In this unit we have focused on developing conceptual understanding of operations with decimals. Along the way, we have discussed and reviewed common mistakes that students make. Today's Do Now problems are a quick practice with the algorithms to make sure that we are making progress.
1) 7.43 + 9 + 2.008 =
2) 15.4 – 9.823 =
3) 4704 ÷ 3.2 =
Here are some mistakes I am looking for:
Problem #1 - Students often forget to rewrite 9 as 9.000
Problem #2 - Students do not add zeros before subtracting and borrowing.
Problem #3 - Students do not know how to move the decimal point in the dividend when it is not evident where the decimal point is.
After students work independently for 10 minutes, I will select students to show their work on the board.
To create a study resource, I will give my students a 6th Grade Decimals Foldable worksheet. They will have 15 minutes to work in their groups to complete the worksheet. Students should fill in the rectangles with the word(s) that make the sentence true and then complete each example using the appropriate algorithm. After 15 minutes, we will review the foldable to make sure that everyone has the correct information.
As we work I emphasize to my students that this foldable can serve as a study aid. They should still use their class notes to study from, but this foldable is an additional resource.
This is a 2-day or double period game. Students are seated in groups of 3 or 4. There is at least one high level math student in each group. Each group will receive a small whiteboard, marker, and eraser.
Once students team up with their groups. It's important to explain the steps and rules with students, because the game can become very competitive.
1. I will select a student to choose a category and amount from Jeopardy Categories.
2. Once the question is revealed, students will work on the problem in their notebook and can discuss their strategy with their group (see Example of Jeopardy Question).
3. The answer should be written on the group's whiteboard.
4. When I've called time, each group will reveal their answer to me.
5. If not all of the groups' answers are correct, I will call a student from one the groups who correctly solved the problem, to show their work on the board.
1. Each student must work on the problem in his own notebook.
2. Students should not yell out answers.
3. When students agree on the answer, it should be written on the whiteboard.
It is important to remind students that although this is a fun game, it is also an opportunity to review key concepts. As students work, I will circulate throughout the classroom. I will only observe their discussion and not intervene.
Each day, after the Jeopardy game, I will discuss with students mistakes that I saw and debates that I heard among the groups.
These may include:
- Students debated how many times to move the decimal point in the product.
- Students didn't know how to round their answer to the nearest cent.