📊Math G4 L7.10 Outline- Locate Decimals on a Number Line (For Teacher- Do Not Publish)

For full lesson outline, see Advantage Math.

Standards:

  • *4.NF.6- Use decimal notations for fractions with denominators 10 or 100. 

Objectives:

  • Math Objective: Students will be able to locate decimals to the hundredths on a number line.
  • Language Objective: Students will be able to describe how to locate decimals on a number line.

Vertical Alignment:

  • 3.NF.3D-Understand a fraction as a number on the number line; represent fractions on a number line diagram.
  • *4.NF.6- Use decimal notations for fractions with denominators 10 or 100. 
  • 5.NF.3- Interpret a fraction as division of the numerator by the denominator (a/b = a Ã· b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

 

Common Misconceptions:

Watch for students who correctly label a number line (0.7, 0.8, 0.9, etc.) and then write 0.1 instead of 1.0 for the next tick mark. Some may write 1.01 instead of 1.1 after the number 1.0.

Some students may think that a tick mark represents a decimal or fractional amount; it is actually the distance from 0 to that tick mark that represents the amount.

Lesson Outline:

🚀Launch:

  • Students are encouraged to think of numbers that exist between 0 and 0.1. 
  • Remind students how many of each coin presented it takes to create a whole dollar.
  • To make remote, record yourself explaining this part of the lesson or do a Zoom/Teams call and teach this part.   

🤔Explore:

  • Students are challenged to draw three number lines and properly label the missing numbers. 
  • Some questions you can ask:
    • How could counting skills help in this task? 
    • How could money help with decimals when it is hard to count up?

💬Discuss A:

  • Students will discuss how to locate a number on the number line. 

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

Differentiation:

  • Challenge: Ask students to find a whole number with a decimal on a number line and describe equivalent ways of writing the same number. For example, given the decimal 1.3, students would recognize that it is located on the third tick mark to the right of 1 (when the whole has been partitioned into tenths).
  • Struggling: 
    • Intervention 1: For students who are struggling with finding decimals on a number line, draw an area model above the number line. For example, when asked to find 0.6, ask students to find six-tenths by shading in the appropriate number of boxes. Then relate the area model to the number line and relate the fraction notation to the decimal notation.
    • Intervention 2: For students who are struggling to understand why 0.2 and .20 are equivalent, give them whole number and money contexts. For example, ask students to model the number 20 with base ten blocks. Some students will count out 20 unit cubes while others will show 2 rods. Ask why the two rods are equal to twenty when, clearly, there are only two objects on the table. Relate students’ whole number reasoning about equivalent numbers to decimals. Then make the same connections with money.

Additional Resources: