Decimals and Number Lines - Friday 4/8

Standard:

CCSS.MATH.CONTENT.4.NF.C.6
Use

decimal notation for fractions with denominators 10 or 100.

For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a
number line diagram.
I Can Statement:
I can use a number line to understand decimals.
Vocabulary:
Tenths
Hundredths
Thousandths
Materials:
Notecard for every student (with fraction or decimal on it - and a 0 and 1)
Document camera + number line

BEFORE SPECIALS

Instruction:
Go over homework from night before. Have students grade their own and have helpers collect it.
Read I Can statement. Tell students that today we will be putting fractions and decimals on the same
number line.
APK:
As a warm-up, have students write the place the underlined number is in:

3.45
6
7.1
2
8
9.8
6
4.
1
21
7.00
3
SAP:
I will give every student a note card. It will either have a fraction or decimal on it. Their first job is to find
their matching number (if you are .2, then you need to find 2/10, etc.) Decimals will be standing and
fractions will be kneeling in front of them ( all facing out to the desks). I will be 0 and Ms. Waller will be 1.
Students will line up in the order they think it should be. If/once they all think they are done, I will hold up

a yardstick to symbolize the number line, and we will make a human number line with fractions and their
equivalent decimals.
Have students compare fractions. Is .9 bigger or .3 bigger, is .7 or .8 bigger, etc.

AFTER SPECIALS

TI:
Show the tenths number line and the hundredths number line.
Ask students why they think theyre similar or different. Use 0.2 as an example.
Then, call on a few students to come up to the document camera to plot certain decimals and give their
fraction as well!!!!
.98 = 98/100
.62 = 62/100
.41= 41/100
.30 = 30/100 or 3/10 = .3 (drop the 0)
HW:
None (weekend)