restmailer.blogg.se - Decompose math decimals

Te reo Māori kupu such as tāpiri (addition), tango (subtraction), huatango (difference in subtraction), and tau ā-ira (decimal number) could be introduced in this unit and used throughout other mathematical learning Vary and adapt the context as necessary while retaining the important length model. The recurring patterns in tapa cloth, or other linear designs may provide a more appropriate context for copying a ratio.įor consistency, you could choose one context in which all of the problems presented within this unit could be framed. Ratios made from people, plants or other creatures may be more motivating than the use of replaceable leads in pencils. The contexts for ratios can also be varied. For example, the length of pathway (te ara) or river (awa) may be culturally significant, or the length of fish (ika) or eels (tuna) may be a more appropriate food to share. Therefore, you might choose measurement situations that are significant to your learners rather than rely on the generic contexts presented in the unit. In that case change the story to a different situation about length, such as distance (trip along ninety-mile beach), lengths of gold, or rope.ĭecimals arise through measurement. Sharing food is a common practice across cultures. However, using foods as a context is sometimes not appropriate for students.

However, you may choose to use other contexts to motivate your students.

Choose contexts that make links to other relevant curriculum areas, reflect the cultural backgrounds, identities and interests of your student, and might broaden students’ views of when mathematics is applied. Students usually find the contexts of temperature and length engaging, particularly if they can actively participate. Beginning with tenths may help some students to see connections between the places, ones and tenths, before more complex problems with hundredths are used.Īlthough the context for this unit is linear measurement, this can be adapted to suit the interests and cultural backgrounds of your students.

altering the complexity of the decimals that are used.

providing opportunities for students to learn in tuakana-teina partnerships, enabling to teach, and learn from, each other.

varying the numbers of addition and subtraction strategies introduced, and/or the amount of time spent on each strategy.

providing opportunities for whole class, small group, and independent learning of each strategy.

encouraging students to collaborate (mahi tahi) in small groups and to share and justify their ideas.

This could include words for fractions (numerator, denominator), decimals (tenths, hundredths, etc.), and equality/equivalence

using important mathematical vocabulary to discuss concepts and supporting students to use this vocabulary when discussing equations and their thinking.

connecting linear models with symbols, particularly using calculators to confirm answers, and to look for counting patterns, e.g.

providing linear physical materials, such as orange and white Cuisenaire Rods, so that students can anticipate actions, and justify their solutions.

The learning opportunities in this unit can be differentiated by providing or removing support to students, by varying the task requirements. For example, 2.3 – 0.7 requires a one in 2.3 to be partitioned into 10 tenths if subtraction is used, or 10 tenths to be combined to form a one if adding on from 0.7. Central to students’ fluency is their understanding of how decimal place value units can by partitioned and combined. Flexibility in the way students think about decimal place value supports their fluency with calculation. For example, 0.75 has can be expressed in different decimal forms, such as 7 tenths and 5 hundredths, 75 hundredths, 750 thousandths, 7.5 tenths, etc. As with whole numbers the place values in decimals are connected although separate columns are used to write numbers.

For example, three quarters has decimal representation of 0.75 because 3/4 = 75/100. For example, 1 millilitre equals 1/1000 of 1 litre, 1cm equals 1/100 of 1 metre.Īnother key idea is that decimals are a restricted form of equivalent fractions. Creators of the metric system used base units like the metre and litre, then created part units for greater precision. The most common situations in which decimals are used involve measurement. The denominators of decimals are powers of ten, tenths, hundredths, thousandths, etc. Decimals are a special set of fractions used to represent parts of a whole unit.