STUDENT
TEACHER

Act 1

STUDENT
TEACHER

Act 1

# Multiplying Decimals

This 3 Act Task uses an analogy to parking to help students understand why the total number of decimal place values in two numbers must be equal to the number of place values in their product. With bikes representing decimal place values, students are asked to place the cone (or decimal point) to fit all the bikes in our parking lot.
Additional visualizations and analogies are used throughout the rest of this lesson to help students understand the steps to multiplying decimals in a few different ways.

## Inspiring Interest

ENGAGE
β
1.
Before presenting the Act 1 video, ask students to consider the following questions as they watch:
βWhat do you notice? What do you wonder?β
βIs there anything that sticks out?β
βIs there anything that reminds you of something else?β
βWhat are you curious to know?β

2.
Present the Act 1 video.

3.
After presenting the Act 1 video, allow students to share their initial thoughts.

4.
Replay the Act 1 video and continue with the following questions:
βWhat do you think is the solution to the puzzle?β
βAre there any predictions youβd automatically rule out? Why or why not?β

5.
After allowing students to share their initial predictions, proceed to Act 2.

## Stimulating Thinking

ENGAGE
β
1.
Before presenting the Act 2 video, ask students to be on the lookout for new information that will help them refine their predictions.

2.
Present the Act 2 video.

3.
After presenting the Act 2 video, prompt students to consider the following questions:
βHow does this new information affect your initial prediction?β
βAre there any changes youβd like to make? Why or why not?β

4.
Give students time to finalize their predictions.

5.
Continue with the following questions:
βWhat is the reasoning behind your prediction?β
βHow does your prediction and reasoning compare to others in the class?β

6.
After allowing students to share their final predictions, proceed to Act 3.

## Illuminating Teacher Moves

ENGAGE
β
1.
Before presenting the Act 3 video, celebrate the process! π₯³
Remind students that regardless of whether or not their prediction turns out to be correct, everyone has already successfully completed the activity by putting their existing knowledge to work and engaging in critical thinking.

2.
Present the Act 3 video.

3.
After presenting the Act 3 video, take some time to validate studentsβ reactions.
Irrespective of whether or not their prediction is correct, students may experience a variety of emotions including, but not limited to:
Encouragement, joy, curiosity, excitement
Discouragement, frustration, confusion, and apathy
Take some time to reflect on who your students are and how you can leverage their unique personalities to guide their emotions to a place of awareness and appreciation for the learning that is taking place.
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