## Reflection: Problem-based Approaches Finding the Distance Between Signed Decimals on a Number Line - Section 1: Introduction

The next time I teach this lesson, I think I will jump to the problem solving section as soon as possible.  I will probably skip the introduction exercises altogether.  I want my students to be engaged in a productive struggle with mathematical practice 1!

I'll make number lines, calculators, and any other relevant tools available but I will not either encourage nor discourage students to use them.  This will be my chance to see how they use mathematical practice 5 - using tools appropriately.

As students are working, I will need to have a series of question to gauge whether or not they understand the problem and/or to push them further through beyond the scope of the problem.

There will be no suggestion in the problem, as it now exists, to draw the points on a number line.  I want to see how they tackle this problem.  Are there students who will figure it out just by using numbers?  Are there students who find a number line helpful?

These solution strategies can all be brought to light once we discuss the problem.

Changing The Format of the Lesson
Problem-based Approaches: Changing The Format of the Lesson

# Finding the Distance Between Signed Decimals on a Number Line

Unit 1: Rational Number Operations
Lesson 16 of 27

## Big Idea: Students use number lines to find distances between signed decimals represented as the absolute value of the difference of the two values.

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Standards:
Subject(s):
Math, Number Sense and Operations, distance, number line, signed decimals, signed fractions, rational numbers
45 minutes

### Grant Harris

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