# data[].attributes.headline
It is engaging because it is hands on and students can use sight and touch during this activity. It differentiates the different types of learning styles as well.

# data[].attributes.subject
It is engaging because it is hands on and students can use sight and touch during this activity. It differentiates the different types of learning styles as well.

# data[].attributes.headline
Its hands on and allows for students to explore the difference between the value of tenths and hundredths.

# data[].attributes.subject
Its hands on and allows for students to explore the difference between the value of tenths and hundredths.

# data[].attributes.body
It's hands on. Students can touch it and relate it to money (pennies/dimes)

# data[].attributes.headline
Students can interact with each other and have a hands on experience to relate to when locating and placing numbers on a number line (helps them understand the value of hundredths and tenths)

# data[].attributes.subject
Students can interact with each other and have a hands on experience to relate to when locating and placing numbers on a number line (helps them understand the value of hundredths and tenths)

# data[].attributes.body
It allows for students to have physically engage in the activity and also have a visual experience.

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Students can visualize the meaning of the numbers.

# data[].attributes.subject
Students can visualize the meaning of the numbers.

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Hands on and concrete model for the student

# data[].attributes.subject
Hands on and concrete model for the student

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It's a hands on activity where students can visualize and model the concept.

# data[].attributes.subject
It's a hands on activity where students can visualize and model the concept.

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It got all the students involved and open up conversation

# data[].attributes.subject
It got all the students involved and open up conversation

# data[].attributes.body
It is a hands on experience that the kids will remember

# data[].attributes.body
This is hands on and concrete. The students will be able to come back to this to make connections.

# data[].attributes.headline
It is engaging because the students will do the work to first make them and then to figure out the answers with the beads. 

# data[].attributes.subject
It is engaging because the students will do the work to first make them and then to figure out the answers with the beads. 

# data[].attributes.body
Students would need to know what a whole is, and what decimals are (meaning of each).

# data[].attributes.headline
Students get to interact with each other and it is hands on. 

# data[].attributes.subject
Students get to interact with each other and it is hands on. 

# data[].attributes.body
It is hands on and allows for students to visually see the differences between tenths and hundredths

# data[].attributes.body
I would have to prepare for this before hand and not allow students to build due to behavior and be very explicit with expectations

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Assign different numbers to groups, have them represent the number and show the class.

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Assign different numbers to groups, have them represent the number and show the class.

# data[].attributes.body
I would like to do this the first week so I can use them throughout the 6 weeks at stations and follow up.

# data[].attributes.body
This would need a lot of prep work and organization.

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I would use this during the first 15 minutes of class during our bellringer time. One thing I would change is having the students create a number with the beads and have the class figure out what the number is. This would be done in table groups.

# data[].attributes.subject
I would use this during the first 15 minutes of class during our bellringer time. One thing I would change is having the students create a number with the beads and have the class figure out what the number is. This would be done in table groups.

# data[].attributes.body
prepare materials, but also have a lesson previously to introduce tenths and hundredths before relating the two and relating to a number line

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It is very visual and presents itself in a way students are not used to seeing.

# data[].attributes.subject
It is very visual and presents itself in a way students are not used to seeing.

# data[].attributes.body
Students can easily see power of base 10 right before their eyes. It allows students to notice equivalents between parts and wholes.

# data[].attributes.body
Have your sped teacher explain the representation of each bead. Or do this previously.

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I would use this as a fun review of the concept. However, I would probably have to prepare the beads in advance so as to save classroom time.

# data[].attributes.subject
I would use this as a fun review of the concept. However, I would probably have to prepare the beads in advance so as to save classroom time.

# data[].attributes.body
In order to successfully implement this in your classroom, I believe that I might do this as one of multiple ways they can see do these types of problems  and then maybe introduce an alternative. As far as changes, I might use a different string, one that might be more resilient, in order to prevent "accidental tears."

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Hands on and easy for the students to use 

# data[].attributes.subject
Hands on and easy for the students to use 

# data[].attributes.headline
Once students have represented the numbers with the beads, have them stand in order from least to greatest or vice versa.

# data[].attributes.subject
Once students have represented the numbers with the beads, have them stand in order from least to greatest or vice versa.

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It may take quite a bit of class time to make the beads. I would make sure to have all of the materials ready per student before hand. 

# data[].attributes.subject
It may take quite a bit of class time to make the beads. I would make sure to have all of the materials ready per student before hand. 

# data[].attributes.body
It got all students involved and allowed students to speak to each other about groupings.

# data[].attributes.headline
I would differentiate by maybe letting some kids build their own strings and having some already made. I would also have them do numbers individually as well as by having to combine strings with friends.

# data[].attributes.subject
I would differentiate by maybe letting some kids build their own strings and having some already made. I would also have them do numbers individually as well as by having to combine strings with friends.

# data[].attributes.body
I would pair this with money for students to notice the difference between whole and part.

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Students are able to move around, hear each other's thinking.

# data[].attributes.subject
Students are able to move around, hear each other's thinking.

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Use the beads as a place value chart using different colors per 100, 1000, 10000, etc. 

# data[].attributes.subject
Use the beads as a place value chart using different colors per 100, 1000, 10000, etc. 

# data[].attributes.headline
I would have students create the numbers and have them represent the numbers in expanded form/notation. Students could also list numbers from least to greatest or visa versa. They could round the numbers to specific place values.

# data[].attributes.subject
I would have students create the numbers and have them represent the numbers in expanded form/notation. Students could also list numbers from least to greatest or visa versa. They could round the numbers to specific place values.

# data[].attributes.body
You can begin the strings and have the groupings already done.

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SpEd and ELL - tape the string ends to table and add an additional tape to label the units for the visual rep. of the number and its parts.

# data[].attributes.subject
SpEd and ELL - tape the string ends to table and add an additional tape to label the units for the visual rep. of the number and its parts.

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Students are able to take an abstract idea and make it tangible. 

# data[].attributes.subject
Students are able to take an abstract idea and make it tangible. 

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I would make them into some type of game. 

# data[].attributes.subject
I would make them into some type of game. 

# data[].attributes.headline
Partner work with task cards after the concept has been introduce.

# data[].attributes.subject
Partner work with task cards after the concept has been introduce.

# data[].attributes.headline
Have a partner model and then have the other student model a similar problem.

# data[].attributes.subject
Have a partner model and then have the other student model a similar problem.

# data[].attributes.body
This is a hands-on activity. Students are able to manipulate beads to create what they need, thus taking ownership of the learning.

# data[].attributes.body
You could perhaps play Race to a Whole with the beads. The string would be considered 1 whole. Students take turns pulling number cards and build the number or decimal on their own string, in an attempt to reach one whole first.

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The students are actively involved in manipulating this beads and numbers.  They can also use this in various ways and can represent multiple numbers.

# data[].attributes.subject
The students are actively involved in manipulating this beads and numbers.  They can also use this in various ways and can represent multiple numbers.

# data[].attributes.body
I think the bead strings would be good to represent a number line and label it as 0 on one end and 1 on the other end. That way the student can see the sections of the number line up to a whole.

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Flexibility of thinking - have two strands already set out with each using the same number of beads.  Ask the students to determine the numbers that you have displayed - one going to the tenths and one going to the hundredths.  One number would represent the color block being  1 whole and one number would represent the entire strand being one  whole.

# data[].attributes.subject
Flexibility of thinking - have two strands already set out with each using the same number of beads.  Ask the students to determine the numbers that you have displayed - one going to the tenths and one going to the hundredths.  One number would represent the color block being  1 whole and one number would represent the entire strand being one  whole.

# data[].attributes.body
It is a tangible approach that will keep the children involved.

# data[].attributes.body
You could use it as a number line and students could locate decimal numbers on it given by the teacher.

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Create two strands one with 100 beads of the same color to represent hundredths.  Create one with each block of tenths being a different color that does not repeat making it easier to see a whole number

# data[].attributes.subject
Create two strands one with 100 beads of the same color to represent hundredths.  Create one with each block of tenths being a different color that does not repeat making it easier to see a whole number

# data[].attributes.body
Combining strings with friends in order to identify larger numbers.

# data[].attributes.headline
This is a hands on experience using manipulatives

# data[].attributes.subject
This is a hands on experience using manipulatives

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This activity is physical and visual stimuli. 

# data[].attributes.subject
This activity is physical and visual stimuli. 

# data[].attributes.headline
Instead of string, you could use pipe cleaner so that it's sturdier. Students could be assigned numbers to represent and then color it onto a paper for assessment. 

# data[].attributes.subject
Instead of string, you could use pipe cleaner so that it's sturdier. Students could be assigned numbers to represent and then color it onto a paper for assessment. 

# data[].attributes.headline
Separate out hundredths and tenths onto separate strings or groups to show the students the separations.  

# data[].attributes.subject
Separate out hundredths and tenths onto separate strings or groups to show the students the separations.  

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Students are able to manipulate the beads and make real life connections

# data[].attributes.subject
Students are able to manipulate the beads and make real life connections

# data[].attributes.headline
Have students change value of tenths to whole numbers and ask ?s

# data[].attributes.subject
Have students change value of tenths to whole numbers and ask ?s