<p> Comparison of Decimals TEACHERS: SUBJECT: Jenene Woodruff Compare and order decimals Adapted from Hands-On Standards (Common Core) STANDARD:  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. OBJECTIVE (EXPLICIT):  I can compare and order decimals. EVIDENCE OF MASTERY (MEASURABLE): Recording chart with diagram, numeric comparison, and number line. Possible formative assessment problem.</p><p>KEY VOCABULARY: MATERIALS:  Base ten blocks (1 flat—to illustrate decimals, compare a whole, 20 rods, 20 units per group)  Paper (1 sheet per group, divided into 3 columns)  Pencils (1 per group)  Sentence strips, cut into 12 in. pieces (I laminate these so they can be used repeatedly)  Index cards (can also be laminated)</p><p>ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST) “My little brother had a whole bag of Skittles and he laid them on the table…and I mean the BIG bag. There were 100 Skittles in the bag. I promptly took all of the purple ones. I counted them and found that there were 23. What fraction of the bag was purple? What fraction of the bag was not purple? How could I write those fractions as decimal fractions?” BEF TEACHER WILL: STUDENT WILL: OR  Present the Engage problem and  Solve the Engage problem and E allow the students to talk it out with a share strategies and solutions as partner. partners, then as a class.  Hold up a flat base ten block and  Gather supplies for the activity. explain to the students that this now represents 1 whole (as in one whole Skittles bag).  Model how to separate paper into 3 columns; Label the columns “Diagram, Number Comparison, Number Line”  Pass out 1 flat base ten block to use as a reminder that it represents one whole.  Provide supplies and problem cards to each group. </p><p>CO-TEACHING STRATEGY IF APPLICABLE</p><p>DU TEACHER WILL: STUDENT WILL: RIN  Monitor groups for participation and  Use base ten blocks to model each G accurate recording of information. problem card, then use a sentence  Watch for misconceptions regarding strip to draw a number line and decimal fractions, make certain they place the decimals on the number remember that the 100 block is now line in the correct places. one whole.  Use index cards to write a  corresponding decimal comparison sentence.  Record discovered information on their recording charts. CO-TEACHING STRATEGY IF APPLICABLE </p><p>AFT TEACHER WILL: STUDENT WILL: ER  Debrief the activity by allowing  Share their findings and groups to share their findings. (Use a communicate their strategies to document camera if you have one create their decimals. available.)  Explain to others how they decided  Have students try the following on the comparison number problem as a formative assessment: sentences. Which shows the numbers in order from  Complete the formative least to greatest? assessment. A. 0.9, 0.72, 0.61, 0.4 B. 0.4, 0.61, 0.72, 0.9 C. 0.4, 0.9, 0.61, 0.72 D. 0.61, 0.4, 0.72, 0.9</p><p>CO-TEACHING STRATEGY IF APPLICABLE 1. Julie and her brother, Mark, 2. Brandon is weighing rocks decided to share the last piece during science class. The first of cake. When the cake was cut, weighs 0.67 pounds. The second one piece was 0.54 of a piece and weighs 0.8 pounds. Which rock the other was 0.46. Which piece weighs more? was smaller?</p><p>3. The school decided to have a 4. When Gwen poured her bake sale. Johnny brought in 0.25 package of Skittles on the of a dollar to spend and Mary counter, she found that 0.09 of brought in 0.52 of a dollar. Who the package was yellow and 0.9 of has more money to spend at the the package was red. Were there bake sale? more yellow Skittles or red Skittles?</p>