Today we practiced placing fractions on a number line.
It is super important that my kiddos can identify fractions as part of a circle, part of a set, part of a bar model, part of a rectangle, or on a number line.
Today we cut out the fractions and placed them carefully on our number line.
Tomorrow we will use these number lines to compare fractions.
Today we really dived into using number lines as a strategy for solving subtraction.
There are two ways to do it.
We can start at the big number and then make jumps back until we've jumped the whole number.
We can start at the little number and make jumps until we get to the big number.
I personally like the second method because I think it is easier to add than subtract.
Place Value emcompasses so much!
First, we learn about the digits and place value.
I really want my students to understand that in the nuber 73,024 the three isn't a three... it's a three thousand!
Part of understanding that is breaking apart (decomposing) the numbers into expanded form. That means the number 73,024 gets decompsed into
70,000 + 3,000 + 20 + 4
We look at each digit in the number and the value of that digit. Then when we add it all up we get the standard form of the number.
If you're still confused, this video is not very fun but it does a good job of explaining expanded form.
Another part of place value is understanding number lines and where numbers go on a number line.
Most kiddos come to third grade being able to place the number 15 between 10 and 20. But I want them to be able to place 4,900 between 4,800 and 5,000. That's a bit trickier!
We are continuing with place value but now we are moving onto DECIMALS! These are the TEKS related to decimals that our fourth graders are expected to do.
4.2E represent decimals, including tenths and hundredths, using concrete and visual models and money;
4.2B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
4.2F compare and order decimals using concrete and visual models to the hundredths; S Compare
4.2H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; To get us started we wrote about decimals in our journals. We looked at three ways to see decimals: picture form, word form, standard form. We did a matching activity with those forms. I want the kiddos to get used to see decimals in all sorts of ways!!
