Mathematics

Planning Guide

Grade 5 Working with Decimal Numbers

Number
Specific Outcomes 8, 9, 10 and 11

This Planning Guide can be accessed online at:

http://www.learnalberta.ca/content/mepg5/html/pg5_workingwithdecimalnumbers/index.html
Table of Contents
Curriculum Focus ......................................................................................................... 2

What Is a Planning Guide ............................................................................................ 3

Planning Steps .............................................................................................................. 3

Step 1 ........................................................................................................................... 4
Big Ideas ................................................................................................................ 4
Sequence of Outcomes from the Program of Studies ............................................ 6

Step 2 ........................................................................................................................... 7
Using Achievement Indicators ............................................................................... 7

Step 3 ........................................................................................................................... 9
A. Assessing Prior Knowledge and Skills ............................................................ 9
Sample Structured Interview: Assessing Prior Knowledge and Skills ............ 11
B. Choosing Instructional Strategies .................................................................... 13
C. Choosing Learning Activities .......................................................................... 14
Sample Activities for Teaching the Meaning Decimals and Related Fractions
Sample Activity 1: Concrete Decimals Using Base Ten Materials and
Place Value Mats .............................................................. 16
Sample Activity 2: Decimal Grids and Equivalent Decimals .......................... 18
Sample Activity 3: Decimals and Metric Measures of Length ........................ 20
Sample Activities for Teaching the Comparing and Ordering Decimals
(to Thousandths)
Sample Activity 1: Benchmarks ...................................................................... 22
Sample Activity 2: Place Value and Decimal Grids ........................................ 23
Sample Activity 3: Equivalent Decimals ......................................................... 25
Sample Activities for Teaching the Addition and Subtraction of Decimals
(to Thousandths)
Sample Activity 1: Estimating Sums and Differences ..................................... 27
Sample Activity 2: Personal Strategies ............................................................ 28
Sample Activity 3: Place Value Charts ............................................................ 29
Sample Activity 4: Placing the Decimal Point ................................................ 30

Step 4 ........................................................................................................................... 31
A. Whole Class/Group Assessment ...................................................................... 31
B. One-on-one Assessment ................................................................................... 34
C. Applied Learning ............................................................................................. 36

Step 5 ........................................................................................................................... 37
A. Addressing Gaps in Learning ........................................................................... 37
B. Reinforcing and Extending Learning ............................................................... 38

Bibliography ................................................................................................................ 39

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Planning Guide: Grade 5 Working with Decimal Numbers
Strand: Number
Specific Outcomes: 8, 9, 10 and 11

This Planning Guide addresses the following outcomes from the Program of Studies:

Strand: Number
Specific Outcomes: 8. Describe and represent decimals (tenths, hundredths,
thousandths), concretely, pictorially and
symbolically.
9. Relate decimals to fractions and fractions to decimals
(to thousandths).
10. Compare and order decimals (to thousandths) by
using:
• benchmarks
• place value
• equivalent decimals.
11. Demonstrate an understanding of addition and
subtraction of decimals (limited to thousandths).

Curriculum Focus

The changes to the curriculum targeted by this sample include:

• The general outcome focuses on number sense; whereas the previous math curriculum
specified demonstrating number sense for whole numbers and exploring proper fractions and
decimals.
• The specific outcome includes representing decimals to thousandths; whereas the previous
curriculum included reading and writing decimals to thousandths in Grade 6.
• The specific outcome includes relating fractions to decimals (to thousandths); whereas the
previous curriculum included only decimals to hundredths in Grade 5.
• The specific outcome includes comparing and ordering decimals (to thousandths) with
specific strategies outlined; whereas the previous math curriculum focused on comparing and
ordering fractions and decimals to hundredths with no strategies suggested.
• The specific outcome includes adding and subtracting decimals (limited to thousandths);
whereas the previous math curriculum focused on adding and subtracting decimals to
hundredths with emphasis on concrete, pictorial and symbolic connections.

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What Is a Planning Guide

Planning Guides are a tool for teachers to use in designing instruction and assessment that
focuses on developing and deepening students' understanding of mathematical concepts. This
tool is based on the process outlined in Understanding by Design by Grant Wiggins and Jay
McTighe.

Planning Steps

The following steps will help you through the Planning Guide:

• Step 1: Identify Outcomes to Address (p. 4)

• Step 2: Determine Evidence of Student Learning (p. 7)
• Step 3: Plan for Instruction (p. 9)
• Step 4: Assess Student Learning (p. 31)
• Step 5: Follow-up on Assessment (p. 37)

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Step 1: Identify Outcomes to Address

Guiding Questions

• What do I want my students to learn?

• What can my students currently understand and do?
• What do I want my students to understand and be able to do based on the Big Ideas and
specific outcomes in the program of studies?

Big Ideas

Conceptual understanding of decimals requires that the students connect decimals to whole
numbers and to fractions. Decimals are shown as an extension of the whole number system by
introducing a new place value, the tenths place, to the right of the ones place, separated by the
decimal point. The tenths place follows the pattern of the base ten number system by iterating
one tenth ten times to make one whole or a unit (Wheatley and Abshire 2002, p. 152). Similarly,
the hundredths place to the right of the tenths place iterates one hundredth ten times to make one-
tenth. Following this pattern, the thousandths place to the right of the hundredths place iterates
one thousandth ten times to make one hundredth. Van de Walle and Lovin (2006) suggest that
the concepts of whole number place value be reviewed prior to considering decimal numerals
with students and they state:

"The base-ten place-value system extends infinitely in two directions: to tiny values as
well as to large values. Between any two place values, the ten-to-one ratio remains the
same. The decimal point is a convention that has been developed to indicate the units
position. The position to the left of the decimal point is the unit that is being counted as
singles or ones" (p. 107).

If a decimal numeral represents a quantity or a measure less than 1 unit, then a zero must be
placed in the ones place to identify that there are no complete units in this numeral; e.g., one
thousandth is written as 0.001 and is read as "one thousandth."

The connection between decimals and fractions is developed conceptually when students read
decimals as fractions and represent them using the same visuals. For example, 0.8 is read as eight
tenths and can be represented using fraction strips or decimal strips (Wheatley and Abshire
2002). Similarly, 0.008 is read as eight thousandths and can be represented using a thousandth
square. Van de Walle and Lovin (2006) state, "Decimal numbers are simply another way of
writing fractions" (p. 107).

As students use the same concrete representations for fractions and decimals and connect them to
the same pictorial representations, they understand the connections between these two ways to
represent part of a whole. The difference between fractions and decimals is in the symbolic
representation where a fraction has a numerator and denominator while a decimal has a decimal
point and place value (an extension of the whole numbers).

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Various strategies are used in comparing and ordering decimals, including benchmarks, place
value and equivalent decimals. Decimals could be sorted initially as being greater than, less than
or equal to a benchmark such as 0.5. To facilitate the sorting process, the decimals should be all
written with the same number of digits after the decimal; i.e., using equivalent decimals where
necessary. For example, 0.52 is equivalent to 0.520. Conceptual understanding of equivalent
decimals is based on connecting equivalent fractions to equivalent decimals. Therefore, 0.52 =
52 520
0.520 because = .
100 1000

An efficient and accurate way to order decimals is to use place value, as is done in ordering
whole numbers. By building on students' prior knowledge about ordering whole numbers using
place value and place value charts, the ordering of decimals is seen as continuing a pattern rather
than something entirely new.

Estimation is crucial in the addition and subtraction of decimals. In fact, "students should
become adept at estimating decimal computations well before they learn to compute with pencil
and paper" (Van de Walle and Lovin 2006, p. 124). Through estimation, the students use number
sense to determine if the answer is reasonable. By building on students' understanding of
addition and subtraction of whole numbers, the pattern of place value is extended to decimals
and the importance of adding the same place values continues; i.e., adding tenths to tenth,
hundredths to hundredths and so on. Van de Walle and Lovin (2006) state,

Addition and subtraction with decimals are based on the fundamental concept of adding
and subtracting the numbers in like position values—a simple extension from whole
numbers (p. 107).

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Sequence of Outcomes from Program of Studies
See http://education.alberta.ca/teachers/core/math/programs.aspx for the complete program of
studies.

Grade 4 ¨ Grade 5 ¨ Grade 6

Specific Outcomes Specific Outcomes Specific Outcomes
9. Represent and describe 8. Describe and represent 2. Solve problems
decimals (tenths and decimals (tenths, hundredths, involving whole
hundredths), thousandths), concretely, numbers and decimal
concretely, pictorially pictorially and symbolically. numbers.
and symbolically.
9. Relate decimals to fractions 8. Demonstrate an
10. Relate decimals to and fractions to decimals (to understanding of
fractions and fractions thousandths). multiplication and
to decimals (to division of decimals
hundredths). 10. Compare and order decimals (1-digit whole number
(to thousandths) by using: multipliers and 1-digit
11. Demonstrate an • benchmarks natural number
understanding of • place value divisors).
addition and • equivalent decimals.
subtraction of decimals
(limited to hundredths) 11. Demonstrate an
by: understanding of addition
• using personal and subtraction of decimals
strategies to (limited to thousandths).
determine sums and
differences
• estimating sums and
differences
• using mental
mathematics
strategies
to solve problems.

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Step 2: Determine Evidence of Student Learning

Guiding Questions

• What evidence will I look for to know that learning has occurred?
• What should students demonstrate to show their understanding of the mathematical concepts,
skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and
assess student learning. One starting point for this planning is to consider the achievement
indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with
Achievement Indicators. You may also generate your own indicators and use these to guide your
observation of students.

The following indicators may be used to determine whether or not students have met this specific
outcome. Can students:

• write a decimal for a given concrete or pictorial representation of part of a set , part of a
region or part of a unit of measure?
• represent a given decimal using concrete materials or a pictorial representation?
• represent an equivalent tenth, hundredth or thousandth for a given decimal, using a grid?
• express a given tenth as an equivalent hundredth and thousandth?
• express a given hundredth as an equivalent thousandth?
• describe the value of each digit in a given decimal?
• write a given decimal in fraction form?
• write a given fraction with a denominator of 10, 100 or 1000 as a decimal?
• express a given pictorial or concrete representation as a fraction or decimal; e.g., 250 shaded
250
squares on a thousandth grid can be expressed as 0.250 or ?
1000
• order a given set of decimals by placing them on a number line that contains the benchmarks
0.0, 0.5 and 1.0?
• order a given set of decimals including only tenths using place value?
• order a given set of decimals including only hundredths using place value?
• order a given set of decimals including only thousandths using place value?
• explain what is the same and what is different about 0.2, 0.20 and 0.2000?
• order a given set of decimals, including tenths, hundredths and thousandths, using equivalent
decimals; e.g., 0.92, 0.7, 0.9, 0.876, 0.925 in order is 0.700, 0.876, 0.900, 0.920, 0.925?
• place the decimal point in a sum or difference using front-end estimation; e.g.,
for 6.3 + 0.25 + 306.158, think 6 + 306, so the sum is greater than 312?
• correct errors of decimal point placements in sums and differences without using paper and
pencil?
• explain why keeping track of place value positions is important when adding and subtracting
decimals?

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• predict sums and differences of decimals using estimation strategies?
• solve a given problem that involves addition and subtraction of decimals, limited to
thousandths?

Sample behaviours to look for related to these indicators are suggested for some of the activities
listed in Step 3, Section C: Choosing Learning Activities (p. 14).

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Step 3: Plan for Instruction

Guiding Questions

• What learning opportunities and experiences should I provide to promote learning of the
outcomes and permit students to demonstrate their learning?
• What teaching strategies and resources should I use?
• How will I meet the diverse learning needs of my students?

A. Assessing Prior Knowledge and Skills

Before introducing new material, consider ways to assess and build on students' knowledge and
skills related to counting. For example:

1. Write a fraction and a decimal to show the shaded part of each of the following diagrams:

a.
b.

Fraction: _________

Decimal: _________

Fraction: _______ Decimal: ________

2. a. Shade the following diagram to show 0.32.

b. Write the words you would say if you read this decimal.

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 3
3. Write as a decimal.
100

4. Explain the meaning of each digit in $8.88.

5. Mary wants to buy a CD for $14.98 and a drink for $0.85.

a. Will $15 cover the cost of both items? Explain your thinking.
b. Find the exact total cost of the two items. Explain your thinking.

If a student appears to have difficulty with these tasks, consider further individual
assessment, such as a structured interview, to determine the student's level of skill and
understanding. See Sample Structured Interview: Assessing Prior Knowledge and Skills
(p. 11).

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Sample Structured Interview: Assessing Prior Knowledge and Skills

Date:
Directions
Not Quite There Ready to Apply
a. Place before the student the Does not write the Writes both the fraction
following diagram: fraction or the decimal and the decimal correctly
correctly. for both parts of the
Writes either the question; i.e., a. 6/10 and
fraction or the decimal 0.6 and b. 7/100 and
correctly, but not both. 0.07.

Say, "Write a fraction and a decimal

to show the shaded part of the whole
set."

b. Place before the student a hundred

grid with 0.07 shaded; i.e., 7
squares are shaded in one column
on the grid. Say, "Write a fraction
and a decimal to show the shaded
part of the whole region."

Place before the student a hundreds Does not shade the Shades the hundreds grid
grid. hundreds grid correctly correctly to show 0.32.
a. Say, "Shade this grid to show to show 0.32. Writes "thirty-two
0.32." Does not know how to hundredths" as the
b. Say, "Write the words you would write the decimal in correct way to read this
say if you read this decimal." words or writes "point decimal.
three two," "decimal
thirty-two," or "decimal
three two" rather than
"thirty-two hundredths."
3 Does not write the Writes the decimal
Say, "Write as a decimal." decimal equivalent of 3
100 equivalent of
3 100
correctly; e.g., may
100 correctly; i.e., 0.03.
write 0.3 or .03.

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 Say, "Explain the meaning of each Does not explain the Explains the meaning of
digit in $8.88." meanings of any of the all three digits correctly;
digits correctly. i.e., the first 8 means 8
Explains the meanings whole dollars, the second
of one or two but not all 8
three of the digits 8 means 8 dimes or
100
correctly. = 0.8 of a dollar and the
third 8 means 8 pennies
8
or = 0.08 of a dollar.
100
Present before the student the a. Thinks that $15 will a. Explains that $15 will
following problem: cover the cost not cover the cost
"Mary wants to buy a CD for $14.98 because he or she using a
and a drink for $0.85. uses the front-end mathematically
a. Will $15 cover the cost of both strategy without correct estimation
items? Explain your thinking. using compensation. strategy.
b. Find the exact total cost of the Or, thinks that $15 b. Calculates the total
two items. Explain your will not cover the cost of the two items
thinking." cost but is unable to correctly and explains
explain his or her the process clearly.
thinking.
b. Does not add the
two decimals
correctly.
Or, adds the two
decimals correctly
but is unable to
explain his or her
thinking.

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B. Choosing Instructional Strategies

Consider the following general strategies for teaching fractions and decimals:

• Access students' prior knowledge of fractions and decimals and build on this understanding.
• Develop understanding of decimals by relating them to whole numbers and to fractions.
• Use everyday contexts such as units of measurement to facilitate understanding of decimals.
• To develop understanding, use a variety of concrete representations (e.g., base ten materials,
metre sticks, transparent decimal grids that can be superimposed on one another) and connect
them to pictorial and symbolic representations.
• To demonstrate understanding, have the students represent the symbolic fractions and
decimals concretely and pictorially.
• Emphasize that all fractions can be written as decimals that represent the same part of the
whole region or whole set. Build on students' understanding of equivalent fractions to show
5 50 500
that ½ is equivalent to or or , which can be written as 0.5 or 0.50 or 0.500.
10 100 1000
Similarly, emphasize that all decimals can be written as fractions.
• Provide many examples of the three models for fractions and decimals: part of a region, part
of a length or measurement and part of a set.
• Reinforce the relationship between the symbolic and pictorial modes (symbolic fraction
name, pictorial parts, pictorial whole) by posing problems in which two of these are provided
and the student determines the third by using their models (Van de Walle and Lovin 2006).
• Emphasize the meaning of a decimal as the various ways to compare decimals are explored.
Encourage flexibility in thinking as students compare decimals.
• Connect ordering decimals to ordering whole numbers and fractions:
– Equivalent fractions are used to find common denominators in ordering fractions.
Similarly, equivalent decimals are used to change all decimals to the same number of
place values after the decimal in ordering decimals.
– Benchmarks are used in ordering decimals just as benchmarks are used in ordering whole
numbers and fractions.
– Place value is used in ordering whole numbers and is also used in ordering decimals.
• Access students' prior knowledge of adding and subtracting decimals to hundredths and
connect it to adding and subtracting decimals to thousandths.
• Emphasize estimating sums and differences of decimals to thousandths prior to calculating
the exact answers.

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C. Choosing Learning Activities

The following learning activities are examples of activities that could be used to develop student
understanding of the concepts identified in Step 1.

Sample Activities:

Teaching the Meaning Decimals and Related Fractions

1. Concrete Decimals Using Base Ten Materials and Place Value Mats (p. 16)
2. Decimal Grids and Equivalent Decimals (p. 18)
3. Decimals and Metric Measures of Length (p. 20)

Teaching the Comparing and Ordering Decimals (to Thousandths)

1. Benchmarks (p. 22)

2. Place Value and Decimal Grids (p. 23)
3. Equivalent Decimals (p. 25)

Teaching the Addition and Subtraction of Decimals (to Thousandths)

1. Estimating Sums and Differences (p. 27)

2. Personal Strategies (p. 28)
3. Place Value Charts (p. 29)
4. Placing the Decimal Point (p. 30)

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 Teaching the Meaning Decimals and Related Fractions

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Sample Activity 1: Concrete Decimals Using Base Ten Materials and
Place Value Mats
Provide the students with base ten materials and build on their prior knowledge of the using these
materials to represent decimals to hundredths. Encourage flexibility in thinking by changing the
unit. If the flat is one whole, guide the discussion to conclude that the long is one tenth and the
small cube is one hundredth.

Then use the block as one whole and have the students determine which base ten materials
represent one tenth and one hundredth. Through discussion, have the students verbalize that if
the block is one whole, then the flat is one tenth and the long is one hundredth. Review the
relationships between the place values and have the students predict what place value is directly
to the right of the hundredths place and which of the base ten materials would represent that
amount. Following a pattern, students should conclude that the thousandths place is to the right
of the hundredths place and can be represented by a small cube because a small cube is one tenth
of the long.

Have the students draw and label the base ten materials as follows.

Base ten materials:

1 1 1
Block: 1 whole Flat: or 0.1 Long: or 0.01 Small cube: or 0.001
10 100 1000

Have the students practise representing various decimals with the base ten materials and writing
the appropriate decimal and fraction symbols. The overhead base ten materials are very useful as
a means of showing various base ten representations to the whole class for them to discuss and
critique.

Have the students use a place value chart showing hundreds, tens, ones, tenths, hundredths and
thousandths to reinforce the connections between the concrete (base ten materials) and the
symbolic representation for decimals.

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 Place Value Chart

Hundreds Tens Ones Tenths Hundredths Thousandths

To develop understanding, have the students practise in first

using the concrete materials and then writing the symbolic Look For …
representations on the place value mat. To demonstrate Do students:
understanding, have the students show the meaning of communicate clearly the
decimals written on the place value chart by using the pattern of the base ten
appropriate base ten materials. system to thousandths?
represent decimals to
A more detailed description of using base ten materials for thousandths by using
teaching fractions and decimals is provided on pages 239– concrete materials and
245 of the Diagnostic Mathematics Program, Division II, then write the
Numeration. appropriate symbols?
explain the importance
of place value in reading
and writing decimals?

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Sample Activity 2: Decimal Grids and Equivalent Decimals
Meaning of Decimals
Build on students' prior knowledge of using the hundred grid to represent hundredths. Review
decimals to hundredths by shading in part of a hundredths grid and having the students write the
appropriate decimal to represent the fraction of the whole grid that is shaded. Then reverse the
procedure and have the students shade the hundredths grid to represent the symbolic decimals.

Have the students suggest how the hundredth grid could be subdivided to show thousandths. If
necessary, review the place value pattern that one whole is divided into ten equal parts to make
one tenth, one tenth is divided into ten equal parts to make one hundredth, therefore, one
hundredth must be divided into ten equal parts to make one thousandth. See pages 246–253 of
the Diagnostic Mathematics Program, Division II, Numeration for visuals and detailed
description.

Present the students with decimal grids showing thousandths. Shade part of the thousandths grid
on the overhead projector and have the students write the appropriate decimal and fraction to
represent the fraction of the whole grid that is shaded. Then reverse the procedure and have the
students shade the thousandths grid to represent the symbolic decimals and fractions; e.g., 0.012
12
or .
1000

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Equivalent Decimals
Review equivalent fractions and build on this understanding to explain the meaning of equivalent
2 20 200
decimals; e.g., = = .
10 100 1000

Provide each group of students with a set of transparent Look For …

decimal grids: tenths, hundredths and thousandths. Use another Do students:
set of transparent grids on the overhead projector to guide write the appropriate
2 decimal to thousandths
discussion. Have the students write or 0.2 and colour this
10 when to represent the
part of the tenths grid. Then have them superimpose the tenths shaded part of a
20 thousandths grid?
grid on the hundredths grid to show or 0.20. Have the shade a thousandth grid to
100
students write the appropriate fraction and decimal. Finally, represent a given decimal
have them superimpose the hundredths grid onto the to thousandths?
200 connect equivalent
thousandths grid to show or 0.200 and write the fraction fractions to equivalent
1000 decimals?
and decimal. use decimal grids to show
the meaning of equivalent
Through discussion, have the students conclude that equivalent decimals?
decimals are decimals that represent the same quantity with
different sized parts of the whole. Have the students write 0.2 =
0.20 = 0.200. Have the students practise representing other equivalent decimals. See pages 96–
100, 103–106 and 248 of the Diagnostic Mathematics Program, Division II, Numeration for a
more detailed description along with visuals as well as assessment tasks.

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Sample Activity 3: Decimals and Metric Measures of Length
Provide the each group of students with a metre stick.
Review the metric measures and relate the ten-to-one Look For …
ratio to the base ten number system. Have the students Do students:
summarize: one tenth of a metre is a decimetre, one tenth communicate the similarities
of a decimetre is a centimetre, and one tenth of a between the base ten number
centimetre is a millimetre. system and the metric system?
use a metric stick correctly to
Have the student apply their knowledge of the metric measure lengths to the nearest
system in explaining the meaning of each digit in the millimetre?
measure 1.325 m. Then have a group of volunteers draw write the measure of a length in
this length on the board and label each part: 1 m, 0.3 m or metres and explain the meaning
3 dm, 0.02 m or 2 cm and 0.005 m or 5 mm. of each digit in the decimal?
draw a line segment given the
Have the students estimate and then measure a variety of length as a part of metre using a
different lengths and record their measures to the nearest decimal to thousandths?
millimetre. Encourage the students to write their answers
in metres, centimetres and millimetres to emphasize the importance of establishing what the
whole is when working with decimals and measurements. For example, 0.485 m = 48.5 cm =
485 mm.

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 Teaching the Comparing and Ordering Decimals
(to Thousandths)

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Sample Activity 1: Benchmarks
Build on students' prior knowledge of using benchmarks to order fractions. Instead of identifying
which of the benchmarks, 0, ½ or 1, is closer to a given fraction, have the students identify which
of the benchmarks, 0, 0.5 or 1, is closer to a given decimal. Encourage the students to use base
ten materials or decimal grids to represent the decimals if
they have difficulty deciding which benchmark the decimal is Look For …
closest to. They may also wish to use the fraction equivalents Do students:
for each decimal when using the benchmarks to order the connect decimals to their
135 500 equivalent fractions with
decimals; e.g., 0.135 = , 0.5 = . denominators of 10, 100
1000 1000
and 1000?
Problem: connect the use of
Order the following decimals by placing them on the number benchmarks to order
line below that contains the benchmarks 0, 0.5 and 1. fractions with ordering
decimals?
0.685, 0.9, 0.42, 0.135 communicate clearly how
benchmarks are used to
Sample Solution: order decimals to
thousandths?
135 500
0.135 or is closer to 0 than to 0.5 or , so it is on
1000 1000
the number line close to 0.
42 50
0.42 or is closer to 0.5 or than 0, so it is on the number line a little less than 0.5.
100 100
685 500
0.685 or is closer to 0.5 or than 1, so it is on the number line a little more than 0.5.
1000 1000
9 5
0.9 or is closer to 1 than to 0.5 or , so it is on the number line close to 1.
10 10

Benchmarks 0 0.5 1
0.135 0.42 0.685 0.9

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Sample Activity 2: Place Value and Decimal Grids
Build on students' prior knowledge of using place value and decimal grids to order decimals to
hundredths. Provide each student with a place value chart showing thousandths.

Hundreds Tens Ones Tenths Hundredths Thousandths

Review that in ordering whole numbers and decimals, the

place values to the left indicate larger amounts than the place Look For …
values to the right. If necessary, provide base ten materials Do students:
and have the students represent decimals with the base ten represent decimals with
materials and then write the decimals in the place value base ten materials and
chart. then write the symbols for
the decimal in a place
Begin by comparing two decimals using the place value value chart?
chart and then have the students order more than two explain the important role
decimals. of place value in ordering
decimals?
To verify that their answers are correct, encourage the order decimals
students to shade decimal grids showing thousandths for symbolically and then
each decimal that is to be ordered. The students can see verify by shading decimal
visually that the least decimal has the least amount of grids?
shading in the thousandths grid and the greatest decimal has
the greatest amount of shading in the grid. See page 278 of the Diagnostic Mathematics
Program, Division II, Numeration for a detailed description of ordering decimals using decimal
grids.

Problem:
Order the following decimals from least to greatest by using the place value chart below.
0.36, 0.058, 0.375, 0.4

Sample Solution:

Hundreds Tens Ones Tenths Hundredths Thousandths

0 3 6

0 0 5 8

0 3 7 5

0 4

The place values decrease from left to right, so look at the largest place value first.

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 None of the decimals have digits other than zero in the whole number part; i.e., in the place
values to the left of the decimal. Therefore, compare the tenths in each decimal.
0.058 has 0 tenths and the rest of decimals have some tenths, so 0.058 is the least decimal.
0.36 and 0.375 each have 3 tenths, so look at the hundredths place in each decimal.
0.36 has fewer hundredths than 0.375, so 0. 36 is less than 0.375.
0.4 is the greatest decimal because it has the greatest number of tenths.

The order of the decimals from least to greatest is: 0.058, 0.36, 0.375 and 0.4.

These decimals can be represented on decimal grids to verify that the order is correct.

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Sample Activity 3: Equivalent Decimals
Look For …
Build on students' prior knowledge of using equivalent fractions Do students:
to order fractions with unlike denominators. Review the concept connect equivalent
of equivalent decimals (see Activity #2). Explain that by using fractions to equivalent
equivalent decimals, all the decimals can be written as decimals?
thousandths, so the size of the parts in each decimal is the same. communicate clearly
The focus then is on how many of these same sized parts are how to write equivalent
included in each decimal. Review the connections between decimals?
decimals and fractions so the students can easily convert explain how to use
decimals to fractions with denominators of 10, 100 or 1000. equivalent decimals
when ordering decimals
Problem: to thousandths?
Order the following decimals from least to greatest by using the shade decimal grids to
place value chart below. verify the ordering of
0.36, 0.058, 0.375, 0.4 decimals done by using
equivalent fractions
Sample Solution:
The decimals that are to be ordered include decimals to thousandths, so all the decimals will be
written as equivalent decimals showing thousandths.
36 360
0.36 or is equivalent to or 0.360.
100 1000
58
0.058 or is already written in thousandths.
1000
375
0.375 or is already written in thousandths.
1000
4 400
0.4 or is equivalent to or 0.400.
10 1000

Looking at the number of thousandths in each decimal, the order of the decimals from least to
greatest is 0. 058, 0.360, 0.375 and 0.400.

These decimals can be represented on decimal grids to verify that the order is correct.

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 Teaching the Addition and Subtraction of Decimals
(to Thousandths)

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Sample Activity 1: Estimating Sums and Differences
Review estimating sums and differences of whole numbers Look For …
and decimals to hundredths and connect this process to Do students:
decimals to thousandths. Clarify that students should estimate estimate first and then
their answers before calculating the exact answer to calculate the exact sums
determine the reasonableness of the answer. Explain that and differences of decimals
estimating focuses on the meaning of the decimals and the to thousandths?
operations and not on how many digits are after the decimal communicate
in each number. Provide examples in which front-end understanding of the
estimation can be used. meaning of decimals and
operations?
Front-end Estimation use the front-end strategy
Front-end estimation focuses on the whole number value of to estimate sums and
each decimal and ignores the decimal part of the number. differences and explain the
This process results in an estimated answer that is always less process?
than the exact answer. For example, to estimate the sum of
3.686 and 28.97, think 3 + 28 = 31. The estimated answer is
slightly more than 31. Compensation can be used to refine the
estimate by adjusting the answer to compensate for the values
to the right of the decimal. The final compensated estimate Look For …
might be about 32 or 33. Do students:
estimate prior to calculating
sums and differences of
decimals to thousandths?
use personal strategies that
make sense to them and
explain the process?
test a personal strategy on
other sums and differences
involving decimals to
thousandths?
critique the personal
strategies of other students?
choose personal strategies
that are efficient and
mathematically sound?
compare the exact answer
with the estimated answer
to determine
reasonableness of the
answer?

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Sample Activity 2: Personal Strategies
This activity adapted from John A. Van de Walle, LouAnn H. Lovin, Teaching Student-Centered Mathematics:
Grades 5–8, 1e (pp. 125–126). Published by Allyn and Bacon, Boston, MA. Copyright © 2006 by Pearson
Education. Reprinted by permission of the publisher.

Provide the students with a sum involving numbers that have a different number of decimal
places; e.g., 74.34 + 0.289 + 5.1. Have the students estimate the sum first and explain their
thinking. Then have them calculate the sum by devising a method that will work for the sum of
any decimals. Finally, have the students share their strategies for computation and test them on
other computations involving decimals to thousandths.

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Sample Activity 3: Place Value Charts
Provide the students with place value charts to thousandths. Review the process of adding whole
numbers and adding decimals to hundredths and emphasize that the numbers in like-position
place values must be added. This process is clarified by using place value charts. Provide the
students with appropriate problems and have them estimate and then calculate the answers.

Problem: Look For …

Jimmy and Sam each time his own quarter-mile run with Do students:
a stopwatch. Jimmy ran the distance in 85.6 seconds. estimate the sum or difference
Sam recorded his time with more precision as before calculating the exact
92.345 seconds. How many seconds faster did Sam run answer?
than Jimmy? explain the importance of place
value and the need to add or
This problem adapted from John A. Van de Walle, LouAnn H. subtract numbers in "like
Lovin, Teaching Student-Centered Mathematics: Grades 5–8, 1e position values"?
(p. 125). Published by Allyn and Bacon, Boston, MA. Copyright ©
use a place value chart when
2006 by Pearson Education. Reprinted by permission of the
publisher. needed to clarify the place
value of each digit?
Sample Solution: use base-ten materials as
Use front-end estimation to approximate the answer as a needed when carrying out their
difference of 92 – 85 = 7 seconds. personal strategies, such as
regrouping?
To find the exact answer, place the decimals on a place compare the exact answer with
value chart to aid in aligning the place values. Then the estimated answer to
encourage the students to use a variety of strategies to determine reasonableness of
calculate the answer. One of these strategies the answer?
(regrouping) is shown below.
Hundreds Tens Ones Tenths Hundredths Thousandths

9 8 2 11 3 13 4 5

–8 5 6
Answer: 6 7 4 5

Answer to the problem: Sam ran 6.745 seconds faster than Jimmy.

Another strategy would be to count on from 85.6 by adding 6.7 to get 92.3 seconds and then
adding on the remaining 0.045 seconds, making a difference of 6.745 seconds.

Provide other appropriate problems and have the students estimate the answer and then calculate
the exact answer using a variety of strategies. Encourage the students to explain how place value
plays a major role in each of the strategies they choose.

See pages 122–133, 254–256 of the Diagnostic Mathematics Program, Division II, Operations
and Properties for other ideas on adding and subtracting decimals as well as assessment tasks.

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Sample Activity 4: Placing the Decimal Point
Provide the students with a selection of addition and subtraction problems using decimals to
thousandths and include the calculated answer without the decimal point. Have the students
decide where the decimal point should be placed in each answer and explain how they know.
Encourage the use of a variety of estimation strategies.

Students can then share their answers with the whole class and correct any errors in the decimal
point placements in the sums and differences.

Problem:
Joanne bought 3.537 m of ribbon and used 0.48 m of it to wrap presents. How many metres of
ribbon does Joanne have left?

Answer:
Joanne has 3057 m of ribbon left.
Place the decimal point in the number to answer the problem correctly. Explain your thinking.

Sample Solution:
Using front-end estimation, the difference between the two numbers is 3 – 0 = 3. Therefore, the
decimal point must be placed directly behind the 3 in 3057.
Correct answer to the problem: Joanne has 3.057 m of ribbon left.

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Step 4: Assess Student Learning

Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.

• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample
activities to evaluate students' learning at key milestones. Suggestions are given for assessing all
students as a class or in groups, individual students in need of further evaluation, and individual
or groups of students in a variety of contexts.

A. Whole Class/Group Assessment

Comparing Lengths of Shelves

In the context of a problem about building two different sized shelves, the student will
demonstrate understanding about the meaning of decimals (to thousandths) by using concrete
materials and/or drawing diagrams to represent the two decimals in a problem. Then he or she
will decide which shelf is longer by using one or more appropriate strategies. Finally, the student
will find the difference between the lengths of the two shelves and explain the process used.

Materials required: Base ten materials, metre sticks, decimal grids (to thousandths), place value
charts (to thousandths).

Each student will:

• explain the meaning of a decimal by representing it using concrete materials or a diagram

• use and explain an appropriate strategy for ordering decimals
• solve a given problem that involves addition and subtraction of decimals, limited to
thousandths, and explain the process used.

Early finishers can create other problems about decimals (to thousandths) for the class to solve;
e.g., track times, comparing weights.

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 Comparing Lengths of Shelves—Student Assessment Task

Brooklyn is helping her dad build shelves for the den. One shelf is 0.6 m long.
The other shelf is 0.475 m long.

1. Represent each decimal by drawing a diagram.

2. Which shelf is longer? Explain your thinking by using one or more

strategies.

3. Exactly how much longer is one shelf than the other? Explain your
thinking in detail.

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 Student ___________________________________

SCORING GUIDE
Comparing Lengths of Shelves

Level 4 3 2 1 Insufficient /
Excellent Proficient Adequate Limited * Blank *
Criteria
Demonstrates the Draws a diagram that Draws a diagram that Draws a diagram that Draws a diagram to No score is awarded
meaning of clearly shows the shows the meaning of shows the meaning of show the meaning of because there is
decimals by meaning of each digit each digit in each each digit in each tenths but has insufficient evidence
in each decimal. decimal. decimal with some difficulty showing of student
drawing diagrams
inaccuracy. hundredths and/or performance based on
thousandths. the requirements of
Question #1 the assessment task.

Compares two Compares the two Compares the two Compares the two Compares the two No score is awarded
decimals (to decimals using at decimals using at decimals using one decimals using one because there is
thousandths) least two appropriate least one appropriate strategy with some strategy with no insufficient evidence
strategies with sound strategy with a clear explanation. explanation. of student
using an
mathematical explanation. performance based on
appropriate reasoning. Or, incorrectly the requirements of
strategy compares the two the assessment task.
decimals with or
Question #2 without a limited
explanation.

Solves a problem Solves the problem Solves the problem Solves the problem Solves the problem No score is awarded
by adding or by using an using an appropriate using an appropriate using an appropriate because there is
subtracting two appropriate strategy strategy with a clear strategy but makes a strategy but makes insufficient evidence
with detailed and explanation including slight error and errors and may or of student
decimals using an
sound some detail. includes some may not include a performance based on
appropriate mathematical explanation. limited explanation. the requirements of
strategy reasoning. the assessment task.

Question #3

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B. One-on-one Assessment

Have base ten materials, a metre stick, place value charts and thousandths decimal grids for
students to use as needed.

Present the student with the following problem:

Joanne bought 3.5 m of ribbon and used 0.482 m of it to wrap presents. How many metres of
ribbon does Joanne have left?

Understand the Problem

Have the student read the problem orally and restate the problem in his or her own words.
Provide guidance to ensure that the key ideas are explained and the question is understood.

Ask the student what operation can be used to solve this problem. If the student has difficulty
answering this question, simplify the problem by changing the numbers in the problem to simple
whole numbers. Then go back to using the decimals after the student recognizes what operation
can be used to solve the problem.

Estimate First
Ask the student to estimate the answer first as a way to check for reasonableness of the
calculated answer. If necessary, provide guidance by covering the decimal part of the each
number and have the student focus on the whole number part.

Calculate the Exact Answer Using a Variety of Strategies

Ask the student to calculate the exact answer using a method that makes sense to him or her.
Have the student answer the question asked in the complete sentence once the calculation is
completed and compare the exact answer with the estimated answer.

Using a Metre Stick

Have the student measure a length of 3.5 m on the floor and review the meaning of each digit;
i.e., 3 whole metres and five-tenths of a metre or 5 decimetres. Encourage the student to mark the
metre stick to show the subtraction process; i.e., mark off 0.482 m, which is 4 dm, 8 cm and
2 mm.

Using a Place Value Chart and Equivalent Decimals

Provide the student with a place value chart to thousandths and have him or her write the
decimals from the problem in the chart and explain how this is done. Encourage the student to
use equivalent decimals; i.e., 3.5 = 3.500. Then they may use a strategy of choice to solve the
problem symbolically, pictorially (decimal grids) or concretely base-ten materials.

Using the Counting On Strategy

If the student uses a counting on strategy to solve the problem, provide guidance as necessary by
skip counting from 482 thousandths to 492 thousandths, which is 10 thousandths or 0.010. Then
add 8 thousandths or 0.008 to make 500 thousandths.

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Using the Thousandths Decimal Grids
If necessary, have the student represent 3.500 on thousandths decimal grids by shading the grids.
Review the parts of the thousandths grid if necessary to show tenths, hundredths and
thousandths. Use one of the grids to show that 0.482 is 0.018 less than 0.500. On the grid
showing 0.500 shaded, have the student show the subtraction of 0.482 by crossing out 4 tenths, 8
hundredths and 2 thousandths of the shaded part. This visual will show that the final answer is
3.018 m left.

Using Base Ten Materials

If the student uses the base ten materials to solve the problem, review the meaning the decimal,
3.5 as represent by base ten materials.

Base ten materials:

1 1 1
Block: 1 whole Flat: or 0.1 Long: or 0.01 Small cube: or 0.001
10 100 1000

To subtract 0.482, provide guidance as needed in regrouping one flat into ten longs and
regrouping one long into ten small cubes. Have the student write the symbols that correspond to
the regrouping of the base ten materials.

See pages 122–125 of the Diagnostic Mathematics Program, Division II, Operations and
Properties for a structured interview on adding and subtracting decimals to thousandths.

Comparing Decimals
To address the concept of comparing decimals, have the student explain, using concrete
materials and/or diagrams, which is greater, 3.5 or 0.482.

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C. Applied Learning

Does the student:

• indicate that 0.45 m is longer than 0.395 m and explain why, using a variety of strategies
such as:

a. use a metre stick to measure lengths of string to represent each measure

b. apply his or her understanding of place value in comparing the decimals
c. apply his or her understanding of equivalent decimals (0.45 = 0.450) in comparing the
decimals
d. apply his or her understanding of benchmarks by explaining that both decimals are less
than 0.5 m and that 0.45 m is closer to half a metre than 0.395 m and is therefore the
larger decimal?

• apply his or her understanding of decimals to order a series of decimals in a real world
context?

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Step 5: Follow-up on Assessment

Guiding Questions

• What conclusions can be made from assessment information?

• How effective have instructional approaches been?
• What are the next steps in instruction?

A. Addressing Gaps in Learning

• Draw on the prior knowledge of students, spending time reviewing simple fractions as part of
a region and part of a set. Review the meaning of a fraction and how it relates to a part and to
a whole.
• Emphasize the similarities and differences between a fraction of a region and a fraction of a
set.
• Provide everyday contexts for fractions and decimals that students can relate to.
• Use concrete materials such as counters, decimal grids and metre sticks. Connect the
concrete to diagrams and symbols.
• Allow the students to use concrete materials as long as necessary to establish an
understanding of the concepts.
• Connect the concrete, pictorial and symbolic representations.
• Build on students' prior knowledge of using benchmarks on a number line to order fractions
and connect it to ordering decimals.
• Have the students sort a set of decimals into groups and explain the sorting process. One way
to group the decimals could be: greater than 0.5, less than 0.5 or equal to 0.5.
• Ask guiding questions to direct the student's thinking. See the examples provided on the one-
on-one assessment.
• Provide time for students to explore and construct their own meaning rather than being told.
• Encourage flexibility in thinking as students describe various ways to order decimals.
• Draw on the prior knowledge of students about adding and subtracting decimals to
hundredths. Review the process using base ten materials, fraction bars, grids, counters and
other appropriate concrete materials.
• Emphasize that students estimate the sum or difference of decimals before calculating the
answer. Review that front-end estimating is useful and focuses only on the digits to the left of
the decimal.
• Have the students share their thinking with others so that students having some difficulty
hear how another person thinks about fractions and decimals in kid-friendly language.

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B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities
to apply and extend their learning. These activities should support students in developing a
deeper understanding of the concept and should not progress to the outcomes in subsequent
grades. For example, in Grade 3 you might want to explore perimeter of more irregular shapes,
but you would not extend this to connecting perimeter to area, which is a Grade 4 outcome.

Consider strategies such as:

• Provide parents with suggestions for using fractions and decimals with their children, such
as:
– Ask your child if 0.6 m of string is greater than, less than or the same length as 0.538 m
of string. Have them explain why or why not.
– Have your child measure lengths to the nearest thousandth of a metre; i.e., to the nearest
millimetre.
– Have your child use data from newspapers or magazines that is presented in thousandths
to create and solve problems involving addition and subtraction of decimals.
• Have students make a set of cards that connect the diagram to the fraction to the decimal. For
example, have the students draw a diagram on one card to show three thousandths, write the
3
fraction on second card and write the decimal 0.003 on a third card. When the set of
1000
cards is completed, students could use them to play "Memory" (pick up triplets rather than
pairs), Go Fish, Rummy (focusing on three of a kind) or some other appropriate game that
requires matching.
• Use everyday contexts for decimals to thousandths such as batting averages, track times,
weights and lengths. Encourage the students to create and solve problems using a variety of
contexts and a variety of strategies. Then they can share their ideas with others in the class.
• Ask the students to compare two decimals such as 0.507 and 0.498 by determining which
decimal is closest to 0.5 and explain why.
• Challenge the students to find another decimal between any two given decimals such as
0.618 and 0.619. Have the students explain why the set of decimals is dense; i.e., between
any two decimals there is always another decimal.
• Challenge the student to solve multi-step problems such as:
– Three children raced to the flagpole. Chris got there in 24.057 seconds. Mary got there in
1.8 seconds less than Chris. Danny got there in 0.42 seconds more than Mary. How much
longer did it take Chris to reach the flagpole than Danny? Explain your thinking.
– Three children raced to the flagpole. Jaden got there in 0.089 seconds longer than Maren.
Tanya got there in 0.5 seconds less than Jaden. If Maren reached the flagpole in 5.12
seconds, how long did it take Tanya to reach the flagpole? Explain your thinking.

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Bibliography

Alberta Education. The Alberta K–9 Mathematics Program of Studies with Achievement
Indicators. Edmonton, AB: Alberta Education, 2007.

. Diagnostic Mathematics Program, Division II, Numeration. Edmonton, AB: Alberta

Education, 1990.

. Diagnostic Mathematics Program, Division II, Operations and

Properties. Edmonton, AB: Alberta Education, 1990.

Beck, Pam et al. Mathematics Assessment: A Practical Handbook for Grades 6–8. Reston, VA:
National Council of Teachers of Mathematics, 2000.

Cathcart, W. George, Yvonne M. Pothier and James H. Vance. Learning Mathematics in

Elementary and Middle Schools. Scarborough, ON: Allyn and Bacon Canada, 1994.

National Council of Teachers of Mathematics. Principles and Standards for School

Mathematics. Reston, VA: NCTM, 2000.

Van de Walle, John A. Elementary and Middle School Mathematics: Teaching Developmentally.
4th ed. Boston, MA: Addison Wesley Longman, Inc., 2001.

Van de Walle, John A. and LouAnn H. Lovin. Teaching Student-Centered Mathematics: Grades
5–8. Boston, MA: Pearson Education, Inc., 2006.

Wheatley, Grayson H. and George E. Abshire. Developing Mathematical Fluency: Activities for
Grades 5–8. Tallahassee, FL: Mathematics Learning, 2002.

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