when we divided one hundredth into 10 equal parts again, we have created thousandths.when one tenth is divided again into 10 equal parts, we have created hundredths.the first time the whole rectangle is divided into 10 equal parts, we have created tenths.What would we call each of these new rectangles?' Students may not have been introduced to thousandths at this level so they may need prompting to name these as thousandths.ĭiscuss the size of each of these divisions. 'If I shaded five hundredths, how many tenths would this be? What if I took one of the blue rectangles that is divided into hundredths and then divide this into 10 equal parts again.We want them to see that four tenths is the same as forty hundredths. 'If I shaded four tenths, how many hundredths would this be?' You may need to shade this for students to visualise.How much bigger is the green rectangle compared to the blue one? How many blue rectangles will make one green rectangle? We want students to see that one tenth is ten times bigger than one hundredth.Īsk further questions to build student understanding. Others may see that this is the same as the first rectangle that was shaded and therefore call it one tenth.Īt this point, ask students to compare one green rectangle and one blue rectangle (from each of the two diagrams shown above) and state what they notice. So the small blue rectangle represents one hundredth.Ĭolour the remaining nine smaller rectangles so that the entire larger rectangle is blue. Students should be able to calculate ten lots of 10 (or 10 x 10) to see that there are 100 smaller rectangles. ![]() If not, you could ask: “If we divide each of the 10 smaller rectangles into 10 equal parts, how many smaller rectangles do we have now?” Students may be able to answer hundredths. If we then divide the green rectangle into ten equal parts, and colour in one of the even smaller rectangles, what do we call this new rectangle? For discussion purposes this smaller rectangle is shaded blue as shown below. Shade one of the rectangles and discuss that this is one tenth. Students should be able to name these as tenths. Ask students to tell you what each of these 10 rectangles is called. ![]() Divide it into 10 smaller rectangles as shown below. ![]() Explain that a decimat is a large rectangle that represents one whole which can be divided into smaller rectangles. This game uses the decimat which is a proportional model that represents the size of decimals as parts of a whole.īefore playing the game, show the class an enlarged decimat (or an online version). ‘Colour in decimats’ provides a visual representation of decimals to help students make sense of decimal size and decimal place value. This stage has been inspired by the ‘Colour in decimats’ problem published by Clarke and Roche (2014), and is reproduced with permission.
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