Multi-Digit Addition: Decimal Draw
Day One: Content Development
Grade Level:
Resources for Lesson:
K-2
High Yield Routine: Alike and Different
3-5
Origo Fundamental Blue Page 40-43
6-8
Lesson:
The opportunity for students to use mental strategies to add two
numbers with a varying number of decimal places.
Game Activity: Decimal Draw
Guiding (Focus) Question:
What are some strategies to add decimals?
Unit Learning Targets:
Students use various strategies and models to add decimals to the 100ths.
Success Criteria:
I can add decimals to the hundredths position.
Mathematical
Practices:
MP 6
Say decimal names
correctly.
Content Standards:
5.NBT.3a
5.NBT.3b
5.NBT.7
Content Objectives: (Student Friendly)
I can use addition to find sums nearest a target number.
I can use number sense to develop number sentences with
decimals to meet a pre-determined target.
Key Vocabulary:
numerator
denominator
compose
decompose
tenths*
hundredths*
decimal
decimal number decimal fraction
* Words to focus on.
Time For Lesson:
Warm Up: How do you know 10 minutes
Content Development: 20 minutes
Game: 20 minutes
Reflections: 10 Minutes
Language Objectives: (Throughout unit make sure all four
language modalities, reading, writing, speaking and listening are
addressed)
I can read and correctly record number sentences using decimal
numbers.
(Students avoid saying 5 point 3 (5.3) instead giving correct
notation of 5 and 3 tenths.)
Lesson Supports
Materials:
Manipulatives- numeral cards (page 43)
cut out and laminated in
Chart…
baggies for students
- recording sheet (page 42)
10.45 + 9.6 = 20.05
9.4 + 10.56 = 10.96
- paper and pencil or
whiteboard and marker
10.45 + 9.6 = 20.5 could be
decomposed to:
Consider having available if
10 + 9 + 0.4 + 0.6 + 0.05
needed…
(19) + (1.0) + (0.05)
- number strips
Difference of +0.05
- base 10 pieces
- 100’s charts
- Coins
Show relationship between the differences of the two
Chart paper
equations:
Markers
0.05 > 0.04
Student Engagement: Leadership
I can work with other people in my group cooperatively by
Utilize the strategy of Numbered Heads together
showing respect, making good decisions and solving problems.
Utilize Super Mathematician Awards
 Developing Relationships
 Making Choices
 Setting Goals
 Problem Solving
 Future Action Planning
Warm Up:
Alike and Different: Have students select two numbers that contain decimals out to the one hundredths spot.
 An example includes 9.86 and 10.23
 Elicit from students how the two numbers are the same and how they are different.
 Bring out comparative language such as more than, less than, greater
 Develop relationships such as which number is closer to the whole number of 10.
Content Development:
Select numeral cards showing 0, 1, 4, 5, 6, and 9. Ask students to select ways to arrange the cards
to achieve an answer close to 20. (Get student ideas)
Here is another way we can get to an answer- we could decompose the numbers.
Students could select 9 + 10 to make a number close to 20. The other numbers can be arranged
with decimal points to achieve an answer that is close to 20 such as 10.45 + 9.6 = 20.05 ( +0.05),
or 9.4 + 10.56 = 10.96 (-0.04). Which is closer to 20? How do you know?
Repeat this activity using another set of six cards and a different target number.
Decompose decimal numbers:
10.45 + 9.6 = 20.5 could be decomposed to:
10 + 9 + 0.4 + 0.6 + 0.05
(19) + (1.0) + (0.05)
After finding two sums clearly show students the relationship of those two sums:
0.05 > 0.04
0.04< 0.05
Note:
Instructors could use
manipulatives to show
students or have students
interact with. Examples
could include but are not
limited to…
 Number Strips
 Base Ten Pieces where
the 100 unit shifts
becomes the unit 1, the
tens strip is the 1/10th
and the unit piece
becomes the 1/100th
 100’s grids to show
decimal representations
Play money/coins
Game Activity:
Decimal Draw Blue Fundamentals Book Pages 40-43
Students should be using a strategy or model that can lead to efficient with developing an answer.
Students share with their partners how they arrived at an answer.
In round three students must use a different strategy to arrive at an answer.
Reflection: What mental strategies did you use when you
played the game?
How did you use your understanding of whole number
addition to help you figure out addition with decimals?
 Think-Pair-Share
 Share ideas in the class
 How did you work with your partner to successfully
play this game?
 How will you teach this game to others?
Review and Assessment
Formative Assessment Opportunities:
Watch players when they form combinations, are they finding
whole numbers first to get near the target number before they
consider the decimal?
Exit Ticket:
Give students 6 numeral cards along with an addition sign and
two decimal points. Have students create the largest sum
possible and the smallest sum possible using all six cards out to
the hundredths place.
Home School Connection:
Take game home and play with your parents. Change the target number so that it reflects money rather than decimal numbers.
Give your child an imaginary $10.00 to spend. Have your child “buy” items either at the store or perhaps using advertisements in
the paper. (You can change the amount to spend depending on your child’s interest.)
Decimal Draw:
Day Two: Problem Solving
Grade Level:
Resources for Lesson:
K-2
Illustrative Math (Problem Solving)
3-5
6-8
Lesson:
The Value of Education: Using a graph students determine how
much money people make weekly with different education
levels. Students then are asked to:
 Make comparison statements of two income categories.
 Determine the difference in income over a two week and
four week period.
 Determine how many weeks a lower income level would
need to work to be equivalent to higher income levels.
Guiding (Focus) Question:
How does the amount of education affect potential income
levels?
Unit Learning Targets:
Students use various strategies and models to add decimals to the 100ths.
Success Criteria:
I can add decimals to the hundredths position. I can compare two numbers that include decimals to the 100 th position.
.
Mathematical Practices:
MP 3
Content Standards:
5.NBT.3a
5.NBT.3b
5.NBT.7
Time For Lesson:
Warm Up: How do you know 10 minutes
Content Development: 20 minutes
Problem Solving: 20 minutes
Reflections: 10 Minutes
Content Objectives: (Student Friendly)
I can use addition to find sums nearest a target number.
I can use number sense to develop number sentences with
decimals to meet a pre-determined target.
Key Vocabulary:
numerator
denominator
compose
decompose
tenths*
hundredths*
decimal
decimal number decimal fraction
* Words to focus on.
Lesson Supports
ManipulativesChart…
Name
Miley
Language Objectives: (Throughout unit make sure all four
language modalities, reading, writing, speaking and listening are
addressed)
I can read and correctly record number sentences using decimal
numbers.
(Students avoid saying 5 point 3 (5.3) instead giving correct
notation of 5 and 3 tenths.)
Materials:
- Chart of Incomes for different
levels of education.
Level of Education
Weekly
Income
440.50
High School
Dropout
Niko
High School
650.35
Graduate
Taylor
2-year College
771.25
Graduate
Pinky
4 Year College
1,099.20
Graduate
Use questions to get students to engage in
chart before doing the problems.
Strategy of…
What do I see? What does it mean?
Consider having available if needed…
- number strips
- base 10 pieces
- 100’s charts
- Coins
Student Engagement: Leadership
I can work with other people in my group cooperatively by
Utilize the strategy of Numbered Heads together
showing respect, making good decisions and solving problems.
Utilize Super Mathematician Awards
 Developing Relationships
Students will work in pairs for problem solving questions.
 Making Choices
Working together would be the focus of student leadership.
 Setting Goals
 Problem Solving
 Future Action Planning
Warm Up:
Alike and Different: Have students select two numbers that contain decimals out to the one thousandths spot.
 An example includes 5.123 and 6.094
 Elicit from students how the two numbers are the same and how they are different.
 Bring out comparative language such as more than, less than, greater
 Develop relationships such as which number is closer to the whole number of 10.
Content Development:
Show table/chart of Weekly Incomes to class.
Ask students without making inferences to tell you what they see in the chart. These ideas could
also be post its placed on the chart itself. Think about using the prompt, “What do you see in the
chart?”
Examples include:
 Miley has this amount and Taylor has this amount.
 The income category is getting larger as you go down the chart.
After students have come up with multiple ideas of what they see on the chart begin asking,
“What do the numbers mean?” This is where students can begin making inferences.
Examples include:
 A high school graduate will make about 200 more than a high school dropout each week.
 The more education you have the more money you will probably make.
Note:
Instructors could use
manipulatives to show
students or have students
interact with. Examples
could include but are not
limited to…
 Number Strips
 Base Ten Pieces where
the 100 unit shifts
becomes the unit 1, the
tens strip is the 1/10th
and the unit piece
becomes the 1/100th
 100’s grids to show
decimal representations
Play money/coins
Problem Solving Activity:
Students work in pairs to answer questions from Decimal Drawing Problem Solving Worksheet-Financial Literacy.
Reflection:
Pairs of students join another pair of students to compare
answers from problem solving activity.
Review and Assessment
Formative Assessment Opportunities:
Listen as groups compare answers from problem solving during
the reflection period.
Do you agree or disagree with the other groups answer?
If you disagree discuss the differences in your answers.
Did you answer the questions using the same strategy or a
different strategy?
Exit Ticket:
Give students 6 numeral cards along with an addition sign and
two decimal points. Have students create the largest sum
possible and the smallest sum possible using all six cards out to
the hundredths place.
Home School Connection:
Have students and parents come up with a pretend budget for a weekly allowance. Be sure to include decimals into your total.
Students could calculate how much money they save over a month’s period of time.
An example may include: Juan earned $10.75 per week.