# ALEX Classroom Resource

## Place Decimal on a Number Line StudyJam

Classroom Resource Information

Title:

Place Decimal on a Number Line StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/math/decimals-percents/place-decimal-number-line.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

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 valueKnowledge: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