MATHEMATICS UNIT PLANNER

Topic: Comparing and Ordering Decimals

Key mathematical understandings
The place value system can be extended
beyond hundredths
The size of decimals can be compared
using accurate and efficient strategies
Decimals can be placed on a number line in
order of their size using benchmarks
There are numbers between two
endpoints/numbers (decimal density)

Key skills to develop and practise

Year Level: 5

Term:

Week: 5

Key AusVELS Focus / Standard

Students order decimals and unit fractions and locate them on a number line
Content strand(s):
Number and Algebra
Measurement and Geometry
Sub-strand(s): Fractions and Decimals

Date: 11/5 /15 15/5/15

Statistics and Probability

Level descriptions:
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Compare, order and represent decimals (ACMNA105)
Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Understanding understand that the decimal place value system continues beyond hundredths and students
need to understand how to accurately compare and order decimals using accurate and efficient strategies.
Reasoning explain, justify and give reasons why a decimal is larger/smaller than another or why it is placed in
its particular position on a number line. They need to be able to justify their answer to the teacher and their peers
in order to convince them that their response/answer is correct.
Key vocabulary
Key equipment / resources:

Compare the size of decimals using appropriate

and effective strategies
Identify which decimal is the larger/smaller of two
Order decimals in terms of their size using
benchmarks to assist
Suggest numbers which are between two
endpoints/numbers
Able to justify answer/response by providing
evidence to back up their answer/response

Linear Arithmetic Blocks (LAB) (Session 1)

Decimal Comparison Test sheet (Session 1 and
5)
Decimal cards (Session 1)
Decimal and benchmark cards (Session 2)
String and pegs (Session 2)
My Number sheet (Session 2)
Sticky Notes (Session 3)
Spin to Win spinners and decimal cards (Session
3)
Plastic spinners for Spin to Win (Session 3)
Open Task sheet (Session 4)
Open Task sheet (Session 5)
Self-assessment sheet (Session 5)
Poster paper
Interactive White Board (IWB)

Decimals, decimal fraction, tenths, hundredths,

thousandths, decimal point, same as, equal to, bigger
than, smaller than, number line, benchmarks, justify,
prove, show me, place value, whole number,
compare, explain why, position, size, endpoints
**Students have a good understanding of what the
definitions of these words.
Decimal/decimal fraction a number that uses a
decimal point followed by digits to show that the
value is smaller than one (MathsIsFun.com,
2013).
o 23.2 = 23 and two-tenths of a whole
Decimal point used to separate the whole
number part from the fractional part of a number
(MathsIsFun, 2014).
o It is positioned between the units and tenths
values.
Benchmarks is a number that is used to place
other numbers in their correct order of size.
o Examples 0.25, 0.5, 0.75
Place value the position of numbers indicates
their size
Tenths a unit is divided into 10 equal parts
Hundredths a tenth is divided into 10 equal parts
Thousandths a hundredths is divided into 10

equal parts
** This continues and can be shown on a Decimat
if required.

Possible misconceptions

Learning
strategies/ skills

Longer decimals are larger

o String length thinking
o Reverse thinking
o Numerator focused thinking
o Zero makes smaller thinking
o Right hand overflow thinking
Smaller decimals are larger
o Denominator focused thinking
o Reciprocal thinking
o Negative thinking
Adding zeros to the shorter decimal or comparing
digits left to right with little/no understanding why
these rules work
Adding a zero at the end makes a decimal 10
times larger
Decimals are negative numbers
The place value column to the right of the decimal
point is oneths
One hundredth is written as 0.100
can be written as 0.4 or 0.25
(Irwin, 2001; Steinle & Stacey, 1998)
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Key probing questions

How can we work out which decimal is the
biggest/smallest?
How did you know is bigger/smaller than ?
Does that way work all the time? Is that the most
efficient way?
Can you show me your thinking?
Why is positioned in this place?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Links to other contexts

N/A

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
How to
accurately
and efficiently
compare
decimals

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

Decimal
Detectives:
(Victorian State
Government. Education
and Training, 2014a)

Students complete
Decimal
Detectives which is
the Decimal
Comparison Test
(see appendix 1)
Probing Questions:
How can we
work out which
is the biggest?
How do you
know you are
correct?
Does your
strategy always
work?

INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

Make a
bigger/smaller
than:
Students work in
pairs (like ability).
One student flips
over a card (see
appendix 2) which
has a decimal
written on it and
the other students
says larger or
smaller than. These
cards can be
adapted to suit
students abilities.
The first student
then has to use LAB
to create a number
which is
larger/smaller than
the first number.
They need to justify
their answer to
their partner.
Probing Questions:
How do you
know a number
is bigger/smaller
than the other?

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

Strategies to
Compare:
Longer is larger
Present an
example.
Which is bigger:
0.3 and 0.217?
Class works
together to
determine which is
bigger. The teacher
will ask students to
justify their
response. If
students havent
accurately been
able to compare
ask students
What if I told you
0.3 is bigger than
0.217? Why is this
true?
Shorter is larger
Present an
example.
Which is bigger:
0.4 and 0.87?
Again the class
works together to
determine the

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Enabling
Prompts:
How do we know
what decimal is
bigger?
What is this
place value
called?
Are tenths or
hundredths
bigger? How do
you know?
Can you show
me why is
bigger/smaller?
Extending
Prompts:
What if I told you
0.87 is bigger
than 0.4? Why is
this true
(challenge shortis-larger
misconceptions)
What if I told you
0.5 is bigger
than 0.456? Why
is this true?
(challenge
longer-is-larger

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Work Sample
(Decimal
Detectives):
Decimal
Comparison
Test will show if
students have
any
misconceptions
about
comparing
decimals
Teacher can use
the Decimal
Classification
sheet (see
appendix 4) to
determine if the
student has
longer-is-larger,
shorter-is-larger
misconceptions
or is an
apparent expert
(Victorian State
Government.
Education and
Training,
2014b).

Session 2
How to order
decimals on a
number line
and use
benchmarking
to help

Decimal Clothes
Line:
(National Council of
Teachers of
Mathematics, n.d.)

Students work in
pairs (mixed ability)
and each pair is
given card with a

What can you

change to make
a number bigger
or smaller?

Clues:
The same pairs pick
a card (other than
their first one) and
need to come up
with a justification
and clues to
describe the size of
the decimal and its
location on a

answer. The
teacher needs to
make sure students
are justifying. If
students havent
accurately been
able to compare
ask students
What if I told you
0.87 is bigger than
0.4? Why is this
true?
Work together to
come up with the
correct way to
compare. Teacher
does not explicitly
teach/tell but asks
probing questions
and sets nonexamples to
challenge students
thinking (see
appendix 3). The
class can write this
strategy on a
poster for future
reference.
Share Time:
Students share
clues and the class
guesses which
number they are
describing. They
can then share their
justification for the
decimals position.
Then as a class

misconceptions)
How can you

prove to me that
your number is
really
bigger/smaller
than the first
number?
What is bigger
0.567 or 0.527?
(compare equal
length decimals)
Use more
difficult
numbers, extend
place value
system

Enabling
Prompts:
What is this
number closest
to
(benchmarks)?
What end do
big/small
numbers go?

Observation and
anecdotal notes:
Ability to
accurately
identify which
decimal is
larger/smaller
Ability to
accurately
represent
decimals using
LAB
Ability to justify
why a number
is larger/smaller
than a given
decimal
What is their
disposition and
confidence
level when
completing
tasks?
Level of
participation in
group and class
discussions
Work Sample
(My Number ):
Ability to come
up with
accurate clues
to describe a
decimals
position
Ability to

number (see
number line (see
appendix 5).
appendix 6).
Students are asked Example of possible
to think about
clues for 0.297
where they would
I have 3 digits.
place it. One pair at I am smaller
a time places it on
than 0.4
number line and
I have 2 tenths
justify why it would
but am bigger
be positioned there.
than 0.2
May be helpful to
get students with
Probing Questions:
benchmark to go
Why is your
first and discuss
number placed
why this is the
where it is?
case.
How do you
know it is bigger
Probing Questions:
than the number
Which numbers
on its left? And
do you think we
smaller than the
should place
one on the right?
first? Why?
What are some
Why did you
features/
place your
characteristics of
number there?
your number?
How do we know
if a number is
bigger or smaller
than the number
near it?
What does it
mean if there is
a 0 in a place
value position?
What strategies
can we use to
compare

discuss the position

of numbers.
Probing Questions:
How do know
is bigger/smaller
than ?
Why is here
and not there?
Can you prove to
me why is
placed here and
not there?
How do you
know it is bigger
than the number
on its left? And
smaller than the
one on the right?

Is it a big or
small number?
How do you
know?
How many
tenths,
hundredths, and
thousandths
does your
number have?
What are some
numbers that
are
bigger/smaller
than it?

Extending
Prompts:
How do you
know it goes
there?
What if the
tenth/hundredth/
thousandth
value changed?
How will this
affect its
position?
Use more
difficult
numbers, extend
place value
system

accurately
justify a
numbers
position
Observation and
Anecdotal
Notes:
Ability to
correctly place
decimal on
number line
Ability to
accurately
justify the
decimals
position
What is their
disposition and
confidence
level when
completing
tasks?
Level of
participation in
class
discussions

Session 3
How to order
decimals on a
number line
and use
benchmarking
to help order
and compare

decimals?
What did we
learn last lesson
about how to
accurately
compare
decimals?

Sticky Notes:

Spin to Win:

(Downton, Knight,
Clarke & Lewis, 2013)

(Sexton, Brown &

Downton 2010)

A sticky note is
stuck on each
students
back/forehead. This
sticky note has a
decimal written on
it which is suitable
to their ability.
Students are to
walk around asking
other students a
yes or no question
to try and
determine their
number. If students
are struggling have
a class discussion
about what are
some useful/helpful
questions to ask.
Once students have
guessed their
number (or interest
stops) get students
to take their
number of and stick
it on a number line

Share Time:
Students can share
their strategies.
Discuss the
Students play Spin advantages of
to Win in groups of benchmarking. Ask
4 (mixed ability)
the students what
(see appendix 7).
are some helpful
Students draw up a benchmarks when
place value chart to comparing
compare their
decimals.
decimal card to the Students can share
benchmark if
some tricky
needed. Students
comparisons they
need to
had to make. The
explain/justify why
class can then work
their decimal is
to solve some of
closest to the
these decimal
benchmark to their comparisons that
group members. If
students found
students cannot
difficult. Remind
solve a question
students of the
they can quietly ask steps of efficiently
another group for
comparing decimals
some help.
(refer to poster
made in session 1).
Probing Questions:
How do you
Probing Questions:
know which
How did you
number is
know which
closest to the
number is

Enabling
Prompts:
What question
could you ask to
work out what
your number is?
Would is my
number 0.560?
Or is my number
bigger than 0.5
be more helpful?
Can you show
me using the
place value
chart?
Using the poster
we made last
lesson, what do
we need to look
at first?
What do we
know about
decimals that
can help us?
Limit the range
of cards
Break it down
how far away is
from? What
about how far

Observation and
anecdotal notes:
Ability to ask
appropriate
questions which
helps them to
determine their
number
Ability to
accurately
place their
number on a
number line
and provide
justification for
why they
placed it there
Ability to
accurately
determine
which decimal
is closest to
benchmark
Ability to justify
why a decimal
is closet to a
benchmark
What is their
disposition and
confidence

on the IWB where

they think it should
go. Ask students
what made it easier
to order decimals
last session
(benchmarks) and
prompt students to
place these
numbers first.
Discuss the position
of some of the
decimals and why
the students placed
them where they
did.
Probing Questions:
Which numbers
do you think we
should place
first? Why?
Why did you
place your
number there?
How do we know
if a number is
bigger or smaller
than the number
near it?
What does it
mean if there is
a 0 in a place
value position?
What strategies
can we use to
accurately
compare

benchmark?
What place
value position
should you look
at first?
What happens if
the tenths value
is the same?
Can you show
me using the
place value
chart why your
number is the
closest to the
benchmark?
What strategies
did you use to
solve?

closest to the
benchmark?
What strategies
did you use? Did
these always
work?
What strategy
was the most
helpful?
Did you have a
tricky pair of
decimals to
solve?
What is the best
way to
accurately
compare
decimals?

about is from
?
Extending
Prompts:
Use more
difficult cards
What decimals
were the
easiest/hardest
to compare?
Why?
Change
benchmarks
Would it still be
the closest to
(benchmark) if
we changed this
value (change a
value in any of
the place value
columns)?
Discuss what
would change
and why?

level when
completing
tasks?
Level of
participation in
group and class
discussions

decimals?

Session 4
Determine
numbers
which are
between 2
endpoints on
a number line
and justify
their position.
Students will
use their
knowledge of
place value
and size of
decimals to
solve an open
task.

Number Between: Open task:

(Helme & Stacey,
2000).

Teacher draws a
number line on the
IWB and nominates
2 endpoints (such
as 0 and 2).
Students are able
to suggest a
number which is
between these 2
endpoints and
justify why it is
appropriate. This
suggested number
now because a new
endpoint. A coin
can be flipped to
determine if the
next number will be
above or below this
new endpoint;
heads = above,
tails = below.
Encourage all
students to
participate in
suggesting a
number. When a
number is

(Victorian State
Government. Education
and Training, 2014c).

Pose students the

following open task
. < . 3 (see
appendix 8). Ask
students to find as
many possible
answers as they
can. Remind
students that for
open tasks there
are different
methods/answers.
Probing Questions:
What is this
number
sentence
saying?
What side of the
sentence is
bigger? How do
you know this?
How do we find
out what values
to put in the
other positions?

Discuss Open
Task:
Ask the students to
share answers they
came with and why.
Ask students
probing question
which will prompt
students to begin
thinking about
generalising the
task.
Probing Questions:
Are there some
place value
positions that
can only be
certain values?
Or can there be
a range of
values?
o If the ones
columns are
both 0, then
the tenths
position for
the first
number
must be 2, 1,
or 0.

Enabling
Prompts:
Will this number
be bigger or
smaller than the
newest
endpoint? How
do you know
this?
What makes a
number bigger
or smaller?
Why did you
suggest that
number?
Can you
remember the
steps of how to
accurately
compare
decimals?
Which number is
bigger? How do
you know?
What makes a
number bigger?
What does the
3 represent?
If there are 3
tenths in the

Work Sample
(Open Task):
Ability to
accurately
solve/attempt
open task
Able to come
up with multiple
answers
Uses a range of
strategies/meth
ods to solve
Ability to justify
why some
positions can
have a range of
values and
others can only
be specific
values
Ability to justify
their answers
and whether
they have
found all
possible
answers
Observation and
anecdotal notes:
Ability to

suggested discuss

why this number is

appropriate and can
be positioned
between the 2
endpoints. This
continues and the
number line
becomes smaller.
This helps students
gain an
understanding of
the
value of numbers
from their relative
position on the
number line and an
appreciation of the
density of decimal
numbers (p. 113).
Probing Questions:
Where is this s
new/suggested
number going to
be placed on the
number line?
How do you
know this
number is
bigger/smaller
than the new
endpoint?
Why did you
suggest that
number?
How do you
know the

Can only 1
number go in
each position or
is there a range
of possible
numbers?

o If the ones
column of
the 2nd
number is
one or more
then the
ones column
of the 1st
must be
smaller than
the value in
the ones
column of
the 2nd.. The
tenths the
tenths
position can
be any value
then.
Why can there
be a range of
values?
How do we know
we have
selected the
correct values?
How can we
check that the
number
sentence is still
true?

bigger number
how many
should there be
in the other
number to make
sure its smaller?
What numbers
could we put in
the units column
to keep the
number
sentence true?

Extending
Prompts:
How many
numbers are
between and
? Begin to
think about
decimal density
What number is
between 0.41
and 0.42?
Can you justify
why your
suggest number
is between the 2
endpoints?
Is there only one
possible answer?
What if an extra
value was added
after the 3?
How would this
affect your
answers?
Can each box be

accurately
suggest a
number which
is between the
2 endpoints
Ability to
accurately
justify why their
suggested
number is
appropriate
Ability to
solve/attempt
the open task
individually
What is their
disposition and
confidence
level when
completing
tasks?
Level of
participation in
group and class
discussions

Session 5
Use their
knowledge of
place value
and size of
decimals to
solve an open
task.
Demonstrate
their ability to
accurately
and efficiently
compare
decimals.

number is
between the 2
endpoints?
Why is this
number
positioned here?

Open task:

Comparison test:

(University of
Cambridge, 2015).

(Victorian State
Government. Education
and Training, 2014a).

Students work in
mixed ability pairs
to solve the
following open task:
5. 5. (see
appendix 9)
Use the symbols
and numbers below
to make the above
number sentence
correct:
<>1123
e.g. 5.31 > 5.21
Remind students
that for open tasks
there can be
different
methods/answers.
Probing Questions:
Is there more
than one

Students complete
Decimal
Detectives
(Decimal
Comparison Test,
see appendix 1).
This is a post-test
to see how much
students have
learnt about
accurately
comparing
decimals.

Brainstorm:
Ask the students
what they have
learnt through out
this unit. The
students answers
are written on a
larger poster paper
and then can be
used for future
reference.
Particularly get
students to include
how to accurately
and effectively
compare decimals.

Probing Questions:
How do you
Self assessment:
know which
Once students have
decimal is
finished the
bigger?
decimal comparison
test they complete
What strategies
a self-assessment
have you learnt
on how they feel
about how to

any number or
are there only
certain possible
answers? How
do you find
these?
How do you
know you have
found all the
answers?
Can you make
your own open
task like this?
Enabling
Prompts:
Which number is
bigger? How do
you know?
What are these
positions called?
What tells us a
number is bigger
than the other?
What do < and
> mean?
Extending
Prompts:
Is there are a
range of values
for the place
value positions?
Or can they only
be more
number?
Have you found
all possible
answers? How

Work Samples:
Open Task
Ability to
accurately
solve/attempt
open task
Able to come
up with multiple
answers
Uses a range of
strategies/meth
ods to solve
Ability to justify
why a number
be positioned
there
Ability to justify
their answers
and whether
they have
found all
possible
answers
Decimal

possible answer?
How do you
know?
What do < and
> mean?
How many
different
sentences can
you make?
How do you
know your
answers are
correct?
What strategies
can you use to
check your
answers are
correct?
How will you
know when you
have found all
possible
answers?

they have gone and

improved
throughout the unit
(see appendix 10).
Probing Questions:
How do you
know which
decimal is
bigger?
What strategies
have you learnt
about how to
accurately
determine which
decimal is
larger?
What have you
learnt about
decimals and
about comparing
and ordering
decimals?

accurately
determine which
decimal is
larger?
What is the best/
most accurate
way to compare
decimals?
What else have
you learnt about
decimals and
about comparing
and ordering
decimals?

do you know?
Can you make
your own open
task like this?

Comparison Test
Teacher can use
the Decimal
Classification
sheet (see
appendix 4) to
determine if the
student has
longer-is-larger,
shorter-is-larger
misconceptions
or is an
apparent expert
(Victorian State
Government.
Education and
Training,
2014b).
No longer
relying on
longer-is-larger
or short-islarger
misconception
thinking
Improved
number of
correct answers
by using correct
comparison
strategy
Students
are/becoming
apparent
experts in
comparing
decimals

Self assessment
What have
students learnt?
Have they
learnt was what
intended?
Do they show a
strong
understanding
of how to
compare and
order decimals?
Is there selfassessment a
true reflection?
Observation and
Anecdotal
Notes:
Ability to
solve/attempt
the open task
with partner
Level of
participation in
group and class
discussions
What is their
disposition and
confidence
level when
completing
tasks?
Total Word Count: 2951 words (excluding templa

Appendix 1 Decimal Comparison Test

Decimal Detectives

Appendix 2 Decimal Cards

** These can be changed/adapted to suit students needs and
abilities

0.25 0.029
0.987 0.008
0.905 0.301
0.555 0.00

0.1

0.27

0.486 0.1015
0.795

0.5

0.999 0.399

0.098 0.787
0.08 0.900
0.80 0.354
0.567 0.111

0.002 0.222
0.321 0.7651
0.123 0.432
0.819

0.4

Appendix 3 Probing Questions

Show students the longer-is-larger and shorter-is-larger examples and ask students what did
we learn?
What did we have to do after I told you, which was bigger? What did we look at when
comparing?
Which decimal is larger 0.234 or 0.235?
o This means students cannot use their longer-is-larger or shorter-is-larger thinking
because the decimals are the same length
If students are struggling to notice they need to look at the place-value of the number the
teacher can break it down for them.
Point ones/units position what is this place value position? Which is bigger based on this
position?
Point to tenths position what is this place value position? How many tenths in 0.234 and
0.235? Which has more tenths, therefore which is bigger?
Point to hundredths position what is this place value position? How many hundredths in
0.234 and 0.235? Which has more hundredths, therefore which is bigger?
Point to thousandths position what is this place value position? How many thousandths in
0.234 and 0.235? Which has more hundredths, therefore which is bigger?
Who can tell the class the steps to accurately comparing decimals in their own words?

Appendix 4 Decimal Classification Sheet

Appendix 5 Decimal Clothes Line

** These can be changed/adapted to suit students needs and abilities

0.1

0.25

0.5

0.75

0.9

0.24

0.002 0.12
0.73 0.7651
0.13 0.432
0.819

0.4

0.56 0.222
0.321 0.29
0.123 0.79
0.23

0.99

0.009 0.154
0.54 0.1612
0.398 0.349
0.76

0.04

Appendix 6 Clues for a number

My Number

Can you guess what my number is?

Justification:
My number is placed in its position because

Appendix 7 Spin to Win

Instructions (adapted from Spin to Win Sexton, Brown & Downton)
1.
2.
3.
4.
5.

Make two teams of two players.

Deal all decimal cards to both teams and place them in a pile face down.
A member from each team turns over the top card of the team pile.
One player spins the spinner to determine the winning card for the play.
Students then determine which teams decimal is the closest to 0.1, 0.25, 0.5 or 0.9.
The team who has the decimal that meets the criterion spun by the spinner wins the
decimal cards for that round.
6. Each team must justify why their decimal wins that round. If teams agree, then the
card is handed to the winning team. If the teams cant agree then players from a
second set of teams need to be included in the discussion until the winning team
can be agreed upon.
7. If the teams turn over the same, then each team turns over another card and places
it on top of the original. They spin again and determine which team wins all four
cards.
8. Play continues until one team has won all of the cards or until time is up. If time
expires, the team with the most decimal cards wins the game.

Spin to Win Spinner

Closest to
0.5

Closest to
0.9

Closest to
0.1

Closest to
0.25

Spin to Win Cards

0.5

0.9

0.1

0.25

0.63

0.99

0.123 0.29
0.798 0.58

0.001 0.899
0.45

0.004 0.355

0.259 0.678

0.905 0.010
0.234 0.754
0.650 0.18

0.206 0.202

0.865 0.11
0.119 0.781
0.789 0.34
Appendix 8 Open Task Session 4

Open Task

. < . 3
How many different ways can you fill in the blanks to
make the number sentence true?
How do you know you have found all the possibilities?

Appendix 9 Open Task Session 5

Open Task

5. 5.
Use the symbols and numbers below to make this
number sentence true:
< > 11 2 3
How many different sentences can you make?
How will you know when you have found them all?

Appendix 10 Self-assessment

Self-Assessment
Decimals
How I feel about decimals now

What I learnt about decimals

What I still dont understand about decimals

Anything else I want to tell my teacher about decimals: