Sometimes I have students engaging in math within a context, however at other times, we just explore some beautiful patterns we see as we play around with numbers. I see a value and need for students to experience both. This week was one of those “number weeks” and it was so much fun!

Over the past few weeks, we have been working on decimal multiplication. If you want to see the student experiences prior to this lesson, they are all over my recent blog posts….it is has been decimal overload lately:) After sharing strategies and connecting representations in this lesson, I was curious how students thought about this problem in a context because up to this point, I had not given them one for thinking about a decimal less than one times a decimal less than one.After they wrote their problem, I asked them to tell me what they were thinking about as they were deciding on the context.

I anticipated that many would refer back to what they know about taking a fraction less than 1 of a fraction less than 1, like in this example…

I love how this one said she knew she “had to start with .4” That shows the order of the numbers in the problem create a context for her. It mattered to her, taking .6 of the .4.

This student went with two different contexts and again saying that he started with the .4. This must be something we have chatted about quite a bit about because it showed up multiple times. I loved how this student said he thought about an area model in creation of his problems.

This student was great in listing all of things he was thinking about as he thought about a context..

I had students who attempted to create a “groups of” context. I don’t know if I ever realized how difficult this and how much I, as an adult, need to be able to create a visual in my mind of what is happening in a problem to make sense of it. Here is one example (not the sweetest context but she thought the Mary HAD a little lamb was clever…) She worked a bit yesterday to show what the representation would be, but kept running into problems with cutting into “.6 pieces.”

And then I have these two that had my brain reeling for a bit, for many reasons. First, does the context work with this problem? Secondly, I knew it sounded like it should work, but when I tried to make sense of it, I couldn’t create a visual. Also, as I read them, I thought I knew where it was going and the question I would pose, but it wasn’t the way they saw it ending. I asked them to create an Educreations about their problem so I could check out their thinking around the context.

Yes, Rick Astly. But the question at the end, compared to the total time Never Gonna Give You Up, threw me a bit, not where I was going with it….

His Explanation: https://www.educreations.com/lesson/embed/31398809/?ref=embed

The second one tried it out, and wasn’t so sure of his question after messing with it. The wording “.6 as small” was making me think. I was trying to make sense of that wording, do we ever say six tenths times as small? Then does his question referring back to the .4 make sense?

His Explanation:https://www.educreations.com/lesson/embed/31402039/?ref=embed

Definitely a lot for me to think about this week too! I have some amazing work with them connecting representations to write up later…they are just such great thinkers!

-Kristin

Elham KazemiCan we say .6 times as small? or can we only say .6 times as big? It seems like the student is thinking that if it’s .6 times, it’s getting smaller. I’ve never really thought about this but it’s very interesting. I’m also really impressed that for almost every problem the students are including the right referent when they ask the question at the end of the problem. How much of the pan had rainbow sprinkles. Because the decimal portion is in relation to what is the designated whole for the .4. Yikes, that’s a mouthful to say.

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