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5th Grade Task: Tree House Windows/Place Value Blocks

5th Grade Task: Tree House Windows/Place Value Blocks

Standards & Objectives

Essential and guiding questions: 
  • In the number 2.3, what can you say about the place value of the 2 in relation to the place value of the 3?
  • Can you make a general statement describing the relationship between any digit in the whole unit place and the digit immediately to its right? What can you say about a number in the tenths place and the value of the digit immediately to its left?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

If students cannot get started. . .
Assessing:

  • If a flat represents a whole unit, what place values are represented by the other blocks?
  • If a cube represents a whole unit, what place values are represented by the other blocks?

Advancing:

  • Should the block used to represent a tenth be smaller or larger than the block used to represent a whole unit?
  • How many different representations of 2.3 can you create using place value blocks?
Extension suggestions: 

If students finish early. . .
Assessing:

  • Using the cube as a unit, how would you represent the number 12?
  • Using a flat as a unit, how would you represent the number 4.2?

Advancing:

  • How many different ways can you use place value blocks to represent 2.03.
  • How many different ways can you use place value blocks to represent 2.003?
  • Are there more or fewer ways to represent 2.003 than there are to represent 2.03 and why is that?
  • Is it possible to use place value blocks to model the number .023? If so, explain how. If not, explain why not.