[nathan118]

I want to look into making a bunch of playdough, having kids form it into a “cube” (you can get it pretty close by hand), and then let them cut it with a plastic knife or floss or something. Could make them draw the different cross sections they create. Or have them snap a photo and email it to you to show to the class.

[nathan118]

Thanks for the reply Bill! I’ve always taught students to move the decimal twice to the left. I try and show them why that happens (divide a few numbers by 100 and show what happens), but most simply remember “move the decimal twice to the left” and they have no idea why.

The standard itself says to put the percent over 100 and multiply, and I’ve seen it taught that way, as if putting it over 100 is a more “meaningful” representation than changing it to a decimal.

But like you said, the 6th grade NS standards go quite deep into division with decimals and multiplication with decimals, so 0.30 x 45 would certainly be possible.

Thanks for the website and your time it takes to respond. It is much appreciated!

[nathan118]

I found the draft progression on 6-7 RP, from Dec 2011….but it didn’t answer any of my questions. 🙂

[nathan118]

Bill, love your site! Question about your first response regarding 6.G.2. You said a student could be asked to find a height given a base and volume (then solve the equation). Wouldn’t this be similar to Eleanore’s example of finding a missing side given volume and 2 sides? Or are you simply giving an example of an extension of the standard…something that’s not actually IN the standard? (And Eleanore’s initial question is also an extension of the standard then.)

 

Thanks for the clarification!

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