Rational Numbers on the Number Line

6.NOS.6 · Unit 9 · Lesson 4

Name   Period

Objectives / Objetivos

Content Objective: I can place rational numbers, including fractions and decimals, on a number line.

Language Objective: I can explain my reasoning using the words rational number, fraction, decimal, and number line.

Key Idea / Idea clave

To plot a rational number, find the two whole numbers it falls between, then split the space into equal parts.

I Notice / Observo

  • Where would -2.5 fall on a number line between -3 and -2?
  • How is plotting 3/4 different from plotting a whole number?

I Wonder / Me pregunto

  • How many rational numbers exist between any two integers?

Vocabulary / Vocabulario

Term / TérminoDefinition / Definición
Rational number
Número racional		Any number you can write as a fraction. This includes fractions, decimals, and integers.
Cualquier número que puedes escribir como fracción. Incluye fracciones, decimales y enteros.
Fraction
Fracción		A number that shows part of a whole, like 3/4.
Un número que muestra una parte de un todo, como 3/4.
Decimal
Decimal		A number with a dot, like 0.5, that shows a part less than one.
Un número con un punto, como 0.5, que muestra una parte menor que uno.
Number line
Recta numérica		A straight line where numbers are placed in order; numbers get smaller to the left and larger to the right.
Una recta donde los números se colocan en orden; los números son menores a la izquierda y mayores a la derecha.
Equivalent
Equivalente		Having the same value, just written a different way.
Tener el mismo valor, escrito de otra forma.
Integer
Número entero		Whole numbers and their opposites, like -2, -1, 0, 1, 2.
Números enteros y sus opuestos, como -2, -1, 0, 1, 2.

Practice Preview / Vista previa de práctica

  1. Which point is located between -1 and -2 on the number line?
    1. -0.5
    2. -1.5
    3. -2.5
    4. 1.5
  2. Plot these rational numbers: -3.5, -1/4, 2.75, -2, 1 1/2
  3. Convert between fraction and decimal form. Then plot on a mental number line to compare.
  4. Find the Plotting Error
    1. Step 1: Problem — Plot -3/4 on the number line
    2. Step 2: Student thinking — -3/4 has a 3 and a 4, so I go to -3 on the number line and then count 4 more to the left
    3. Step 3: Student answer — Point plotted at -7

    Which step has the mistake? Explain it and write the correct work.

Reflection / Reflexión

One thing I learned today / Una cosa que aprendí hoy: