3. Link to other knowledge Common fractions Place Value

4. tenths, hundredths, thousandths and, other powers-of-ten parts of a unit

5. Students background knowledge about fractions : Students should know : that to partition a unit into tenths, there must be 10 equal parts make the connection between the model, the oral name and the fraction 10 tenths make a whole that 7 tenths is less than a whole and 27 tenths is more than a whole

6.  0.3 is a new symbol for 3 and is 10 read like 3, i.e. “3 tenths” 10  27 or 2 7 is written as 2.7 10 10  and read as " 2 and 7 tenths"

7. The word and is said for the decimal point. Reading decimals in this way help to connect decimal and fraction ideas

8. The Model  Symbol 0.3 or 3 10  Word/Oral “three tenths”

9. Provide the model ( a hundred square, strips of tenths & small squares of hundredths)

10. Model a whole a tenth a hundredth

11. Show 4, 7, 10, 23 100 100 100 100  Develop the idea that 1 strip is equivalent to 1 10  Use 2 strips and 3 squares to cover the hundred square

12. 23 = 2 + 3 100 10 100 Now connect to the place-value interpretation ones tenthshundredths 023

13. 2 = 0.2 or 0.20 10 By connecting the model, the symbol, & the word Visual, tangible, tactile, symbolic, & auditory

14.  13 - 17 year olds in US shows less competency for the thousandths Why??  Less emphasis on these decimals  Teachers expect children to generalize after the hundredths

15.  Smaller decimals should be done primarily through place value interpretation  thousandths should be developed as one tenth of a hundredth  and the understanding that 10 thousandths is 1 100

16. Decimals and other common fractions:  Develop the skill of being able to relate fractions to decimals.  Hopefully then the students will be able to write fraction notation  decimal