Then we looked at six-tenths (0.6) and wrote how many hundreds this would be. Students came up with three possible answers: 0.06, 0.02, and 0.60.

Students were then asked to write down on their own slate the decimal equivalent in hundredths to 0.6. Once students decided on a response they met in partnerships defending and justifying their answer. During the activity students were able to change their response and modify their thinking.

At the end of the activity the entire class felt convinced that 0.6 is the same as 0.60. We concluded that there are ten hundredths in one tenth; since I have six-tenths, I would have 60-hundredths.

I was so impressed with our math communication skills during this activity!

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