1. Topic-
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| Using the 100 beads to explain the decimal concept of tenths and
hundredths |
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2. Content-
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decimal point
tenths/ hundredths |
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3. Goals: Aims/Outcomes-
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1. Students will demonstrate knowledge of tenths and hundredths
using 100 beads
2. Students will demonstrate ability to "show" decimals by coloring
in 100 grids. |
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4. Objectives-
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1.Use place value concepts to represent whole numbers and decimals
using numerals, words, expanded notation and physical models.
2. Explain the concepts of tenths and hundredths using physical models. |
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5. Materials and Aids-
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100 beads
100 grids on paper
multiple transparencies of mini 100 grids
white boards and markers |
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6. Procedures/Methods-
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A. Introduction-
| Review place value - ones, tenths, and hundreds using 100 beads
(numbers over 100 can be shown by using the 1000 bead classroom demonstration
manipulative) |
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B. Development-
1. Looking at 100 beads - how many beads are in 100? How many blue
beads indicating 10 are shown on the 100 beads
2. Discuss parts of 100 - how many parts of 100 are given numbers?
i.e. How many parts of 100 is 56? It is 56 out of 100 or 56/100 or
.56.
3. Discuss the vocabulary tenths/hundredths with students. Put the
decimal point and the words tenths and hundreds to the right of the
ones on the classroom place value line. Remind the students that they
have been told in the past that there are place values to the right
of the one.
4. Use money notation to illustrate the concept of parts of a dollar
and how they are written. $4.34 = 4 whole dollars and 34/100 parts
of a dollar or cents. |
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C. Practice-
1. Orally give the students numbers using the vocabulary tenths/hundreds.
Have the students find the number on the 100 beads and mark with a
clothespin. Then have the students write the number on the white board
- reminding them to use the decimal point.
2. Have the students find given numbers - using the vocabulary tenths
and hundreds - and mark the number with a clothespin. Then have the
students color in the 100 grid. Choose students to come up to overhead
and color in number.
3. Compare decimals to having a cake divided up equally into either
10 pieces (tenths) or 100 pieces (hundredths) |
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D. Independent Practice-
1.Students will work in pairs - each individual using his/her 100
bead manipulative and sharing sheets with the 100 grids
2.Write the numbers on the board:
45 hundredths
7 tenths
72 hundredths
3 tenths
Have the students mark the places on the 100 beads. Then have them
color in the 100 grids to illustrate the decimal. Remind students
that they are making numbers that are less than 1 whole. |
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E. Accommodations (Differentiated Instruction)-
| Special needs students will receive extra help by teacher, instructor
assistant or peer tutor. |
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F. Checking for understanding-
1. Teacher observation - check sheet on clipboard during independent
practice.
2. Instructor Assistant - one on on assessment on finding decimal
using 100 beads, writing decimals accurately, and coloring in 100
grid accurately. Decimals to be tested - 5 tenths and 67 hundredths.
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G. Closure-
1.Review the concept that numbers to to right of the decimal are
less than 1 whole.
2.Review meaning of the vocabulary tenths, hundredths.
3. Review how decimals are written. |
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7. Evaluation-
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1. Teacher observation - checklist.
2. Instructor Assistant one on one assessment |
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8. Teacher Reflection-
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| Hopefully students will understand the initial concepts. They have
been told numerous times that they are place values to the right of
the ones place. After a shaky start in August, the students have a
good understanding of place value to the millions place so this should
be easily understood (I hope). |
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