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7-N-1-2

Page history last edited by Brenda Butz 6 years, 3 months ago

7.N.1.2 Compare and order rational numbers expressed in various forms using the symbols <, >, and =.

In a Nutshell

In previous grades students have had prior experience with reading, writing and representing positive rational numbers as fractions, decimals, percents as well as determining equivalency among those forms. Students will build on this prior knowledge to compare and order rational numbers which can be represented as integers, fractions or decimal forms using the following symbols : <, >, = . Example ½ > 0.35.

Student Actions	Teacher Actions
Develop the ability to make conjectures, model and generalize rational numbers using a variety of representations such as: number lines, fraction bars, rational number wheel and graphs etc. to develop an understanding of the order and value of rational numbers. Develop the ability to communicate mathematically the symbolic comparison of rational numbers with accuracy.	Implement tasks that provide students with opportunities for extensive practice with comparing rational numbers on number lines, using fraction bars, and on graphs. Pose purposeful questions about a variety of comparisons that help students develop more generalizable pathways for comparing rational numbers.
Key Understandings	Misconceptions
Compare and order positive and negative numbers in any form. Compare and order rational numbers using a variety of models. Use <,>, and = appropriately. On a horizontal number line, moving left on a number line decreases a number’s value while moving right increases a number’s value. Likewise, moving up increases and down decreases on a vertical number line.	Students may think a larger digit always is the larger number, but with negatives that is not the case; the farther to the left it is, the smaller it is. For example, -6 > -9 because -6 is closer to zero on the left side, therefore it is greater. Students may confuse < and >. Students may not convert to common forms before comparing.