Reflection: Developing a Conceptual Understanding Decimals on a Number Line - Section 2: Concept Development


Asking student to think about whether .2 or .19 was bigger was a great task for my students today.  Many students were able to use their models to discover which was bigger and I could see students wrestling with the idea that two digits could be larger than 1 digit when dealing with decimals.  This was an exciting lesson for me as I literally watched students gain understanding of why .19 is smaller than .2.  You can check out my video reflection below to hear more of my insights. 

  Number Line Inquiry
  Developing a Conceptual Understanding: Number Line Inquiry
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Decimals on a Number Line

Unit 11: Fractions and Decimals
Lesson 3 of 5

Objective: SWBAT use decimal notation for fractions with denominators 10 or 100 and rewrite 0.62 as 62/100 while placing decimals on a number line.

Big Idea: In this lesson students use an inquiry approach to place decimals on a number line. This lesson requires students to use base ten blocks as decimal models in order to build conceptual understanding.

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5 teachers like this lesson
Math, Decimals, Number Sense and Operations, Fractions, modeling, inquiry, conceptual understanding, Base Ten Blocks
  50 minutes
number line
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