Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Investigations/Scott Foresman (2006)
Money, Miles, and Large Numbers
Investigation #2, Session 1-4, pp. 30-45
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students are asked to recognize the equivalence of fractional tenths and decimals, and to do simple decimal addition to find lengths both shorter and longer than 1. This CYBERCHASE activity is motivated by video clips in which the CyberSquad is trying to make repairs to railroad track that Hacker keeps sabotaging. The tracks are measured in decimal lengths, so the CyberSquad has to find out how to add decimals to get the lengths they need when they replace missing rails.
Handout 1: "Converting Fractions and Decimals Back and Forth Using Different Representations"
Handout 2: "Converting Hundredths to Decimals and Back Again"
Assessment: Level A
Assessment: Level B
1. Have students work in pairs to complete the activity.
2. Tell students that they will watch a video clip that shows how fractions in tenths are equivalent to decimals, and that decimals are added similar to whole numbers. No contextual framing is needed as it is in the clip.
3. Show the students the 10th's and Decimals QuickTime Video .
5. The handout first demonstrates equivalence of a fraction and a decimal in tenths, and asks students to locate a decimal when given a fraction, and vice versa, on a number line and on a hundreds chart.
6. Distribute Handout 2: "Converting Hundredths to Decimals and Back Again" .
7. The handout demonstrates how decimals can be expressed in 100th's as well as 10th's, and then asks the students to locate a decimal when given a fractional in 1/100's, and vice versa, on a number line and on a hundreds chart.
8. Tell students they will watch a video clip that shows how decimals can be added and how one decides where to place the decimal point.
9. Show the Several Short Rails Make More Than A Whole QuickTime Video . Emphasize that it is important to remember that the fractions in tenths are equivalent to decimals with one decimal place.
Assessment: Level A (proficiency): Students are asked to add the lengths of 4 bars of different decimal lengths, and then to draw the total length on a number line. The sum is greater than 1.
Assessment: Level B (above proficiency): For the growth in height of 3 different children, students are asked to add the growth to find the total growth for the 3 children.