Model Materials Teacher Says/Does Student Teacher Response Feedback Teacher: can use base ten blocks to find Student “I “Good, Image of a square (the fractions and decimals that are watches. watching size of a base ten flat) equivalent.” Lay down an image of me.” that has been divided a square (the size of a base ten into one hundred equal flat) that has been divided into one parts (the size of a small hundred equal parts (the size of the base ten cube), with small base ten cube), with 25 of the twenty-five of the parts parts shaded (point to and count shaded. the 25 equal parts). Say, “This whole has been divided into one Base Ten Blocks hundred equal parts and of the parts are shaded, so this Place value chart shows the fraction 25/100.” Lay labeled, ones, decimal, down a card labeled with the tenths, and hundredths. fraction 25/100. Cards labeled 25/100, 0.25, 0, 2, 5, and =. Say, I am going to use base Student “Now, “Good, ten manipulatives and a place value watches. watching chart to find an equivalent me.” decimal.” Hold up a base ten flat and say, represents one “This whole. It is bigger than the shaded portion, so there are no wholes that are fully shaded.” Place a 0 in the ones column of the place value chart and say, there are 0 “So, ones covered.” Hold up a base ten rod and say, Student “Good, represents one tenth. Three of watches. watching “This these tenths would be bigger than me.” the shaded portion (show that three tenths is bigger), so I can only use two of these tenths.” Cover two of the shaded tenths with the base ten rods. Place a 2 in the tenths column of the place value chart and say, there are 2 tenths covered.” “So, Materials Teacher Says/Does Student Teacher Response Feedback Hold up a small base ten cube Student watches. “Good, and say, represents one watching me.” “This
Model Materials Teacher Says/Does Student Response Teacher Feedback Teacher: Image of a square (the size of a base ten flat) that has been divided into one hundred equal parts (the size of a small base ten cube), with twenty-five of the parts shaded. Base Ten Blocks Place value chart labeled, ones, decimal, tenths, and hundredths. Cards labeled 25/100, 0.25, 0, 2, 5, and =. “I can use base ten blocks to find fractions and decimals that are equivalent.” Lay down an image of a square (the size of a base ten flat) that has been divided into one hundred equal parts (the size of the small base ten cube), with 25 of the parts shaded (point to and count the 25 equal parts). Say, “This whole has been divided into one hundred equal parts and of the parts are shaded, so this shows the fraction 25/100.” Lay down a card labeled with the fraction 25/100. Student watches. “Good, watching me.” Say, “Now, I am going to use base ten manipulatives and a place value chart to find an equivalent decimal.” Hold up a base ten flat and say, “This represents one whole. It is bigger than the shaded portion, so there are no wholes that are fully shaded.” Place a 0 in the ones column of the place value chart and say, “So, there are 0 ones covered.” Student watches. “Good, watching me.” Hold up a base ten rod and say, “This represents one tenth. Three of these tenths would be bigger than the shaded portion (show that three tenths is bigger), so I can only use two of these tenths.” Cover two of the shaded tenths with the base ten rods. Place a 2 in the tenths column of the place value chart and say, “So, there are 2 tenths covered.” Student watches. “Good, watching me.” Materials Teacher Says/Does Student Response Teacher Feedback Hold up a small base ten cube and say, “This represents one Student watches. “Good, watching me.”