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5-N-3-4

Page history last edited by Brenda Butz 6 years, 2 months ago

5.N.3.4 Find 0.1 more than a number and 0.1 less than a number. Find 0.01 more than a number and 0.01 less than a number. Find 0.001 more than a number and 0.001 less than a number.

In a Nutshell

This objective logically follows learning about decimal place values to the thousandths place. It will be an introduction to comparing/ordering and adding/subtracting decimals as they think of just “one more, one less” than a place value. It is imperative that the students start thinking about correct alignment of the decimal place values of two or more numbers. They must internalize that these are amounts within the whole numbers. If they can understand that the decimal is the point marking the difference between whole and part of a whole number, then they will be successful in their later work with numbers.

Student Actions	Teacher Actions
Develop the Ability to Make Conjectures, Model, and Generalize by representing mathematical ideas using concrete materials, pictures and symbols to internalize the concept that these are amounts within the whole numbers. Develop the Ability to Communicate Mathematically when solving problems and finding 0.1, 0.01, 0.001 more and less students justifying their thinking and explain their solutions. Develop a Deep and Flexible Conceptual Understanding when using their understanding of operations with whole numbers, decimals and fractions to choose strategies and procedures to access and solve real world math problems involving finding 0.1, 0.01, 0.001 more and less than a number. Develop a Productive Mathematical Disposition by looking for patterns in place value when finding 0.1, 0.01, 0.001 more or less of a number.	Facilitate meaningful mathematical discourse by having students compare and contrast strategies and identify effective and efficient methods Pose purposeful questions which illustrate student thinking such as, “How did you get that?” “Can anyone add on to this thinking?” Build procedural fluency from conceptual understanding by connecting prior knowledge of place value to find 0.1, 0.01, 0.001 more or less of a number.
Key Understandings	Misconceptions
Find 0.1, 0.01, and 0.001 more or less than a number. Find 0.1, 0.01, and 0.001 more or less than a number with less decimal digits EX: What is 0.001 less than 5.67? Order a set of numbers that includes decimal fractions in both fraction or decimal form. Using concrete models to find 0.1 more/less, 0.01 more/less and 0.001 more/less than a number. They connect their prior experiences with using decimal notation for fractions and addition of fractions with denominators of 10 and 100. They use concrete models and number lines to extend this understanding to decimals to the thousandths. Utilize base-ten blocks or bundled objects to represent decimal numbers in multiple ways Discuss the importance of lining up place values Use pictures, diagrams, tables and models to compare decimal fractions in either fraction or decimal form Using appropriate mathematics vocabulary Reading decimals correctly such as 0.26 as "twenty six hundredths" instead of "point two six" Using number lines to determine appropriate placement of decimals such as .9, .09, .19 etc	Whole number relationships can be applied to fractions or decimals. For example, believing 0.26 is greater than 0.8 because 26 is greater than 8. Decimals are just like whole numbers; everything you do with whole numbers you do with decimals. The more digits to the right of the decimal point the bigger the number. All numbers are lined up on the left or right, rather than by their place value.