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Lining Up Decimals – Day 5TABE Mathematics Computation
Levels E & M
Overview and Purpose / In this lesson, students will review decimal placement when adding, subtracting, and multiplying decimals.
Objectives and Standards / CCSS.Math.Content.5.NBT.7 – Add, subtract, multiply, and divide(no division of decimals on TABE E or M) decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Materials / Personal white boards or sheet protectors for each student (optional)
Dry erase markers
Projector
Teacher computer
Smartboard (or can be projected onto dry erase board)
Copy of Decimals sheet for each student (or project on board)
Graph paper for each student (free printable graph paper can be found here – no need to change default settings)
Instructional Strategies / Direct - Whole group, Explanation, Demonstration, Questioning
Interactive – Pair/share, Personal White Boards
Information Delivery /
- The teacher will distribute graph paper to each student.
- The teacher will project the Decimals Sheet onto the board. Have students copy the first five problems onto their graph paper, one number per box. This will assist them with lining up the problems (a common error!). If copies are given, students can slip the sheet into a sheet protector and use a dry erase marker for solving.
- The teacher will then project the graph paper onto the board and write in the problems as well.
- The teacher will demonstrate multiplying the first 2 problems on the graph paper. Verbalize each step.Explain the steps of lining up decimals for addition. Have students write the zeros when necessary to help them line up the problems.
- The teacher will ask students for the steps to solve the next 3 problems. Remind them to use their math words!
- The students will complete the next 5 problems on their own. Review as a class. Suggestion: Have students take turns demonstrating on the board or, in a large class, have students work in pairs and explain to each other how they solved the problems.
- Repeat for subtraction and multiplication.
Assessment / Have students solve #11-15 in each set for assessment.
Closure / Exit Slip:
3 W’s
- What did we learn today?
- So What? (relevancy, importance, usefulness)
- Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)
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Decimals
TABE E & M
1)29.45 + 1.5
2)16.39 − 1.37
3)41.31 + 0.8
4)207.64 + 1.8
5)90.07 − 1.9
6)0.5 − 0.45
7)2.11 + 1.97
8)16 + 1.7
9)9.1 − 1.6
10)0.91 + 0.73
11)32.70 + 0.10
12)7.33 + 1.68
13)8.25 − 1.4
14)4.6 − 0.81
15)8.8 − 0.83
1)32.1 x 1.70
2)94.051 x 1.6
3)70.337 x 0.67
4)88.70 x 0.14
5)16.682 x 1.02
6)97.3 x 1.60
7)29.95 x 0.95
8)14 x 0.7
9)2.890 x .04
10)102.2 x 3
11)34 x 1.5
12)567.2 x 2
13)90 x .34
14)2.578 x 5.1
15)65 x 2.01
Decimals
TABE E & M
1)29.45 + 1.5
2)16.39 − 1.37
3)41.31 + 0.8
4)207.64 + 1.8
5)90.07 − 1.9
6)0.5 − 0.45
7)2.11 + 1.97
8)16 + 1.7
9)9.1 − 1.6
10)0.91 + 0.73
11)32.70 + 0.10
12)7.33 + 1.68
13)8.25 − 1.4
14)4.6 − 0.81
15)8.8 − 0.83
1)32.1 x 1.70
2)94.051 x 1.6
3)70.337 x 0.67
4)88.70 x 0.14
5)16.682 x 1.02
6)97.3 x 1.60
7)29.95 x 0.95
8)14 x 0.7
9)2.890 x .04
10)102.2 x 3
11)34 x 1.5
12)567.2 x 2
13)90 x .34
14)2.578 x 5.1
15)65 x 2.01
Property of Rite of Passage Enterprises, LLC