#### Lesson three!

Lesson three is done and dusted. Here are my objectives and feedback.

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*Outcome: Recap the place value system *

We began with a recap of the washer scenario in which
learners had to work out how to send various quantities of washers. I wrote order quantities on the board and
learners worked in groups to organise how to send the correct amount. The task was two-fold. First, I asked learners to develop a system
for easily sending orders out. They were
meant to write out a place value chart and write in the amounts. We did this in the last lesson and it was
meant to be a refresh and act as a formative assessment. But… no one did it.

The second task was just to describe the method of packing
the washers. They all did this. For example an order for 3240 washers would
require three pellets, two boxes and four packets. See the ‘lesson two’ post for a full
explanation.

##
*Outcome: Know how many tens are in numbers up 1000*

As with last week I asked learners how many tens were in:

- One box
- Three boxes
- One pellet and two boxes
- Three pellets, four boxes and one packet.

This went well! My
plan was to then repeat the activity but with the scenario of money. If I have only $100, $10, and $1 notes and
coins, how do I make the following amounts?

- $45
- $125
- $368
- $1230
- $1083

I forgot to do this!

##
*Outcome: Understanding what decimals represent *

We repeated the decimal game used in the last
class but this time had groups construct the numbers using paper on their
desks. I handed out ones, tenths and hundredths
to each group (5 in total). I then wrote
two numbers on the board and asked them first to discuss which was bigger and
to make each numbers. I began with ones
and tenths:

- 1.30
- 1.5

I walked around and observed groups. There were some really good conversations
taking place. I then asked which number was
bigger and then drew a picture of what the number would look like with
paper. Everyone was winning.

I then repeated this with ones, tenths and hundreths.

- 1.23
- 1.32

Learners constructed
both and were able to see which was the biggest.

I stressed to them that they needed to visualise how the
numbers would look before they made them with paper.

**Numbers represent things!**We did five rounds and then moved to the next activity just as boredom was setting in.##
*Outcome: Add numbers with decimals to hundreths*

I then wrote on the board the following:

- 1.2 + 1.4

“How many ones are there? Two.
How many tenths? Six. Answer =
2.6”.

Next round included hundreths.

- 1.23 + 2.44

Learners were able to solve this easily and
constructed the answer with paper. I
then asked groups to read the answer out loud e.g “three point six seven”.

By round three a few people were beginning to yell
out the answers before using the paper. The groups began to predict the quantity by simply
adding the ones, tenths and hundredths. Eventually
when I wrote 2.34 + 1. 25 they learners were able to get the answer without
using the paper.

I asked various groups questions like “how many
tenths are there?” or “how many hundredths are there?” to make sure everything
was being understood.

So… the learners now at least understand what
decimals represent and can add them together.
Confusion regarding which is bigger 0.24 or 0.3 are a thing of the
past. The next step is to work on
crossing the place value barrier i.e. 2.3 + 0.8. Well nail this next week.

##
*Feedback*

*Feedback*

Learners left this class saying “Oh, now I get
decimals”, and “Shot bro, that’s pretty easy”.
I even got a pat on the back as one student left.

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