"Decimals Have a Point"

CCSS.MATH.CONTENT.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Today, we are taking a Pre-Assessment for our Decimals Unit, which will be used as an indicator for how the unit flows for each class. The Pre-Assessment is for checking understanding of addition, subtraction, multiplication, and division of decimals through computation, word problems, and real life applications.

Definition of Decimal

The word "Decimal" really means "based on 10" (From Latin decima: a tenth part).

We sometimes say "decimal" when we mean anything to do with our numbering system, but a "Decimal Number" usually means there is a Decimal Point.

Large and Small

Our Decimal System lets us write numbers as large or as small as we want, using the decimal point. Digits can be placed to the left or right of a decimal point, to show values greater than one or less than one.

The decimal point is the most important part of a Decimal Number. Without it we are lost, and don't know what each position means.

23. 680

On the left of the decimal point is a whole number (such as 23). As we move further to the left, every place gets 10 times bigger!

The first digit on the right means tenths (1/10). As we move further to the right, every place gets 10 times smaller (one tenth as big)! 

A Little Late but Not Forgotten

First Quarter ST Math incentive --- Any student who increased his/her syllabus progress by 15 or more percent received the incentive to go to the cafeteria to receive a sno-cone and enjoy free time either in the cafeteria or on the turf field. 

A big thank you to Dana's Shaved Ice for donating the syrup for sno-cones, the Edgar Murray building and St. Francis Borgia grade school for allowing us to use their sno-cone machines!

Below are pictures of the 6th graders from the event...

Figure Me Out

“We all have numbers that mean something to us. Numbers that are very important in our lives: birth dates, lucky numbers, siblings, favorite sports athletes, etc.  When you're 12, you tend to like the number 12!  If you were born on July 29, you usually smile a little or get happy when you see the number 29.”

For this project, the student will demonstrate his/her understanding of the order of operations by creating a poster or Google presentation that incorporates numbers (and computation) into a page about their own lives.

The student will use the strategies and rules they've learned about Order of Operations to create problems using the numbers that are significant to their life.

The students need to include the following:

1. You need to have at least 5 (regular math) or 7 (AC math) problems.
1. Using numbers that are significant to your life. (ie. birthday, age, shoe size,  # of people in your family, # of states you’ve visited, etc.)
2. Each problem must have at least 3 steps
3. You must have at least 1(regular) or 2(AC) problems with exponents
4. You must have at least 1(regular) or 2(AC) problems with parentheses
5. You need to solve each equation
6. You may include pictures (as long as they are school appropriate)

GOAL : The SIGNIFICANT NUMBER is the answer to the order of operations question.

ie. Shoe Size is 9, so the answer to the problem should be 9.

For Exceeds - You need to include negatives, decimals, &/or fractions in at least TWO of your problems.

Students have begun working on their Figure Me Out Projects and are very interested in the project as it it completely about them. The students love to share about themselves, and this project is the perfect way for them to tell their classmates about themselves.