Title
Adding Tenths
Topic
Addition of tenths and hundredths.
Grade levels
68
Introduction/Practice/Exploration
Explore the incremental steps of counting with tenths and hundredths.
Use pencil and paper to add 0.1 until you get 0.9. How many times
did you add 0.1?
On
a calculator, enter the number 0.1. Continue to add 0.1 until you get
0.9. When you add another 0.1, what do you think you will get? Why?
Continue to count to 4 or 5 by tenths. How many times do you have to add
0.1 to get from one whole number to the next? Try counting by 0.01. How
many times do you have to add 0.01 to get from 0.01 to 0.1? Which is
faster, counting by tenths to 10 or counting by hundredths to 1?
Create a spreadsheet that shows all your answers. for adding 0.1 up to
5.
Complete a handson exploration using dimes and pennies.
1)
How many dimes does it take to get to $1.00? How many pennies?
2)
How many dimes does it take to get to $2.00? How many pennies?
3)
How many dimes does it take to get to $3.00? How many pennies?
Lesson Type (lab, demo,
worksheet, handson, other)
Combination demonstration, handson, and computer lab.
Estimated time
One hour
Resources & Materials
Pencil and paper, calculator, Excel, dimes and pennies.
Description
Students will explore the addition of tenths and hundredths.
First students will use pencil and paper to complete the addition of
tenths and hundredths. Then, students will explore the addition of
tenths and hundredths using a calculator. Next, students will show
their answers by creating an Excel spreadsheet. Finally, students
will explore a handson application using dimes and pennies to determine
how many incremental steps are necessary to equal $1.00 in dimes and
pennies, $2.00 in dimes and pennies, and $5.00 in dimes and pennies.
Applicable QCC Standard(s)
Topic:
Decimals
Standard:
Relates decimals (through hundredths) to models using base ten blocks
and grid paper.
Topic:
Decimals
Standard:
Using models and vertical and horizontal presentations, adds and
subtracts decimals through hundredths, without and with regrouping.
Topic:
Problem Solving
Standard:
Given a situation, chooses the most appropriate method of computation
(mental computation, paper and pencil, or calculator).
Topic:
Appropriate Methods and Tools, Applications
Standard:
Solves problems, reasons, and estimates throughout mathematics.
 Selects and uses problemsolving strategies such as reading the
problem, drawing a picture or diagram, using trial and error, making a
table or chart, looking for patterns, making a simple problem then
generalizing, working backwards, etc.
Selects and uses appropriate tools (such as mental computation,
calculators, manipulative materials, paper and pencil, computer) in
solving problems.
Uses appropriate estimation strategies (such as breaking numbers
apart, compatible numbers, guess and check, clustering, rounding,
compensation) to check the reasonableness of results.
Solves nonroutine problems for which the answer is not obvious.
Relates concepts and skills to practical applications.
Topic:
Research, Investigation, Data Analysis
Standard:
Uses computer software and applications to research, investigate, and
analyze data and to represent this information using charts, tables,
graphs, or other presentation forms.
NCTM Process Standard(s)
In grades 68 all students should:

work flexibly with fractions, decimals, and percents to solve problems

understand the meaning and effects of arithmetic operations with
fractions, decimals, and integers

select appropriate methods and tools for computing with fractions and
decimals from among mental computation, estimation, calculators or
computers, and paper and pencil, depending on the situation, and apply
the selected methods
Author & Contact
Teresa Johnson
Email me
