comparing rational numbers
Order Instructions:
Comparing Rational Numbers
Number sense is foundational to everything you do that involves mathematics. While some people seem to be intuitively good with numbers, most people develop number sense over time as they grow in their understanding of numbers, number relationships, and mathematical processes. Estimation is an important aspect of number sense, an essential skill with unlimited applications to the real world as well as other mathematical procedures.
In this Discussion, you will use number sense and estimation strategies to solve two mathematical tasks.
To prepare for this Discussion:
• Reflect on the short IMAP video segments presented in this week’s Learning Resources.
o How well do the students featured in the videos demonstrate an ability to make sense of the various meanings and notations of the fractions and decimals presented to them?
HERE IS THE VIDEO LINK
http://mym.cdn.laureate-media.com/2dett4d/Walden/MATH/6551/02/mm/vfe/index.html
o What strategies do they use to help them understand and compare the numbers? What misconceptions are revealed as they explain their mathematical thinking?
• Review the article “Estimation’s Role in Calculations With Fractions”as well as the classroom video program for this week. Consider how concrete models, such as fraction strips and number line drawings, can be used to support the development of rational number sense and increase student’s ability to compare rational number quantities.
• Then, read through the mathematical tasks below and select two to solve.
1. Which fraction is closest to 1?2? 3?8 or 4?7?
2. If 50% of a number is 10, what is 75% of the number?
3. Is 3.586 closer to 3 1?2 or 3 2?3?
4. Which number is the greatest? –1.4 or –1 1?4
• For each task selected, solve using estimation and number sense strategies, rather than relying on rote procedures.
• Finally, consider how students might approach solving the tasks.
o What kinds of misconceptions might arise?
o How might you address these misconceptio
