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TEACHER: If you have two groups of 100 and six groups of ten, what’s the whole number that you have?
STUDENT: 260.
TEACHER: 260. So is that the decimal that we have up here in A?
STUDENTS: No.
TEACHER: So what can we do to this answer?
STUDENTS: Eliminate it.
STUDENT: Restrict.
TEACHER: We can eliminate it, we can restrict it, we can make it off limits. That’s not the answer. If I have two groups of ten and six groups of one, what is the whole number that I have?
STUDENT: 200.
TEACHER: Destiny?
STUDENT: 200.
TEACHER: Two groups of ten…
STUDENT: Twenty-six.
STUDENT: Twenty.
TEACHER: …and six groups of one.
STUDENT: Twenty-six.
TEACHER: Twenty-six. I love how enthusiastic you guys are to share your answers, but I need you to raise your hand so that we can make sure everyone gets heard. Okay?
STUDENT: So we can restrict that.
TEACHER: We can restrict that one, also. Thank you, Shady. So this one’s hard for me to say. It’s two groups of what? What is this number here?
STUDENT: 100?
STUDENT: No.
STUDENT: Thousandths.
STUDENT: No, zer— one— one— zero. No. Zero and…
TEACHER: Shh. Zero and…
STUDENT: One thousandths.
TEACHER: Two groups of zero and one thousandths…
STUDENT: Two?
TEACHER: …plus six groups of tens, hundreds, thousandths, millionths.
STUDENT: That’s hundred-thousandths.
TEACHER: Well, you’re right. Tenths, hundredths, thousandths, ten-thousandths. So that would give me two groups of thousandths, plus six groups of ten-thousandths. So…
STUDENT: Eliminate it.
TEACHER: …that number would look like zero-zero-two, plus…
STUDENT: Zero-zero-six.
TEACHER: Which equals? Which equals, as Shady says, not what we want. That is correct. So we can…
STUDENTS: Eliminate it.
TEACHER: …eliminate it, we can restrict that one. And even without doing the math, we’ve restricted the other three answers, and we’ve found our answer. But let’s double check it because that’s what good mathematicians do. If I have two groups of one-tenth, how many do I have?
STUDENT: Two tenths.
TEACHER: Two tenths. And I have six groups of wha— ten, ten—
STUDENT: Hundredths.
TEACHER: Six groups of one-thousandths, how many do I have?
STUDENT: Six-thousandths.
TEACHER: Six-thousandths, to give me zero and— nope, zero and 206 thousandths. Which is the decimal we were working with over here.
STUDENT: Don’t you have to put the two zeros from the six? No?
STUDENT: No.
TEACHER: Well, because I added them up, Shady, watch. 0.2 plus zero-and-six-thousandths. Do you see why? Six—
STUDENT: Oh, yeah.
TEACHER: Okay?
STUDENT: Mm-hm.
TEACHER: Okay. So what I would like you to do now is turn to the page that says science sentences for me.
