For full lesson outline, see Advantage Math.

Standards:

4.NF.7-Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Objectives:

Math Objective: Students will be able compare two decimals to the hundredths place.
Language Objective: Students will be able to describe how to compare two decimals.

Vertical Alignment:

3.NF.3D-Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.NF.7-Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NF.5- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Common Misconceptions:

Students may make comparisons based on misconceptions they have about decimals. See step 6 in the lesson for an explanation of possible misconceptions.

Lesson Outline:

🚀Launch:

Students will look at two numbers and decide which of the two has more tenths and more hundredths.
To help students remember which place value spot represents tenths and which represents hundredths, you can say, "Which number comes first, tens or hundreds?" Connect that the first number to the right of the decimal is where tenths go, and tenths come before hundredths.
To make remote, record yourself explaining this part of the lesson or do a Zoom/Teams call and teach this part.

🤔Explore:

Students will be asked to draw three number lines and properly label a comparison statement with the correct inequality.
Some questions you can ask:
- How could money help with decimals when just looking at the numbers and comparing them is hard?
- When deciding which number has a greater value, which place value should you look at first?

💬Discuss A:

Students will discuss how to compare two decimals.

✅Exit Ticket: Students will show what they have learned.

Differentiation:

Challenge: For students who need a challenge, ask them to describe how comparing decimals relates to comparing quantities of money.
Struggling:
- Intervention 1: For students who are struggling to compare decimals, ask them to write the numbers in fraction notation and then compare.
- Intervention 2: For students who are struggling to accurately compare two decimals, ask them to represent a decimal in four ways:
  - a. on a 100 grid
  - b. on a number line
  - c. on a place value chart
  - d. in relation to money
  - Then compare the representations and check for accuracy. Students with misconceptions often prefer one type of representation. Looking at students’ less-favored models and comparing these with their preferred models will uncover inconsistencies and misconceptions, which will allow for reteaching. It is not uncommon for a student to represent a decimal correctly in one form and incorrectly in a different form.

Additional Resources:

Video for Students: Compare Two Decimals to the Hundredths Place Using Fraction Models