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Activity 1

25 mins

Order Once, Order Twice

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Order Once Order Twice Cards

Activity Narrative

In this activity, students encounter both fraction and decimal notation for tenths and hundredths and are asked to arrange them in order by size. They need to rely on their knowledge of equivalent fractions and of the relationship between these two ways of expressing values. Students look for and make use of structure (MP7), for instance, by identifying the digits that tell us about the ones, tenths, and hundredths in each number.

MLR8 Discussion Supports. Students should take turns placing a card in order and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed _____ , so I put . . .” Encourage students to challenge each other when they disagree.
Advances: Conversing, Representing

Action and Expression: Develop Expression and Communication. Synthesis: Identify connections between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Memory

Launch

Groups of 2–4
Give each group one set of cards from the blackline master.

Activity

“Work with your group to put the fractions and decimals in order, from least to greatest. Record the numbers in order.”
4–5 minutes: group work time
“Next, find a group with a set of cards different from yours. Put all the numbers in order, from least to greatest. Record the numbers in order.”
8–10 minutes: group work time
Monitor for the ways students compare fractions and decimals.
“Complete the last problem independently.”
3–4 minutes: independent work time

Student Task Statement

Your teacher will give you a set of cards with numbers written as fractions and in decimal notation.

Work with your group to order the numbers from least to greatest. Record the numbers in order.
Find a group whose cards are different from yours. Combine your cards with their cards. Order the combined set from least to greatest. Record the numbers in order.
Use the numbers from your sorted set and , , or symbols to create true comparison statements:

Activity Synthesis

Select students to share their ordered collection of 10 cards. Invite the class to agree or disagree with the arrangement.
“What was the first thing you did or looked at to start ordering? What was the next thing? What came after that?” (We first looked at the digit in the ones place. Next, we decided to write the decimals with the same whole number as fractions and ordered the fractions.)

Activity 2

10 mins

Long Jumps

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

In this activity, students compare and order decimals and fractions to solve problems about distances. They practice reasoning about tenths and hundredths expressed in different notations. Some of the distances are written to the tenths of a meter and others are written to the hundredths, prompting students to attend to the size of the decimals.

When students interpret and order the distances, they reason abstractly and quantitatively (MP2).

Launch

Groups of 2
“How far do you think you could jump if you ran really fast to gain speed for the jump? Could you jump from one side of the classroom to the other?”
“Think about it for a moment, and then share your estimate with your partner.”
1 minute: partner discussion
Familiarize students with the long jump in track and field. Explain that the best long jumpers in the world, including Carl Lewis, can jump more than 8 meters or more than 26 feet.
Consider showing a video clip of long jumps.

Activity

“Take a few minutes to work on the task. Then share your responses with your partner.”
6–7 minutes: independent work time
3–4 minutes: partner discussion
Monitor for the ways students compare and order decimals and mixed numbers in the last problem.

Student Task Statement

American athlete Carl Lewis won 10 Olympic medals and 10 World Championships in track and field— 100-meter dash, 200-meter dash, and long jump.

Here are some long jump records from his career.

year	distance (meters)
1979	8.13
1980	8.35
1982	8.7
1983	8.79
1984	8.24
1987	8.6
1991	8.87

photograph of Carl Lewis performing long jump

On this list, which distance is his shortest jump? Which is his longest jump?
Here are the top distances, in meters, of 3 other American long jumpers.
- Bob Beamon:
- Jarrion Lawson:
- Mike Powell:
Compare their records to Carl Lewis’s longest jump. Order the distances from greatest to least.

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

See Lesson Synthesis.

Student Section Summary

We learned to express tenths and hundredths in decimal notation, locate them on a number line, and compare them.

We learned written in decimal notation is 0.1, and that this number is read “1 tenth.” We also learned written in decimal notation is 0.01 and is read “1 hundredth.”

The table shows some more examples of tenths and hundredths in decimal notation.

Because and are equivalent, 0.5 and 0.50 are also equivalent.
Likewise, and are equivalent, so 1.7 and 1.70 are also equivalent.

fraction	decimal notation
	0.04
	0.23
	0.5
	0.50
	1.7
	1.70

Numbers in decimal notation can be located on a number line to help compare them.

Example:

The decimal 0.24 is equivalent to , which is between and (or between and ) on the number line. We can see 0.24 is greater than 0.08 and less than 0.61.

Number line. 13 evenly spaced tick marks. First tick mark, 0. Eleventh tick mark, 1. Points with labels at 8 hundredths, 24 hundredths, 61 hundredths, 96 hundredths, 1 and 12 hundredths.

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Lesson 5

Compare and Order Decimals in Different Notations

Warm-up

Number Talk: Sums of Fractions

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Order Once, Order Twice

Standards Alignment

4.NF.6

4.NF.C

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Long Jumps

Standards Alignment

4.NF.C

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

4.NF.5

Student Response

Advancing Student Thinking

Are You Ready for More?