We have talked about how to represent numbers like and with bundling. Now let’s think about numbers like and .
(a)
How would you represent these decimal numbers using bundles? Remember to explain your thoughts with details. How would you talk to kids about doing this?
(b)
How would you represent these decimal numbers using strips of paper, where the length of the assembled paper strip represents the number? Remember to explain your thoughts with details. How would you talk to kids about doing this?
(c)
How would you represent these decimal numbers using a number line? Remember to explain your thoughts with details. How would you talk to kids about doing this?
Some children are looking at the following picture of bundled blocks.
(a)
Anji says that if one stick in this picture represents , then the number represented here could be . Do you agree with Anji? If so, explain why. If not, how could you help her correct her work?
(b)
Jake says that if one stick in this picture represents , then the number represented here could be . Do you agree with Jake? If so, explain why. If not, how could you help her correct her work?
(c)
What other decimal numbers could be represented by this picture? Give at least three examples.
Some children are trying to use strips of paper to represent the number . Here are their pictures.
(a)
Look at Allana’s picture. Do you agree with Allana? If so, explain why. If not, explain why not.
(b)
Look at Jeri’s picture. Do you agree with Jeri? If so, explain why. If not, explain why not.
(c)
Draw your own strip of paper whose length represents . Explain your process.
(d)
Could you draw a strip of paper whose length represents ? Explain your thinking (but you do not need to draw this picture!)
Several children are drawing number lines to illustrate the tenths between and . Here are their pictures. Do you agree with each child? If so, explain why. If not, how could you help them correct their work? What could they learn about the decimal system?
(a)
Give an example of at least one thing you like about Alf’s number line and one thing you don’t like.
(b)
Give an example of at least one thing you like about Bao’s number line and one thing you don’t like.
Belinda has been asked to label the tick marks on the three number lines in three different ways which correspond with the structure of the base-ten system. Do you agree with her work? If so, explain why. If not, how could you help her correct her mistake? What could she learn about the decimal system? Then, fill in the third line with your own answer!
Beau was asked to plot on the following number line. Here is his work. Do you agree with Beau? If so, explain why. If not, how could you help him correct his work? What could he learn about the decimal system?
2026-06-06 21:54:43