Description
I made this activity to use as a problem-solving activity after I've taught the basic concepts within our decimals unit. In this activity, students are given 10 decimal cards and a strip of paper, and they are asked to correctly place the cards on the strip of paper to form a decimal number line. Students must use their knowledge of what is a decimal, comparing decimals, and equivalent decimals to correctly place each decimal.
This file contains teacher directions, the student decimal cards, and a scoring rubric. Teachers will need to use bulletin board paper to create the number lines for students.
Note: I also have a fraction number line activity that I use. I have students complete this decimal activity on the same strip of paper as the fraction one. This allows them to use their understanding of relating fractions to decimals to help them correctly place the decimals.
This file contains teacher directions, the student decimal cards, and a scoring rubric. Teachers will need to use bulletin board paper to create the number lines for students.
Note: I also have a fraction number line activity that I use. I have students complete this decimal activity on the same strip of paper as the fraction one. This allows them to use their understanding of relating fractions to decimals to help them correctly place the decimals.
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Highlights
Digital downloads
Grades
4th - 5th
Subjects
Standards
CCSS4.NF.C.7
Tags
Pages
5
Description
I made this activity to use as a problem-solving activity after I've taught the basic concepts within our decimals unit. In this activity, students are given 10 decimal cards and a strip of paper, and they are asked to correctly place the cards on the strip of paper to form a decimal number line. Students must use their knowledge of what is a decimal, comparing decimals, and equivalent decimals to correctly place each decimal.
This file contains teacher directions, the student decimal cards, and a scoring rubric. Teachers will need to use bulletin board paper to create the number lines for students.
Note: I also have a fraction number line activity that I use. I have students complete this decimal activity on the same strip of paper as the fraction one. This allows them to use their understanding of relating fractions to decimals to help them correctly place the decimals.
This file contains teacher directions, the student decimal cards, and a scoring rubric. Teachers will need to use bulletin board paper to create the number lines for students.
Note: I also have a fraction number line activity that I use. I have students complete this decimal activity on the same strip of paper as the fraction one. This allows them to use their understanding of relating fractions to decimals to help them correctly place the decimals.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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Loved this resource! I printed up cards, divided kids into groups, some markers & a large piece of butcher paper & asked them to model the values on number lines. We were practicing how to zoom in & make multiple number lines. Then we did a gallery walk to see the different models & it was great!
Great resource!
Love it! Thanks for all your hard work.
Awesome resource!
I thought this was going to be quick and easy. instead I had my kids really measure out their number lines. It ended up taking 3 short times to get it done, At the end the kids were so proud and felt they really understood how locate a decimal on a number line
was a bit sad it had decimals in the ten thousandths in it, when it was actually listed as a 4th grade standard and 4th grade only goes to hundredths.
thanks
Haven't used this
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
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