Resources
 Equivalent Fractions and Decimals on a Number Line

 Type:
 Lesson Plan
 Grade:
 45
 Subjects:
 Math

 Prep Time:
 less than 30 minutes
 Duration:
 Single Class Session

 Views:
 5048


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 This work by is licensed under a Creative Commons Attribution 3.0 United States License.
There are 3 assets for this resource.
Summary:
Students work in pairs to create a number line from 0 to 1. They will match equivalent decimals, fractions, and pictures and place in order.
Materials:
 Number Line from 010 or 0100
 1 Copy of Decimal/Fraction Cards per pair
 1 Copy of Decimal Models per pair
 Long White Paper per pair
 Markers
 Glue Sticks
 Scisscors
Goals:
North Carolina Standard Course of Study: Fourth Grade Math
Objective 1.01 Develop number sense for rational numbers 0.01 through 99,999.
a. Connect model, number word, and number using a variety of representations.
b. Build understanding of place value (hundredths through ten thousands).
c. Compare and order rational numbers
Objective 1.03 Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers.
North Carolina Standard Course of Study: Fifth Grade Math
Objective 1.01 Develop number sense for rational numbers 0.01 through 99,999.
a. Connect model, number word, and number using a variety of representations.
b. Build understanding of place value (thousandths through hundred thousands).
c. Compare and order rational numbers
Resource Instructions
1. The teacher will show students a number line from 010 or 0100 and ask them if there are any numbers missing. The teacher will tell students that they are going to be looking at the numbers between just 0 and 1 on the number line.
2. The teacher will ask students for the ways they have been showing parts of a whole. (Fractions, Decimals, Models)
3. The teacher will take one long sheet of white paper and draw a number line, labeling the ends: 0 and 1.
4. The teacher will show students a copy of the Fraction/Decimal Cards and see if they see any other numbers that represent 1. (100/100, 10/10) The teacher will then cut out those cards and paste on the number line under or above 1.
5. The teacher will show students a copy of the Decimal Models and ask if any of the models represents 1. She will then cut out and paste that model under or above 1.
6. The students will tell what number should go right in the middle. (1/2 or .50) The students will repeat the same process as with 1...matching equivalent fractions and decimals from the cards.
7. Once the students understand how they are cutting out the Fraction/Decimal Cards and Decimal Models and placing in order on the Number Line, each pair will recieve their own long white paper, copy of Decimal Models and copy of Fraction/Decimals Cards.
8. In pairs, students will finish their number lines. Teacher will circulate, asking students about their placement of numbers and which are equivalent.
Extensions:
 Have students add in fractions, decimals, or models that were not included on their copies.
 Have students expand their numberline to 2 or 5 to add mixed numbers and improper fractions.
Assessment:
 Give students a blank number line with fractions and decimals to fill in.
 Have students write a paragraph explaining why 8/10 and .80 are equivalent or why 3/10 and 0.03 are not.