Model Decimals With Base-10 Blocks Page 2
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1
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7Getting Started
Math Message
Mental Math and Reflexes
Take a Math Message slip. Follow the directions.
Dictate numbers as children write them on their slates
Turn to Math Journal 1, page 64. Record the
or on Math Masters, pages 126 or 127. Suggestions:
measure of your hand span on the board.
213,789; 506,311
700,002; 304,500
Home Link 5 6 Follow-Up
7,000,304; 9,078,415
For each number, ask such questions as:
Children share their number stories for others
to solve.
• Which digit is in the thousands place?
• What is the value of the digit x?
• How many ten-thousands are there?
1
Teaching the Lesson
Name
Date
Time
Math Message
LESSON
5 7
Write the following amounts using a dollar sign and a decimal point:
$3.51
1.
3 dollar bills, 5 dimes, and 1 penny
Math Message Follow-Up
WHOLE-CLASS
$0.36
2.
3 dimes and 6 pennies
ACTIVITY
$2.70
3.
2 dollar bills and 7 dimes
$0.09
(Math Masters, p. 138)
4.
9 pennies
Name
Date
Time
Children read their answers aloud. The word and in three dollars
LESSON
Math Message
5 7
and fifty-one cents is used to denote the decimal point.
Write the following amounts using a dollar sign and a decimal point:
1 _
There are 10 dimes in a dollar, so one dime is
of a dollar.
Math Masters, page 138
10
1
_
Similarly, there are 100 pennies in a dollar, so one penny is
of
100
a dollar.
Adjusting
In dollars-and-cents notation, the first digit to the right of the
ELL
decimal point stands for dimes, or tenths of a dollar; the second
the Activity
digit stands for pennies, or hundredths of a dollar.
To support English language learners, clarify
Make sure that all children have recorded their hand-span
the difference between the ordinal meaning
measures on the board or Class Data Pad. The measures will be
of tenth and a tenth as part of something; for
example, tenth in line vs. tenth of a dollar.
used for the Part 2 line-plot activity.
When saying the decimal place-value names,
exaggerate the th sound in the word.
EM3MM_G3_U05_119-166.indd 138
1/10/11 4:45 PM
Exploring Tenths with
WHOLE-CLASS
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
V I S U A L
ACTIVITY
Base-10 Blocks
(Math Journal 1, p. 114; Math Masters, p. 425)
Ongoing
Math
Explain that base-10 blocks can be used to model tenths and
Message
hundredths. Display the transparency of Math Masters, page 425.
Assessment:
Demonstrate that the grid has the same area as the top of a flat.
Informing Instruction
Using the overhead transparency and overhead or regular base-10
Use the Math Message to assess children’s
blocks, guide children through the activities on journal page 114 as
progress toward reading and writing money
they follow along in pairs.
totals in decimal notation. Children are
making adequate progress if they are able to
Children place a long on the inside edge of the grid on the
1.
record the money amounts for the problems,
journal page. Ask: How many longs do you need to cover the
with coins and bills. Some children may be
able to record the money amounts without
1 _
whole grid?
10
What fraction of the grid is one long?
coins and bills.
10
[Number and Numeration Goal 1]
Lesson 5 7
353
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