# Ordering Decimals from Least to Greatest - Up to 3 Decimal Places

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(6 MB|19 pages)
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1. Decimal Operations Bundle - Compare, Order, Add, Subtract, Multiply and Divide Decimals Worksheets and ActivitiesDevelop your students understanding of decimals with these engaging worksheets and center activities. Resource instructions and answer keys provided for all worksheets and activities.This
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2. Fractions, Percents & Decimals Mega BundleDevelop your students understanding of fractions, percents and decimals with these engaging worksheets and center activities.Resource instructions and answer keys provided for all worksheets and activities.This product includes:• Fraction and Decimal Gam
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• Product Description
• StandardsNEW

Ordering Decimals from Least to Greatest - Up to 3 Decimal Places

Students will use their analytical skills and knowledge of place value to order decimals from the least to greatest value.

Students are asked to take turns to select a card and place these in order from the least to the greatest value. For example, the card with the decimal 0.034 will be ordered before the card with the decimal 0.042. Pairs/groups continue until all 30 cards are ordered. Great activity for math rotations!

This product includes:

- Resource instructions

- 128 cards (4 levels/sets)

- Student instruction cards for each level

- Student answer slips for each level

Differentiated Learning Activities
Activities become progressively harder as students proceed through each level. Advanced students will move through to the level 4 cards. Those experiencing difficulties may remain on the level 1 cards to practice ordering decimals with one decimal place, from the least to the greatest.

Level 1
Ordering decimals with one decimal digit.
Level 2
Ordering decimals with two decimal digits.
Level 3
Ordering decimals with three decimal digits.
Level 4
Ordering decimals with one, two and three decimal digits.

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Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Total Pages
19 pages
Answer Key
Included
Teaching Duration
Lifelong tool
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