We can compare and order decimals to the thousandths place using inequality symbols such as greater than, less than, and equal to.
How can you use an inequality to compare two fractions?
I can use an inequality to compare two fractions by...
By studying this visual, students might:
- The inequality symbol is shown between two amounts.
- The coins and money represent decimal values.
- The symbol ">" or "" appears to compare two values. The words greater than and less than are linked to symbols. One side has more value than the other.
- The words greater than and less than are linked to symbols.
- One side has more value than the other.
- How do I know which side is greater or less?
- What do the symbols ">" and "How do decimals relate to coins?
- Can I use the same symbol for fractions and decimals?
- What symbol do I use when the values are the same?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What is an inequality?
An inequality is...
How is an inequality related to the phrases
An inequality is related to the phrases
How can you use an inequality to compare two fractions?
I can use an inequality to compare two fractions by...
Example Student Responses to the Observational Question
An inequality is when two numbers are not equal.
An inequality is a math sentence that uses symbols like greater than or less than to compare two decimal values.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
Let’s read to see how two friends use decimals and inequality symbols to compare their lemonade sales.
- The amount of money the friends compare
- When the symbols greater than and less than are used
- What the friends say about their total sales
- How the friends know if they reached their goal
- The word inequality in the passage
How can comparing decimals in real life, like at the lemonade stand, help you understand inequality?
Comparing decimals helps me understand inequality because...
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.