In this interactive activity, students will be led through steps to place decimals on a number line in order to compare their magnitudes. There are teaching activities as well as practice activities available. A handout that reviews the steps taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):

Mathematics MA2019 (2019) Grade: 4

19. Use visual models and reasoning to compare two decimals to hundredths (referring to the same whole), recording comparisons using symbols >, =, or <, and justifying the conclusions.

Unpacked Content

Evidence Of Student Attainment:

Students: When given decimals to the hundredths will,

Compare two decimals using place value, visual models, and reasoning.

Record comparisons of two decimals using <, >, or = and justify the conclusion.

Use place value language to describe decimals in different ways to make comparisons.

Example: 0.13 as one-tenth and three-hundredths, or thirteen hundredths.

Teacher Vocabulary:

Visual model

Compare

Reasoning

Tenths

Hundredths

Decimal point

Place value

Knowledge:

Students know:

a variety of strategies for comparing whole numbers and can record comparisons using symbols <, >, or =.

Skills:

Students are able to:

Use visual models and reasoning to compare two decimals to hundredths.

Record comparisons of two decimals to hundredths using symbols <, >, or =, and justify the conclusion.

Understanding:

Students understand that:

Comparison of decimals are valid only when they refer to the same whole.

Two decimals are equivalent if they represent the same area or name the same point on a number line.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.4.19.1: Compare two fractions with the same numerator or the same denominator by reasoning about their size.
M.4.19.2: Recognize that comparisons are valid only when the two fractions refer to the same whole.
M.4.19.3: Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
M.4.19.4: Convert fractions to decimals.
M.4.19.5: Compare two decimals to tenths.
M.4.19.6: Compare whole numbers.
M.4.19.7: Identify comparison symbols. Examples: >, <, and =.

Prior Knowledge Skills:

Define equivalent.

Recognize pictorial representations of equivalent fractions.

Recognize different interpretations of fractions, including parts of a set or a collection, points on a number line, numbers that lie between two consecutive whole numbers, and lengths of segments on a ruler.

Recognize that equal shares of identical wholes need not have the same shape.

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Label a fraction with multiple representations.

Recognize that a whole can be partitioned into differing equal parts (halves, fourths, eighths, etc.).

Partition circles and rectangles into two and four equal shares; and describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of.

Recognize different interpretations of fractions, including parts of a set or a collection, points on a number line, numbers that lie between two consecutive whole numbers, and lengths of segments on a ruler.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.4.19 Compare fractions of a whole, halves and fourths using symbols (>,<,=).

Tags:

compare, decimals, number line, order, place value