Model Decimals With Base-10 Blocks Page 4
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7Student Page
Date
Time
3.
Write 0.01 on the board and remind the class that this is
LESSON
Place Value in Decimals
5 7
1
continued
_
another way of writing
. Explain that 0.01 is read as one-
100
4.
Which decimal in each pair is greater? Use the grids in Exercises 1–3
1
_
to help you.
hundredth. Next to 0.01, write one-hundredth and
.
100
0.5
0.72
0.72
0.5 or 0.08
0.08 or 0.72
0.5 or 0.72
4.
Write 0.05 on the board and ask children how to show this
Color part of each grid to show the decimal named.
number with base-10 blocks on their grids. Place five cubes on
5.
Color 0.7 of the grid.
6.
Color 0.07 of the grid.
7.
Color 0.46 of the grid.
the grid. How do you read this decimal?
Five-hundredths
Next
5
_
to 0.05, write five-hundredths and
. Repeat with other
100
hundredths, such as 0.13 and 0.20.
8.
Write 0.7, 0.07, and 0.46 in order from smallest to largest.
0.07
0.46
0.7
Use the grids in Exercises 5 – 7 to help you.
INDEPENDENT
Comparing and Ordering
ACTIVITY
Try This
Decimals on a Square Grid
Color part of each grid to show the fraction named.
PROBLEM
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SOLVING
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SOLVING
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_
4
1
23
9.
Color
of the grid.
10.
Color
of the grid.
11.
Color
of the grid.
10
2
100
(Math Journal 1, pp. 114 and 115)
Children write fractions and decimals naming the shaded parts of
square grids and use the grids to compare decimals. They color
other grids and use them to order decimals from smallest to largest.
0.23
_
23
12.
Write
as a decimal.
100
Math Journal 1, p. 115
102-127_EMCS_S_SMJ_G3_U05_576353.indd 115
2/4/11 10:43 AM
2
Ongoing Learning & Practice
Adjusting the Activity
To illustrate the importance of
WHOLE-CLASS
Displaying Data on a
knowing what the ONE is, hold up a flat in
ACTIVITY
one hand and a long in the other. Ask: If this
Line Plot
(the long) is ONE, what is this? (Hold up the
flat.)
10
If this (the cube) is ONE, what is
(Math Journal 1, p. 64; Math Masters, p. 166A; Student Reference Book,
this? (Hold up the flat.)
100
pp. 79–82, 89A, and 89B)
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
Explain to children that they will make a line plot to show hand-
span measures for the class. As needed, review landmark data and
line plots with children using Student Reference Book, pages 79-82,
89A, and 89B.
Have children copy the class set of hand-span measures from the
X
board or Class Data Pad onto blank paper in order from shortest
X
to longest.
X
Number
X
X
Distribute Math Masters, page 166A to children. Draw a line
of
X
X
X
for the line plot on the board or display a transparency of Math
Children
X
X
X
Masters, page 166A. Have children label the vertical axis Number
X
X
X
of Children on page 166A while you write it on the board or
X
X
X
X
X
X
X
X
transparency. Ask children to suggest a label for the horizontal
axis and write it on the line.
Sample answers: Measures of Hand
1
1
6
6
7
7
2
2
Spans in Inches; Hand-Span Lengths in Inches
In a similar
Hand Spans (Inches)
manner, ask children to suggest a title for the line plot.
Sample
answer: Class Measures of Hand Spans
Next, discuss the scale for the line plot. The data on hand spans
1 _
shows measures to the nearest
inch, so the scale should begin
2
1 _
with the shortest hand span, increase in
-inch increments, and
2
end with the measurement of the longest hand span. Model
writing the scale on the board or transparency while the class
writes the scale on page 166A. Have children draw Xs to
represent the class data on their line plot.
Lesson 5 7
355
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