A short instructional video (by Rob Langman) in which two presenters (Florence and a co-presenter) teach decimal place value using concrete and pictorial resources. They split a chocolate bar into tenths to introduce tenths (1/10), use a place-value chart to show tenths sit immediately right of ones, employ base-10 materials (hundred square=one, rod=tenth, cube=hundredth) to show ten hundredths make a tenth and 100 hundredths make a whole, and demonstrate writing decimals (including using a zero in the ones column when there is no whole).
Chapters
Hi, I'm Florence, and today we're going.
To be looking at place value beyond the decimal point. It's really important that before your pupils start writing decimal numbers, they're able to visualize what the place value actually looks like.
So here I have one whole chocolate bar and I need to share equally.
Between 10 students, so I'm going to split it into 10 equal parts. It's really clear to see that we've.
Got 1 out of 10 equal parts as a fraction, we've got a tenth.
But this same vocabulary applies when we're.
Talking about decimal numbers. So at this point, it's good to.
Refer to our place value chart. We can see that the tenths column sits immediately to the right of the ones.
And just as the ones are 10 times smaller than the tens, the tenths.
Are also 10 times smaller than the ones. If you want to use concrete resources with your pupils, then I really like to use base 10.
And they might have used base 10 before, but in order to explore decimal place value, they need to imagine that.
This hundred square represents a one, one.
Whole and that the rod represents a tenth.
And that way they can physically see that there are 10/10 within a whole and explore the relationship that way.
If we break our 10th down into a further 10 equal parts, then we get 100th, and again, the hundredth sits.
Immediately to the right of the tenths. And pupils can explore this with base 10 by imagining that this cube represents a hundredth. And again, they can see the relationship between the hundredth and the tenths by seeing that ten hundredths fit in a tenth. And they can also explore the relationship between the hundredths and the whole, because 100/00 make up the whole. So how do we write these decimal numbers?
Well, let's go back to our chocolate bar. And I've got one tenth here, so.
I'm going to put a zero in the ones column. I don't have a whole. I'm not referring to the whole.
I have one tenth. And then I've shaded 100ths, 200ths, so.
I need to put a two in my hundredths column. And when pupils are saying this decimal number, it's important that they say 0.12, not 0.12, because obviously that means something very different for the place value of our digits. So hopefully that gives you an idea of some of the pictorial and concrete resources that you can use to reinforce what decimal place value looks like with your pupils.
