Mastering Decimal Place Value with a FREE Game
I love teaching math to 4th and 5th graders. It is full of those aha moments where students suddenly “get” it. This is the age where students are making the leap from concrete to abstract, and it is so exciting to be part of that. Understanding decimals and fractions is an important part of that journey towards abstract thinking. That’s why it is so important that teachers take the time to develop a deep understanding and not rely on tricks and shortcuts. If students have a solid foundation at this age, they will be ready for higher-level math and for the real-world applications. Building this foundation is not easy.
This blog post will explore strategies for developing conceptual understanding of decimals by connecting whole number place value to decimal place value. And I will include links to several FREE resources, including a game, and a video!
Read on to learn more about:
Building a Strong Foundation in Decimal Place Value
A strong understanding of decimals begins with place value. It is easy to fall into the trap set by math textbooks and assume students understand place value if they can complete tasks like writing a number in expanded form. But true understanding of place value means that students understand that the value of a digit changes depending on its place. In other words, a 2 is not always worth 2. It is sometimes worth 20 and other times worth .20.
…true understanding of place value means that students understand that the value of a digit depends on its place.
Connecting Decimal Place Value to Whole Number Place Value
To build this deep grasp of place value, begin with whole numbers. Making sure that students understand that the value of the digit changes depending on the place will be easier if they understand the concept with whole numbers first.
Start with a Game – Place Value Spin
A million years ago, when I was in college, I learned this game as Place Value Roll, so if you have heard of that, you may know what I am talking about. I call it Place Value Spin so I don’t have to find the ten-sided dice (and keep them from walking away during the lesson…..) If you want to download this FREE Recording Sheet and Spinner, click here! The resource includes student directions and 10 different recording sheets to play the game with whole number place value AND decimal place value!
The goal of the game is simple – build the biggest number. All you need for this game is paper, pencil, and a spinner with the numbers 0 – 9. Play the game as a whole class first. As you play the game, over and over and over, repeat the big idea for today – the value of a digit depends on its place.
Directions for Place Value Spin
- Spin the spinner and write the digit in one of the spaces on your place value chart. Once you write a number down, you MAY NOT erase it and move it to another place.
- Keep spinning until you have put a digit in each place on the place value chart.
- Write your number on the line. Did you make the largest possible number? If so, add a tally mark to your points section. If not, try again!
Why This Simple Game Works
This game works because it forces students to confront the idea that a 5 is not always worth 5. If you put it in the tens column, it’s 50. In the thousands column, it becomes 5,000. As you play with the whole class, repeat the concept over and over. You may think it’s overkill, after all, these students probably learned this in second grade…… right?
Well, if you are lucky, they did. If they didn’t, they need to understand the concept BEFORE they can really dive into decimals. Playing this simple game with your class will help you see who understands the concept, and who doesn’t. It will also force students to confront the concept head on, or keep losing the game.
Variations on Place Value Spin
This game also works well as a partner game. In that situation, students compete against each other to see who can create the biggest number. I often put a piece of butcher paper on the board and call it the Hall of Fame! Any student who wins 2 out of 3 matches with their partner gets their name on the Hall of Fame. You would be surprised how motivated they are by that!
Another variation is to see who can make the smallest number. I usually play it both ways to really bring home the concept to students.
Connecting Whole Numbers to Decimals
After you have played Place Value Spin a few times, and you can see that your students understand the concept, ask them this question.
Do you think the same idea works with decimals? Will the value of the digit change based on its place for decimals?
I like to set this question up to get kids to move. I ask them to move to the right side of the classroom if they think decimals work the same as whole numbers, move to the left side if they think decimals work differently than whole numbers, and stay in the middle of the room if they are unsure. This works as a quick movement break if kids need one, and also a quick formative assessment. At this point in time, be curious about what your students are thinking. Don’t tell them the correct answer. Instead, probe the thinking of kids on the right, left, and center. As you probe, if a student changes their mind and wants to move – let them move! Ask them what made them change their mind. Celebrate how open-minded they are – even if they are wrong. Confusion is normal at this stage of the game, and now you know how far you need to go.
Follow Up with This Instructional Video
This video begins by explaining whole number place value, and then connects it to decimal place value, so it is perfect for this lesson.
When to Revisit Place Value Spin
Playing the game using whole numbers is powerful. But to really leverage the power of the game, you will want to play it again – with decimals. I like to wait for a week or two to revisit the game. During that time, we work on building decimal numbers on a place value chart, and plotting them on a number line. Those visual help students become more familiar with decimal numbers.
Check out These Related Blog Posts
Download FREE Decimal Activities for Grades 4 and 5 – Teacher Giveaway!
The Decimal Dilemma: 8 Common Misconceptions and How to Avoid Them
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