how they talked about the picture since the task had something similar. Since there wasn’t a great place in the curriculum for this, we went to Illustrative Mathematics, found this task and built a lesson around it. We both felt the students were doing 5.NBT.A.1 in a conceptual way, but we were never really making the understanding explicit with students. To be confident of the path we were on with decimals, Leigh and I met to revisit the CCSS. In this game, students only work with tenths and hundredths so in subsequent lessons she introduced thousandths on the same grid, with each small square now partitioned into 10 smaller pieces. The first lesson or two of the unit, Leigh picked up where the students left off in the curriculum last year – shading 10 by 10 grids in a game called Fill Two. Those are the little, thoughtful details in the standards that I really appreciate. Building on that understanding, the decimal work then moves to the NBT strand in 5th grade as students begin operating with them.
It is always so interesting to me how the CCSS authors chose to put decimals in the NF strand in 4th grade because students are learning decimals are just another way to write a fraction with a denominator of 10 or 100. To help students make connections to what they learned last year, she and I went back and brushed up on where the students should be in terms of the 4th grade CCSS. Leigh’s 5th grade math class just started their work with decimals. I blogged about this in reference to even and odd numbers last year, but this past week I have found another:Įarly elementary spends SO much time building understanding of the relationships between 1’s, 10’s and 100’s, but I don’t think we do this standard justice as students build their understandings of fractions and decimals. There are some standards I think we do such a great job developing in early elementary, but never revisit explicitly when students learn about different numbers such as fractions and decimals.
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