In year five, we have been examining decimal numbers very closely, identifying tenths, hundredths and thousandths. Of course, the place value of a given number was quite a simple task for us.
However, the not so easy task was being able to convert fractions and mixed numbers into decimal equivalents and vice versa. Why is it that 0.22 is represented as 22 hundredths as opposed to 22 tenths? Truly baffling. However, our reflective learners drew upon their place value knowledge to explain exactly why this is...
We can not have 22 counters in our hundredths column as we use the base ten system, which means we can only have up to 9 of each counter in one column. For every ten, we have to regroup in the next place value column. So, for 22 hundredths, we have to regroup 20 hundredths into our tenths, which is equivalent to 2 tenths and 2 hundredths, reading as the decimal 0.22 - Charlie Matthams, Willow.
To solidify our learning, and as a result of the beautiful weather, we seized the opportunity to head outside and compete in 'fraction to decimal relay races.' The children were in teams of four/five and had to use their reciprocity skills to complete the task ahead: the teacher held a fraction in front of them, they had to convert the fraction into a decimal number and then put each place value counter into the tyre until the fraction was entirely represented.
For example, to make 32/100 the children had to place 3 tenths counters and 2 hundredths counters into the tyre, before they proceeded to sit down.
Wow, that was so much fun. I really enjoyed that and now I'm ready to take on more work like that in maths tomorrow. The place value of each number completely makes sense now - Joshua Kaylor, Willow.
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