Decimals are tricky things. They don’t seem to follow the same rules as whole numbers at first glance. However, if you look deeper, the rules are similar and it’s a matter of knowing and understanding the difference to be successful while using them. The article Models for Initial Decimal Ideas by Kathleen A. Cramer, Debra S. Monson, Terry Wyberg, Seth Leavitt and Stephanie B. Whitney details how to implement the use of a 10x10 and 10x10 +/- frames in constructing decimal concepts. Additionally, this article explores the use of 10x10 grids to help deepen students’ understanding of decimals. This helps to understand the concept of place value, comparisons (and subsequently addition or subtraction) between decimals, and demonstrating the link between fractions and decimals. 10x10 frames provide an easy way for students to create their own understanding of decimals and the rules they follow. They should be used to help scaffold students’ success with building initial decimal ideas.
Interventions: Differentiated Groups Grow Good Readers
“Fair is not everyone getting the same thing. Fair is everyone getting what they need.” –Anonymous
Although much of the information presented in “Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children” (Foorman & Torgesen, 2001) reaffirmed knowledge gained through prior learning, the key point presented is that direct teaching of reading skills as a whole class and differentiated intervention groups are the key to successful reading acquisition for all students.
I believe it’s extremely difficult to get somewhere without knowing where you’re going. Achieving success in this manner requires a lot of hard work, and luck. I find it’s much easier to determine your goal or outcome, consider the steps necessary to get there, then work on achieving them. As such, teachers should have an aim, be it to educate the student to the best of their ability, or just to get to the end of the year. I’m not saying that every aim is as noble as it should be, only that they exist.