ADDING DECIMALS

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ADDING DECIMALS

• Theresa Seeley-Bartlett

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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.

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Materials Needed

• Paper and pencil
• Pairs Check worksheet

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Pairs Check

• This is a structure of cooperative learning.
• Pairs check provides immediate and frequent
  feedback to each student. This is important to
  students.

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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.

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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.

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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.
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Adding Decimals

• ALWAYS line up the decimals.
• Ex 2.310
• 15.009
• .030

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• Bring the decimal straight down into the answer.
• Ex 2.310
• 15.009
• .030
• .

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• Finally, add.
• Ex 2.310
• 15.009
• .030
• 17.349

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Reading the answer aloud

• I require that all students read decimal answers
  mathematically correct.

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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.

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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 dont see the decimal, it is
  always at the end of the number.
• Ex 6. 53. 9. 145. 1,999.

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Choral Response
Choral response is another cooperative learning
structure used to enhance strategies.

• I now ask the class as a whole, If I dont 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.

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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.

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Directions to Pairs Check

• I will read the directions aloud.
• See overhead for demonstration.

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Step One

• Individual work completed by person one.

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Step Two

• Coach checks the work of person one.

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Step Three

• Coach praises person one.

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Step Four

• Individual work completed by person two.

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Step Five

• Coach checks the work of person two.

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Step Six

• Coach praises person two.

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Step Seven

• Pairs Check

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Step Eight

• Team Celebrates

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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.

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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.

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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 dont 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?

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Enrichment Activity

• FunBrain.com

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The End