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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.

Originator:

Tennessee Department of Education