Description
Students estimate sums and add decimal numbers in this 3 part problem solving lesson. In each activity, students must select multiple decimal numbers that cannot go over a set value when added up. They develop their estimation abilities and practice their addition skills.
New Ontario Grade 6 Curriculum Expectations:
B2.4
represent and solve problems involving the addition and subtraction of whole numbers and decimal numbers, using estimation and algorithms
B2.1
use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations
This problem solving approach provides students with the opportunities to apply reasoning skills, select tools, problem solving and computational strategies, create a variety of representations of mathematical ideas, communicate and defend their ideas, and reflect on and monitor their thinking.
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WHAT'S INCLUDED
- Tips Sheet: This detailed guide will provide you with a break down of each part of the lesson . This includes how much time is allocated, what the students and teacher role is, and a list of guiding questions that the teacher could ask students in order to clarify their thinking.
- Problem Solving Checklist: An optional problem solving checklist has been included for your students to use to self assess their work.
- Getting Started: Your students will be lead through a quick warm up activity to activate prior knowledge or review concepts. The sheet is designed to show the relationship between base ten blocks and stacking with regrouping.
- Working On It: Rich problem solving tasks in which students complete with a partner, in a small group, or individually.
- Reflect and Connect: This is a list of things the teacher needs to highlight while students present and share their solutions to the Working On It task. It includes a list of guiding questions to ask while students present solutions to their work. It also includes a list of problem solving strategies that could be identified in the presenting group's or individual's work. This sheet also demonstrates how to effectively display student work in the classroom so that strategies can easily be referenced during other problem solving opportunities.
- Exit Ticket: These problem solving tasks are similar to the one students worked on during the Working On It part of the lesson. Each student will complete the exit ticket independently using the strategies they reviewed in the Reflect and Connect phase. This work is used for assessment purposes and allows the teacher to identify common misconceptions or areas of need. It is also a great opportunity for the teacher to provide individualized descriptive feedback that is directly related to the criteria on the problem solving checklist.
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OTHER MATH ACTIVITIES BY BLUE SKY SCHOLASTICS:
- Adding Whole Numbers and Checking for Reasonableness Problem Solving Lesson
- Finding the Lowest Common Multiple (LCM) - Riddle Worksheet
- Solving and Graphing Inequalities involving Two-Steps - Riddle Worksheets
- Solving Inequalities Involving Two-Steps and Whole Numbers - Riddle Worksheet
- Solving Two-Step Inequalities Riddle Activity Worksheet
- Adding and Subtracting Monomials with a degree of 1 - Riddle Worksheet
- Algebra Code breaking: Solving Equations with Unknown Variables
- Solve Equations with Unknown Variable - Algebra Riddle Worksheet
- Probability End of the Unit Summative Assessment Task for Grade 6
- Probability End of the Unit Summative Assessment Task for Grade 7
- Probability and Frequency Tables - A Problem Solving Activity
- Comparing Theoretical Probabilities - A Problem Solving Activity
- Using a probability number line to describe the likelihood of an event occurring
- Pentomino Puzzles using Transformations
- Building Graphing Skills
- Transformations - Performing Rotations in Geometry - 3 Act It out activities
- Converting Fractions to Percentages - A Math Problem Solving Activity
- Finding the Percent of a Number - A Problem Solving Activity
- Co-create and Apply Math Problem Solving Success Criteria
- Reflections of Shapes - Mystery Picture in the 1st Quadrant
- Reflections of Shapes - Mystery Picture In 4 Quadrants
- Using Percent Benchmarks to Estimate Quantities - A Problem Solving Activity
- Place Value Expanded Form Powers of 10 Riddle Worksheet
- Place Value Expanded Form Riddle Worksheet
- Algebra Riddles - Solving Equations with Unknown Values
- Translation Mystery Picture In 4 Quadrants
- Comparing Whole Numbers up to 6 or 7 digits - Greater than, Less than
- Translation Anagram Riddle Worksheets
- Math Problem Solving Strategy Stations - Developing Problem Solving Skills
- Changing the Mean with Extreme Values
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Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Adding Decimals and Estimating - 3 Part Lesson - Problem Solving Activities
Blue Sky Scholastics
183 Followers
$2.00
Highlights
Digital downloads
Grades
5th - 7th
Subjects
Standards
CCSS6.NS.B.3
CCSSMP1
CCSSMP5
Tags
Pages
14
Answer Key
Included
Teaching Duration
1 hour
Save even more with bundles
These 3 part problem solving lessons teach students to add and subtract whole and decimal numbers. The questions are designed so that they practice estimation and check the reasonableness of their calculations. WHAT IS INCLUDED IN THIS BUNDLE?Adding Whole Numbers and Checking for Reasonableness Pro
Price $4.00Original Price $6.00Save $2.00
3
Description
Students estimate sums and add decimal numbers in this 3 part problem solving lesson. In each activity, students must select multiple decimal numbers that cannot go over a set value when added up. They develop their estimation abilities and practice their addition skills.
New Ontario Grade 6 Curriculum Expectations:
B2.4
represent and solve problems involving the addition and subtraction of whole numbers and decimal numbers, using estimation and algorithms
B2.1
use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations
This problem solving approach provides students with the opportunities to apply reasoning skills, select tools, problem solving and computational strategies, create a variety of representations of mathematical ideas, communicate and defend their ideas, and reflect on and monitor their thinking.
***************************************************************************
WHAT'S INCLUDED
- Tips Sheet: This detailed guide will provide you with a break down of each part of the lesson . This includes how much time is allocated, what the students and teacher role is, and a list of guiding questions that the teacher could ask students in order to clarify their thinking.
- Problem Solving Checklist: An optional problem solving checklist has been included for your students to use to self assess their work.
- Getting Started: Your students will be lead through a quick warm up activity to activate prior knowledge or review concepts. The sheet is designed to show the relationship between base ten blocks and stacking with regrouping.
- Working On It: Rich problem solving tasks in which students complete with a partner, in a small group, or individually.
- Reflect and Connect: This is a list of things the teacher needs to highlight while students present and share their solutions to the Working On It task. It includes a list of guiding questions to ask while students present solutions to their work. It also includes a list of problem solving strategies that could be identified in the presenting group's or individual's work. This sheet also demonstrates how to effectively display student work in the classroom so that strategies can easily be referenced during other problem solving opportunities.
- Exit Ticket: These problem solving tasks are similar to the one students worked on during the Working On It part of the lesson. Each student will complete the exit ticket independently using the strategies they reviewed in the Reflect and Connect phase. This work is used for assessment purposes and allows the teacher to identify common misconceptions or areas of need. It is also a great opportunity for the teacher to provide individualized descriptive feedback that is directly related to the criteria on the problem solving checklist.
***************************************************************************
OTHER MATH ACTIVITIES BY BLUE SKY SCHOLASTICS:
- Adding Whole Numbers and Checking for Reasonableness Problem Solving Lesson
- Finding the Lowest Common Multiple (LCM) - Riddle Worksheet
- Solving and Graphing Inequalities involving Two-Steps - Riddle Worksheets
- Solving Inequalities Involving Two-Steps and Whole Numbers - Riddle Worksheet
- Solving Two-Step Inequalities Riddle Activity Worksheet
- Adding and Subtracting Monomials with a degree of 1 - Riddle Worksheet
- Algebra Code breaking: Solving Equations with Unknown Variables
- Solve Equations with Unknown Variable - Algebra Riddle Worksheet
- Probability End of the Unit Summative Assessment Task for Grade 6
- Probability End of the Unit Summative Assessment Task for Grade 7
- Probability and Frequency Tables - A Problem Solving Activity
- Comparing Theoretical Probabilities - A Problem Solving Activity
- Using a probability number line to describe the likelihood of an event occurring
- Pentomino Puzzles using Transformations
- Building Graphing Skills
- Transformations - Performing Rotations in Geometry - 3 Act It out activities
- Converting Fractions to Percentages - A Math Problem Solving Activity
- Finding the Percent of a Number - A Problem Solving Activity
- Co-create and Apply Math Problem Solving Success Criteria
- Reflections of Shapes - Mystery Picture in the 1st Quadrant
- Reflections of Shapes - Mystery Picture In 4 Quadrants
- Using Percent Benchmarks to Estimate Quantities - A Problem Solving Activity
- Place Value Expanded Form Powers of 10 Riddle Worksheet
- Place Value Expanded Form Riddle Worksheet
- Algebra Riddles - Solving Equations with Unknown Values
- Translation Mystery Picture In 4 Quadrants
- Comparing Whole Numbers up to 6 or 7 digits - Greater than, Less than
- Translation Anagram Riddle Worksheets
- Math Problem Solving Strategy Stations - Developing Problem Solving Skills
- Changing the Mean with Extreme Values
***************************************************************************
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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