Description
- Overview:
- Whole numbers are no better than any others! Practice plotting values on the number line as a passionate activist rises up and demands equity for all numbers, including fractions and decimals.
- Subject:
- Mathematics
- Level:
- Upper Primary, Middle School
- Material Type:
- Lecture
- Author:
- NMSU Learning Games Lab
- Provider:
- Learning Games Lab
- Date Added:
- 07/15/2015
- License:
- Some Rights Reserved
- Language:
- English
- Media Format:
- Video
Comments
Standards
Learning Domain: Number and Operations - Fractions
Standard: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Number and Operations - Fractions
Standard: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when 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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Number and Operations in Base Ten
Standard: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Number and Operations in Base Ten
Standard: Perform operations with multi-digit whole numbers and with decimals to hundredths. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Degree of Alignment: Not Rated (0 users)
Learning Domain: The Number System
Standard: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: The Number System
Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
Degree of Alignment: Not Rated (0 users)
Learning Domain: The Number System
Standard: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
Degree of Alignment: Not Rated (0 users)
Learning Domain: The Number System
Standard: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3ĺˇC > -7ĺˇC to express the fact that -3ĺˇC is warmer than -7ĺˇC.
Degree of Alignment: Not Rated (0 users)
Cluster: Develop understanding of fractions as numbers
Standard: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
Degree of Alignment: Not Rated (0 users)
Cluster: Understand decimal notation for fractions, and compare decimal fractions
Standard: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when 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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
Degree of Alignment: Not Rated (0 users)
Cluster: Understand the place value system
Standard: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Degree of Alignment: Not Rated (0 users)
Cluster: Perform operations with multi-digit whole numbers and with decimals to hundredths
Standard: Perform operations with multi-digit whole numbers and with decimals to hundredths. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Degree of Alignment: Not Rated (0 users)
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers
Standard: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Degree of Alignment: Not Rated (0 users)
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers
Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
Degree of Alignment: Not Rated (0 users)
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers
Standard: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
Degree of Alignment: Not Rated (0 users)
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers
Standard: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
Degree of Alignment: Not Rated (0 users)
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Tags (9)
- Algebra
- Decimals
- Fractions
- Graphs
- Number Line
- Operations
- Quantitative Relationships
- Representation
- Iowa Video
So... doesn't seem open at all. All rights reserved. Great video! Wonder if they'd consider an OER license...