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The purpose of this True or False? is to elicit strategies and understandings students have for adding decimals. The reasoning students do here helps to deepen their understanding of the properties of operations. It will be helpful later in the lesson when students need to be able to add decimals.
Decide if each statement is true or false. Be prepared to explain your reasoning.
The purpose of this activity is for students to practice adding decimals. There are two versions of the game, Race to One and Race to One-Tenth. Students can choose which version to play, or, if there is time, play both versions of the game. Consider playing a round of the game with students during the Launch to demonstrate how it is played.
Use the directions to play Race to One or One-Tenth with your partner. If there is time, play both versions of the game.
Race to One
| number rolled | 0.1 | 0.01 | equation to represent the total | |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| 6 |
Race to One-Tenth
| number rolled | 0.01 | 0.001 | equation to represent the total | |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| 6 |
Use the directions to play Decimal Race to 500 with a partner.
Spin the spinner 3 times.
Arrange the digits to make a decimal number that follows this rule:
Odd numbers can only be used in the tenths, hundredths, and thousandths place.
Even numbers can only be used in the ones, tens, and hundreds place.
Example: You spin the numbers 2, 3, and 9. Some of the possible numbers you can make are 2.39 and 2.93.
Add your number to your previous sum. If it is your first turn, add your number to 0.
Take turns until one partner reaches 500 or more.
“Today, we practiced adding decimals. How is adding with decimals the same as adding with whole numbers? How is it different?” (If I add digits with the same place value, I can use the same method to add decimals as I use to add whole numbers. I have to make sure to add digits with the same place value so I can't always line up the digits to the right, like I do with whole numbers.)