Reflection: Lesson Planning Multiplying Decimals - Section 3: Partner Practice

 

You may notice that in this lesson, there aren't many problems that ask students to simply multiply two numbers together (e.g. - 4.56 x 3.2 = ).  This is a deliberate choice on my end, to work to meet the demands of the Common Core standards.

The majority of problems I ask students to complete are real-world application problems.  I want my students to persevere in solving more complex problems, and work to make sense of problems.    

I do have three rote problems at the end of the Independent Practice problem set.  They are there for two reasons:

1) if students do finish the application problems quickly, they can get more practice in

2) if I have students who are struggling to make sense of the application problems, I can direct them to the more straightforward problems first.  I can work with individual students on process, if I need to.

One trade-off here is that my students don't get a large number of practice problems during the lesson.  I'm okay with that.  I'd rather they make meaning of problems and discover when they might need to multiply decimals by decimals.  I also want to catch any misconceptions before students have practiced something incorrectly over and over.

I do give my students straightforward arithmetic problems each night on their homework - one or two, interspersed with other problem types.  They also have fluency work during my cumulative review portion of my classes.

  Rigor vs. Rote Practice
  Lesson Planning: Rigor vs. Rote Practice
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Multiplying Decimals

Unit 1: Number Sense
Lesson 16 of 19

Objective: SWBAT multiply multi-digit decimal numbers greater than 1 by numbers greater than 1.

Big Idea: Since decimals are an extension of the base-ten number system, the same algorithms for calculating with whole numbers apply to decimals.

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Subject(s):
Math, Decimals, Number Sense and Operations, division of Korea, factoring polynomial expressions, multiplication, estimation, multiples, distributive property, greatest common factor, least common multiple, multiplying
  60 minutes
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