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 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.

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.

Keep in mind:

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 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 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

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 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?

Enrichment Activity

FunBrain.com

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