Making different numbers

Making different numbers

Auto-markingOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources

Question Change answer

a)  Drag the 4 numerals to make the largest decimal number.
  • 6-blue-square-300.png
  • dot-blue-square-300.png
  • 3-blue-square-300.png
  • zero-blue-square-300.png
  • 5-blue-square-300.png

Question Change answer

b)  Drag the 4 numerals to make the smallest decimal number.
  • zero-blue-square-300.png
  • dot-blue-square-300.png
  • 5-blue-square-300.png
  • 6-blue-square-300.png
  • 3-blue-square-300.png

Question Change answer

c)  Drag the numerals to make the closest decimal number to 6.
  • 5-blue-square-300.png
  • dot-blue-square-300.png
  • 6-blue-square-300.png
  • zero-blue-square-300.png
  • 3-blue-square-300.png

Question Change answer

d)  Drag the 4 numerals to make the closest decimal number to 5.
  • 8-blue-square-300.png
  • dot-blue-square-300.png
  • 3-blue-square-300.png
  • 4-blue-square-300.png
  • 5-blue-square-300.png
Task administration: 
This task can be completed online ONLY (with auto marking).
Level:
3
Curriculum info: 
Maths, Number and Algebra, Number Knowledge
Key Competencies: 
Thinking
Keywords: 
decimals, place value
Description of task: 
Students drag numerals to create decimal numbers to create the largest and smallest decimal numbers, and closest decimal numbers to given whole numbers.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Additive thinking, sets 6-7
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
  Y6 (04/2016)
 a) making-numbers-a.png very easy
b) making-numbers-b.png easy
c) making-numbers-c.png moderate
c) making-numbers-d.png difficult
Teaching and learning: 
This task is about decimal number place value and proximity to other decimal numbers. By constructing a decimal number to a given requirement, e.g., largest, smallest number, or closest to a whole number students are showing their place value understanding of decimal numbers.
 
Before exploring this resource which looks at ideas like "closest" and "largest/smallest" students should have already explored ordering decimal numbers with variable decimal place values (e.g., Ordering decimals, Decimal places), and have some understanding of decimals as numbers, having worked with them on number lines (e.g., Decimals on number lines).
Diagnostic and formative information: 
Common error Likely misconception Next steps
a) 0.653
c) 0.635
Students may think that a decimal number must begin with a zero.
Students who exhibit this misconception may need more exposure to a wide range of decimal numbers with varying decimal places (e.g., comparing or ordering decimal numbers). They could also explore both whole numbers and decimal numbers on a number line. The resource Decimals on number lines looks at placing decimals on number lines and can give a sense of their relationship to other decimal numbers.
b) 3.056
 
 Students use the smallest non-zero digit to make the smallest number. Students may have some confusion about zero and where it can be used in a decimal number.  Again, more exposure to a wide range of decimal numbers with varying decimal places may help. If students are required to put these in order, they might realise that decimal numbers use a similar place value system to whole numbers, and further explore how zero affects or doesn't affect a decimal number. 
c) 5.630
d) 5.348
Students may approach finding the closest number from one direction, but do not check whether a closer decimal number could be constructed from the other direction.
Students who made this error may have got locked into an assumption that the number closest to 5 must start with 5.something and then continued building up the decimal number to get as close to 5 as possible.
These students could be asked to check if there was a closer number than theirs. They could be given a number line where they could show how close their decimal number is to the given number. Students could also be encouraged explore a range of possible solutions.