4-N-2-7

Student Actions

Teacher Actions

• Develop a deep and flexible conceptual understanding by comparing and ordering decimals and whole numbers using concrete, pictorial, and symbolic representations.  

• Develop mathematical reasoning by applying prior knowledge of the place value system to comparing and ordering tasks, and making arguments to justify thinking.

• Develop the ability to communicate mathematically by sharing comparison strategies and results with peers, using models, in writing, and orally.

• Use and connect mathematical representations by modeling the comparison of decimals and whole numbers in a variety of formats.

• Implement tasks that promote reasoning and problem solving by introducing real-world scenarios which require students to compare and order decimals and whole numbers, providing multiple entry points and allowing for varied solution strategies.

• Pose purposeful questions by asking students to explain their comparisons and justify their thinking.

Key Understandings

Misconceptions

• Whole numbers and decimals can be compared and ordered based on the rules and patterns of the place value system.

• Whole numbers and decimals can be compared and ordered using various representations (concrete models, number lines, symbols).

• A decimal number expressed as hundredths is greater than a decimal number expressed as tenths (.62 is greater than .8 because 62 is greater than 8).

• The words tens and tenths, or hundreds and hundredths, are interchangeable.

• The word ‘and’ can be used anywhere when saying a number and has no significance.  The use of the word ‘and’ actually signifies the decimal point.