Decoding Decimal Dilemmas:

Addressing Student
Misconceptions in Number
Understanding
Edu 532 TD6 Microteaching PPT
 Common Core State Standard

CCSS.MATH.CONTENT.4.NF.C.7: Understand decimal notation for fractions,

and compare decimal fractions.
The 4th-grade standard covers understanding decimal notation, comparing
fractions, and reasoning about size. It addresses misconceptions about digits and
the continuous nature of decimal quantities, emphasizing understanding and
reasoning over procedural skills. This standard addresses potential
misconceptions and promotes a deeper understanding of fractions.
Misconception/ Problems: Longer-is-
Larger Misconceptions:
Numbers with more digits are larger: When students are first
introduced to decimals, they often mistakenly apply the rules
they learned for whole numbers to decimals. As a result, they
may believe that a number with more digits is always larger.
For example, they may believe that 0.25 is larger than 0.5
because 0.25 has more digits.
 Why is this a problem?

Why is this a problem: This misconception is problematic as it highlights a

fundamental misunderstanding of decimal place value and how decimals
represent fractions or parts of a whole. In whole numbers, a number with more
digits is larger, but not in decimals. Each additional digit represents a smaller
fraction of a whole, causing errors in mathematical operations and real-world
applications. This misunderstanding can hinder students' mathematical
development and ability to accurately work with and interpret decimal numbers.
 Why is this a problem?

Connection to Fractions: Decimals and fractions are two different ways to

represent the same thing – a part of a whole. If students don't understand how
decimals represent fractions, they may struggle to convert between these two
forms. For instance, they might not understand that 0.5 is the same as 1/2.
Discovering Numerical Concepts with Base Ten

The proportional sizes of Base Ten Blocks make them an excellent tool for investigating
numerical concepts. Initially, it's beneficial for students to explore with Base Ten Blocks
independently before they delve into structured tasks. As students manipulate the blocks to
create patterns and construct models, they may independently discover that it requires ten
smaller blocks to form one of the subsequent larger blocks. Furthermore, the designs and
structures they create can help students intuitively apply spatial visualization, and engage with
the geometric concepts of shape, perimeter, area, and volume.
 Hundred millions

Ten Millions

Millions

,
Hundred thousands

Ten Thousands

Thousands
,

Hundreds
Place value chart

Tens
Decimals infographics

Ones
.

Tenth

Hundredth

Thousandth
 Step-by-Step Introduction to Decimals
Begin the class by presenting an essential tool for understanding
decimals, which is the decimal mat. Every block on this mat has
a specific role to play, each symbolizing a different place value
within a number. We'll elaborate on this:
1. The tiniest blocks you see here are indicative of thousandths.
2. The extended pieces, known as rods, correspond to hundredths.
3. The more substantial, flat blocks portray tenths.
4. Lastly, the largest of all, the cubes, represents ones.
These representations help us visualize and comprehend the concept
of decimals better. Let's delve deeper into the intricacies of this
fascinating system.
 First example in
Let's explore the difference between 0.5 and 0.25 using our base
ten blocks and decimal mat. Follow these steps:
Step 1: Let's start with 0.5. This number does not have any tens,
ones, or hundredths. So for this number, we won't need any cubes,
flats, or smallest blocks.
Step 2: Turn your attention to the flats, which represent tenths.
Grab five flats from your base ten blocks. These represent five-
tenths, or 0.5. Place these rods in the tenths place on your decimal
mat.
Step 3: Now, let's compare this to 0.25. Again, this number does
not have any tens or ones. But this time, we do have hundredths
.
Step 4: For the tenths, grab two rods - these represent two tenths, or 0.2.
Step 5: For the hundredths, grab five of the smallest blocks. These represent five hundredths, or 0.05. Place these blocks
in the hundredths place on your decimal mat.
Step 6: Now, look at the two numbers on your decimal mat. You can see that while 0.5 has fewer digits but more rods,
0.25 has more digits but fewer rods and small blocks. This shows us that 0.5 is actually larger than 0.25, even
though 0.25 has more digits.
By comparing these two numbers using base ten blocks, we've just illustrated the concept that in decimals, the place of
the digits matter more than how many digits there are. Great job, everyone!
Math subject for elementary: decimals infographics

Decimal point

9 8 7 , 6 5 4 , 3 2 1 . 1 2 3

Whole number Decimal

 Reading Decimals
Fifteen and three hundred
15.347 forty-seven thousandths

Six hundred thirty-eight and

638.26 twenty-six hundredths

Seven hundred thirty-five and

735.4 four tenths

987.53
Nine hundred eighty-seven and
fifty-three hundredths How to read
Twenty and eight hundred
Decimals
20.879 seventy-nine thousandths
Unpacking Decimals and Fractions: A Base Ten Block Adventure -
Let's Dive into the Number 0.62

20% 0.2
The next two slides focus on decimal numbers,
specifically those with a dot, and their value based
on their location. By examining decimal numbers
using blocks, we can better understand their
40% 0.4
importance. For example, 0.62 has two numbers
after the dot: '6', representing six-tenths, and '2',
representing two hundredths. The more numbers
we have, the larger the value, but the location of
60% 0.6
the number is more important. By using the block

80% 0.8
system, we can better understand decimals and see
how they are similar to fractions. By doing so, we
can become more proficient decimal pros in no
time.

100% 1
 Decimal to fraction:

1. Get your base ten blocks ready! Look for your rods (they're the ones that stand for tenths) and your tiniest blocks (they
stand for hundredths). We won't be using the cubes or flats today, because 0.62 doesn't have any tens or ones. It's all
about the small stuff!
2. Grab 6 flats from your set. Each of these flats represents one-tenth, so when you have 6 together, that's 0.6, or six-tenths.
3. Now, let's find 2 of your smallest blocks. Each little block is one-hundredth, so two of them together make 0.02, or two-
hundredths.
4. Take your 6 flats and your 2 little blocks, and place them on your decimal mat. Wow, you've just made the number 0.62
using your blocks!
5. Now, let's think about this in a different way. In the world of fractions, 0.62 is the same as 62/100. Why is that? Well,
because your 6 rods and 2 small blocks together make 62 parts out of a total of 100 (sixty from the six-tenths and two
from the two-hundredths).
6. Remember, with decimal numbers, it's not about how many numbers there are, but where they're sitting! The magic of
decimals is all in their places. Isn't that cool?
 NCTM: Understanding Procedures
According to the National Council of Teachers of Mathematics, a current problem with
mathematics instruction can be, “too much focus is on learning procedures without any
connection to meaning, understanding, or the applications that require these
procedures.”
The National Council of Teachers of Mathematics (NCTM) highlights the issue of teaching
steps without helping students understand their meaning or function. This can lead to
misconceptions among fourth graders, such as the idea that more digits a decimal represents
larger numbers. However, decimals are different and their value depends on the position of
the digits, not the quantity. Teaching decimals not only involves procedures but also helps
students understand the meaning behind them. Tools like base ten blocks and connecting
decimals to fractions can help students grasp the concept of decimals in a meaningful way,
ensuring they understand not just the "how" but also the "why" behind their math.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author. Executive
summary Retrieved from http://www.nctm.org/uploadedFiles/Standards_and_Positions/PtAExecutiveSummary.pdf
 Manipulatives in decimals

Base ten blocks (manipulatives) are essential for

teaching decimals and fractions. They make
learning enjoyable, visually aid, build
understanding, help avoid mistakes, and make
real-world connections. By allowing students to
see and touch the numbers, they can better grasp
their relationships and understand their meanings.
This approach not only makes math easier but
also makes it more enjoyable and understandable.
Overall, using base ten blocks in math education
is not just about learning math but also about
making it more enjoyable and understandable.
https://www.amazon.com/Torlam-Base-Blocks-Math-
Manipulatives/dp/B08YYW38CS
 Common Core State Standard

Students often believe that a larger number of digits in a decimal indicates a

larger value. However, the position of the digit significantly impacts its value, not
the quantity of digits. This misconception aligns with the Common Core State
Standards (CCSS) and the National Council of Teachers of Mathematics (NCTM)
principles, which emphasize understanding decimal notation for fractions and
comparing decimal fractions. Manipulatives like base ten blocks help address this
misconception by providing a visual, tangible way to represent decimal values.
By physically manipulating the blocks, students gain a concrete understanding of
abstract decimal concepts, overcoming misconceptions and bolstering their
mathematical comprehension.
Mathematics Standards. (2010). Common Core State Standards Initiative. Retrieved June 26, 2023, from
http://www.thecorestandards.org/Math/

Misconceptions about Decimal Numbers. (n.d.). Extranet. Retrieved June 26, 2023, from https://
extranet.education.unimelb.edu.au/SME/TNMY/Decimals/Decimals/tests/miscon.htm

Steinle, V. (n.d.). DETECTION AND REMEDIATION OF DECIMAL MISCONCEPTIONS. A Learning Place.

Retrieved June 26, 2023, from http://
alearningplace.com.au/wp-content/uploads/2021/01/Decimal-Misconceptions-Remediation.pdf

https://www.amazon.com/Torlam-Base-Blocks-Math-Manipulatives/dp/B08YYW38CS

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for
all. Reston, VA: Author. Executive summary Retrieved from
http://www.nctm.org/uploadedFiles/Standards_and_Positions/PtAExecutiveSummary.pdf