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Activity 1

25 mins

Ordenemos una vez, ordenemos dos veces

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Order Once Order Twice Cards, Spanish

Activity Narrative

In this activity, students encounter both fraction and decimal notation for tenths and hundredths and are asked to arrange them in order by size. They need to rely on their knowledge of equivalent fractions and of the relationship between these two ways of expressing values. Students look for and make use of structure (MP7), for instance, by identifying the digits that tell us about the ones, tenths, and hundredths in each number.

MLR8 Discussion Supports. Students should take turns placing a card in order and explaining their reasoning to their partner. Display the following sentence frames for all to see: “Observé _____, entonces puse . . .” // “I noticed _____ , so I put . . .” Encourage students to challenge each other when they disagree.
Advances: Conversing, Representing

Action and Expression: Develop Expression and Communication. Synthesis: Identify connections between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Memory

Launch

Groups of 2–4
Give each group one set of cards from the blackline master.

Activity

“En grupo, ordenen las fracciones y los decimales de menor a mayor. Anoten los números en orden” // “Work with your group to put the fractions and decimals in order, from least to greatest. Record the numbers in order.”
4–5 minutes: group work time
“Ahora encuentren un grupo que tenga tarjetas diferentes a las suyas. Ordenen todos los números de menor a mayor. Anoten los números en orden” // “Next, find a group with a set of cards different from yours. Put all the numbers in order, from least to greatest. Record the numbers in order.”
8–10 minutes: group work time
Monitor for the ways students compare fractions and decimals.
“Completen el último problema individualmente” // “Complete the last problem independently.”
3–4 minutes: independent work time

Student Task Statement

Su profesor les va a dar varias tarjetas que tienen números escritos como fracciones y en notación decimal.

En grupo, ordenen los números de menor a mayor. Anoten los números en orden.
Encuentren un grupo que tenga tarjetas distintas a las suyas. Junten sus tarjetas con las de ellos. Ordenen todas las tarjetas de menor a mayor. Anoten los números en orden.
Usen los números que ordenaron y los símbolos >, <, o = para hacer afirmaciones de comparación que sean verdaderas:

Activity Synthesis

Select students to share their ordered collection of 10 cards. Invite the class to agree or disagree with the arrangement.
“¿Qué fue lo primero que hicieron o miraron para empezar a ordenar? ¿Qué fue lo siguiente? ¿Y después?” // “What was the first thing you did or looked at to start ordering? What was the next thing? What came after that?” (We first looked at the digit in the ones place. Next, we decided to write the decimals with the same whole number as fractions and ordered the fractions.)

Activity 2

10 mins

Saltos largos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

In this activity, students compare and order decimals and fractions to solve problems about distances. They practice reasoning about tenths and hundredths expressed in different notations. Some of the distances are written to the tenths of a meter and others are written to the hundredths, prompting students to attend to the size of the decimals.

When students interpret and order the distances, they reason abstractly and quantitatively (MP2).

Launch

Groups of 2
“¿Cuánto creen que podrían saltar si corrieran muy rápido para tomar impulso? ¿Podrían saltar desde un lado del salón hasta el otro?” // “How far do you think you could jump if you ran really fast to gain speed for the jump? Could you jump from one side of the classroom to the other?”
“Piensen en esto por un momento. Luego, compartan su estimación con su compañero” // “Think about it for a moment, and then share your estimate with your partner.”
1 minute: partner discussion
Familiarize students with the long jump in track and field. Explain that the best long jumpers in the world, including Carl Lewis, can jump more than 8 meters or more than 26 feet.
Consider showing a video clip of long jumps.

Activity

“Tómense unos minutos para trabajar en la actividad. Luego compartan sus respuestas con su compañero” // “Take a few minutes to work on the task. Then share your responses with your partner.”
6–7 minutes: independent work time
3–4 minutes: partner discussion
Monitor for the ways students compare and order decimals and mixed numbers in the last problem.

Student Task Statement

El atleta estadounidense Carl Lewis ganó 10 medallas olímpicas y 10 campeonatos mundiales de atletismo (en carreras de 100 metros, carreras de 200 metros y pruebas de salto largo).

Estos son algunos de los récords de salto largo de su carrera profesional:

año	distancia (metros)
1979	8.13
1980	8.35
1982	8.7
1983	8.79
1984	8.24
1987	8.6
1991	8.87

photograph of Carl Lewis performing long jump

De los saltos de la tabla, ¿cuál es la distancia del más corto? ¿Cuál es la distancia del más largo?
Estas son las mejores distancias, en metros, de otros 3 saltadores estadounidenses de salto largo:
- Bob Beamon:
- Jarrion Lawson:
- Mike Powell:
Compara sus récords con el salto más largo de Carl Lewis. Ordena las distancias de mayor a menor.

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

See Lesson Synthesis.

Student Section Summary

Aprendimos a expresar décimas y centésimas en notación decimal, los ubicamos en la recta numérica y los comparamos.

Aprendimos que escrito en notación decimal es 0.1 y que este número también se lee “1 décima”. También aprendimos que escrito en notación decimal es 0.01 y se lee “1 centésima”.

La tabla muestra más ejemplos de décimos y centésimos en notación decimal.

Como y son equivalentes, los decimales 0.5 y 0.50 también son equivalentes.
De la misma manera, y son equivalentes, así que 1.7 y 1.70 también son equivalentes.

fracción	notación decimal
	0.04
	0.23
	0.5
	0.50
	1.7
	1.70

Los números escritos en notación decimal se pueden ubicar en la recta numérica para ayudarnos a compararlos.

Ejemplo:

El decimal 0.24 es equivalente a , que está entre y (es decir, entre y ) en la recta numérica. Podemos ver que 0.24 es mayor que 0.08 y menor que 0.61.

Number line. 13 evenly spaced tick marks. First tick mark, 0. Eleventh tick mark, 1. Points with labels at 8 hundredths, 24 hundredths, 61 hundredths, 96 hundredths, 1 and 12 hundredths.

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Lesson 5

Comparemos y ordenemos decimales escritos de distintas maneras

Warm-up

Conversación numérica: Suma de fracciones

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Ordenemos una vez, ordenemos dos veces

Standards Alignment

Building On

Addressing

4.NF.C

4.NF.C.6

Instructional Routines

Materials

To Copy (from Blackline Masters)

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Saltos largos

Standards Alignment

Building On

Addressing

4.NF.C

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

Building On

Addressing

4.NF.C.5

Building Toward

Student Response

Advancing Student Thinking

Are You Ready for More?

Building Toward