Student: can use base ten When given an image job showing “You “Good blocks to find of a square (the size of the fraction 25/100.” Image of a square fractions and decimals a base ten flat) that (the size of a base that are equivalent.” has been divided into ten flat) that has Say, the equal one hundred equal “Count been divided into one parts that are shaded parts (the size of the hundred equal parts and then show the small base ten cube), (the size of a small matching fraction.” with 25 of the parts base ten cube), with shaded, the student twenty-five of the points to/counts the 25 parts shaded. shaded parts. Then, lays down/selects a Base Ten Blocks card labeled with the fraction 25/100. Place value chart labeled, ones, decimal, tenths, hundredths Cards labeled 25/100, 0.25, 0, 2, 5, and =. Student makes an me” and model incorrect response or the correct response, no response. then have the student complete it correctly. Say, the place The student job showing “Use “Good value chart to show places/selects a 0 in that there are zero how many ones (hold the ones column of the ones shaded.” up the base ten flat) value chart. are completely shaded.” Student makes an me” and “Watch incorrect response or model the correct no response. response, then have the student complete it correctly. Say, your base Student covers/selects job showing “Use “Good ten rods (hold up a two of the shaded that are two base ten rod) to cover tenths with the base tenths shaded.” some of the shaded ten rods. Then, places/ portion and then use selects a 2 in the your place value chart tenths column of the to show how many place value chart. tenths are covered.” Student an me” and model incorrect response or the correct response, no response. then have the
Student: 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, hundredths Cards labeled 25/100, 0.25, 0, 2, 5, and =. “You can use base ten blocks to find fractions and decimals that are equivalent.” Say, “Count the equal parts that are shaded and then show the matching fraction.” When given 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, the student points to/counts the 25 shaded parts. Then, lays down/selects a card labeled with the fraction 25/100. “Good job showing the fraction 25/100.” Student makes an incorrect response or no response. me” and model the correct response, then have the student complete it correctly. Say, “Use the place value chart to show how many ones (hold up the base ten flat) are completely shaded.” The student places/selects a 0 in the ones column of the value chart. “Good job showing that there are zero ones shaded.” Student makes an incorrect response or no response. “Watch me” and model the correct response, then have the student complete it correctly. Say, “Use your base ten rods (hold up a base ten rod) to cover some of the shaded portion and then use your place value chart to show how many tenths are covered.” Student covers/selects two of the shaded tenths with the base ten rods. Then, places/ selects a 2 in the tenths column of the place value chart. “Good job showing that are two tenths shaded.” Student an incorrect response or no response. me” and model the correct response, then have the
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