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Resource Type

Common Core Standards

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Product Description

Help build your students’ ability to apply decimal addition and subtractions in real-world problems with this print-and-go set of task cards & printables – all told, these resources include 48 different fraction-based story problems! Extend your students’ practice (or assess their level of mastery) with the two included assessment tasks. With these resources, your students will grow stronger in their understanding of key decimal computation concepts.

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Common Core State Standards for Mathematics addressed:

**Numbers and Operations in Base Ten (5.NBT) **

* Perform operations with multi-digit whole numbers and with decimals to hundredths. *

• Add and subtract decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (5.NBT.7)

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Included:

• 32 task cards

• graphic reference sheet

• task card answer sheet and key

• 4 assessment activities and scoring guide

**About the Cards**

This set is designed to help build student proficiency with interpreting one-step and multi-step story problems and computing with decimals. The story situations were chosen to force students to make meaning of the story situations. There are a wide variety of problem types used – add to, take from, and compare -, and within those problem types, the unknown element may be the result, the start, or the change. The intention is to force students to be flexible in their thinking and their application of operations and strategies. Rather than simply adding or subtracting all the numbers they see in a problem, students can think through the problems and, in a number of cases, apply either operation, depending on their level of proficiency. For instance, if the problem is an “add to” problem with the change unknown, a student could use addition to add on to the first addend to get the total, or he or she could use subtraction to find the unknown.

The numbers in the problems were also chosen to force students to think carefully about the places and the values of the digits when adding and subtracting. Since intermediate students rarely have problems adding or subtracting whole numbers and decimals when they have the same number of places and when there is no regrouping required, none of the problem involve numbers that can simply be “lined up” and then rotely computed. In virtually every case, the numbers in the problems have different places (e.g., 4.3 and 7) and./or require crossing over a whole (e.g., 8.2 – 4.9).

The cards progress in difficulty:

*Cards 1-8*

• whole numbers and decimals through tenths

• one-step problems

*Cards 9-16*

• whole numbers and decimals through tenths

• two-step and multi-step problems

*Cards 17 -24*

• whole numbers and decimals through hundredths

• one-step problems

*Cards 25-32*

• whole numbers and decimals through hundredths

• two-step and multi-step problems

**Using the Cards**

The organization of the problem types allow for scaffolded practice. Since the cards are designed with sets of similar problem types that progress in difficulty, you can use this structure to meet the diverse needs within your class. If you have students that have already shown proficiency with one-step problems, you might have them work exclusively on cards 9-16 and 25-32 to practice with two-step and three-step problems. If your students are able to easily compute with whole numbers and decimals through tenths, have them work on the second half of the set, cards 17–32, and practice computing with numbers through hundredths.

Since each set of eight cards (1-8, 9-16, etc.) are similar, you can also take advantage of this structure to meet varied student needs. Decide which set of four cards you want your student to work with and then differentiate based on your students’ levels of proficiency with the target concept. You may:

1) have your students work through all eight at a time while you circulate and provide guided support;

2) work through the first couple card together and then have students use the other six as paired or independent practice.;

3) have your more able students complete the cards on their own while you provide guidance to a small group; or,

4) have students work in pairs to complete the first two and then complete the other six on their own.

**Reinforcing and Assessing Understanding**

The printables consist of a graphic reference sheet and four different one-page activity sheets. The reference sheet describes three simple steps that students can use to unpack and work through word problems, and demonstrates how to model a problem situation using a number line or bar model. Your students can use the journal insert as a guide while they work on the cards, as well as when they complete other problem-based tasks.

The four provided assessment activities can be used to evaluate student understanding of computing with whole numbers and decimals. The assessment activities are structured in a similar way to the cards. The first two sheets have four problems that use whole numbers and decimals to tenths; two of the problems on each sheet are one-step problems and the other two are two-step or three-step problems. Each of the second pair of sheets has four problems that use whole numbers and decimals to hundredths; two of the problems on each sheet are one-step problems and the other two are two-step or three-step problems.

The activity sheets are formatted similarly, and have similar types of questions, though the numbers on each are different.

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For more practice with decimals, please check out the other related resources I have available –

** Calc Trouble reasoning about decimal addition/subtraction task cards printables**

Calc Trouble reasoning about decimal multiplication task cards + printables

Brainy Birds - x and ÷ with powers of ten task cards and printables (set a)

Dog-Gone Decimals - rounding decimals task cards & printables (set a)

Dog-Gone Decimals – decimal estimation task cards & printables (set b)

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I hope your students enjoy these resources and are able to build their proficiency with decimals and problem solving. – Dennis McDonald

__________________________________________________________________________

__________________________________________________________________________

Common Core State Standards for Mathematics addressed:

• Add and subtract decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (5.NBT.7)

__________________________________________________________________________

__________________________________________________________________________

Included:

• 32 task cards

• graphic reference sheet

• task card answer sheet and key

• 4 assessment activities and scoring guide

This set is designed to help build student proficiency with interpreting one-step and multi-step story problems and computing with decimals. The story situations were chosen to force students to make meaning of the story situations. There are a wide variety of problem types used – add to, take from, and compare -, and within those problem types, the unknown element may be the result, the start, or the change. The intention is to force students to be flexible in their thinking and their application of operations and strategies. Rather than simply adding or subtracting all the numbers they see in a problem, students can think through the problems and, in a number of cases, apply either operation, depending on their level of proficiency. For instance, if the problem is an “add to” problem with the change unknown, a student could use addition to add on to the first addend to get the total, or he or she could use subtraction to find the unknown.

The numbers in the problems were also chosen to force students to think carefully about the places and the values of the digits when adding and subtracting. Since intermediate students rarely have problems adding or subtracting whole numbers and decimals when they have the same number of places and when there is no regrouping required, none of the problem involve numbers that can simply be “lined up” and then rotely computed. In virtually every case, the numbers in the problems have different places (e.g., 4.3 and 7) and./or require crossing over a whole (e.g., 8.2 – 4.9).

The cards progress in difficulty:

• whole numbers and decimals through tenths

• one-step problems

• whole numbers and decimals through tenths

• two-step and multi-step problems

• whole numbers and decimals through hundredths

• one-step problems

• whole numbers and decimals through hundredths

• two-step and multi-step problems

The organization of the problem types allow for scaffolded practice. Since the cards are designed with sets of similar problem types that progress in difficulty, you can use this structure to meet the diverse needs within your class. If you have students that have already shown proficiency with one-step problems, you might have them work exclusively on cards 9-16 and 25-32 to practice with two-step and three-step problems. If your students are able to easily compute with whole numbers and decimals through tenths, have them work on the second half of the set, cards 17–32, and practice computing with numbers through hundredths.

Since each set of eight cards (1-8, 9-16, etc.) are similar, you can also take advantage of this structure to meet varied student needs. Decide which set of four cards you want your student to work with and then differentiate based on your students’ levels of proficiency with the target concept. You may:

1) have your students work through all eight at a time while you circulate and provide guided support;

2) work through the first couple card together and then have students use the other six as paired or independent practice.;

3) have your more able students complete the cards on their own while you provide guidance to a small group; or,

4) have students work in pairs to complete the first two and then complete the other six on their own.

The printables consist of a graphic reference sheet and four different one-page activity sheets. The reference sheet describes three simple steps that students can use to unpack and work through word problems, and demonstrates how to model a problem situation using a number line or bar model. Your students can use the journal insert as a guide while they work on the cards, as well as when they complete other problem-based tasks.

The four provided assessment activities can be used to evaluate student understanding of computing with whole numbers and decimals. The assessment activities are structured in a similar way to the cards. The first two sheets have four problems that use whole numbers and decimals to tenths; two of the problems on each sheet are one-step problems and the other two are two-step or three-step problems. Each of the second pair of sheets has four problems that use whole numbers and decimals to hundredths; two of the problems on each sheet are one-step problems and the other two are two-step or three-step problems.

The activity sheets are formatted similarly, and have similar types of questions, though the numbers on each are different.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

For more practice with decimals, please check out the other related resources I have available –

Calc Trouble reasoning about decimal multiplication task cards + printables

Brainy Birds - x and ÷ with powers of ten task cards and printables (set a)

Dog-Gone Decimals - rounding decimals task cards & printables (set a)

Dog-Gone Decimals – decimal estimation task cards & printables (set b)

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

I hope your students enjoy these resources and are able to build their proficiency with decimals and problem solving. – Dennis McDonald

Total Pages

21 pages

Answer Key

Included

Teaching Duration

40 minutes

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