Transcript ADDING DECIMALS Theresa Seeley-Bartlett

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.
•Solve problems involving adding decimals.
•Discuss and demonstrate their knowledge with a
partner.
Materials Needed


Paper and pencil
“Pairs Check” worksheet
Pairs Check
This is a structure of cooperative learning.
Pairs check provides immediate and frequent
feedback to each student. This is important
to students.
Advantages of Pairs Check
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
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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.
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.
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.
Adding Decimals


ALWAYS line up the
decimals.
Ex:
2.310
15.009
+ .030


Bring the decimal
straight down into
the answer.
Ex:
2.310
15.009
+
.030
.

Finally, add.

Ex:
2.310
15.009
+
.030
17.349
Reading the answer aloud
I require that all students read
decimal answers “mathematically
correct.”
Reading decimals
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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.
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.
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.
Implementing Pairs Check
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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.
Directions to Pairs Check
I will read the directions aloud.
See overhead for demonstration.

Step One

Individual work
completed by
person one.
Step Two

Coach checks the
work of person one.
Step Three

Coach praises
person one.
Step Four

Individual work
completed by
person two.
Step Five

Coach checks the
work of person two.
Step Six

Coach praises person
two.
Step Seven

Pairs Check
Step Eight
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Team Celebrates
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.
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.
Closure
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Closure pulls the activity together.
I would ask students the following:
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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?
Enrichment Activity
FunBrain.com
The
End