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Day 2 — A number line is a test of orderYear 7 Maths · T1 W1–2 · Day 2 lesson

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Year 7 / Term 1 / Weeks 01 02 / Mathematics

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Sources and materials · Check guide.

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Codes: AC9M7N04. Goal: order rational values by common representation and position. Prepare: 0–1 strip, 3/8, 0.4, 1/2 cards.

  1. Start · 2 min. Ask: “Is 3/8 before or after 0.4 on a 0–1 line? A guess is fine; we will check.”
  2. Model · 5 min. Divide a strip into eighths. 3/8 = 0.375 by 3 ÷ 8 or 375/1000. Mark it just left of 0.4. Explain that each tick represents equal numerical distance, not equal printed space between arbitrary labels.
  3. Guide comparison · 6 min. Convert 1/2 = 0.5; order 0.375 < 0.4 < 0.5. Use 0.4 = 2/5 as a second representation. Check that 0.4 is 4 tenths, not 4 hundredths.
  4. Pairs place and defend · 7 min. Add 1/4, 3/4 and 0.62. Pairs place cards approximately on the labelled strip and defend two neighbour relationships numerically. They may use a conversion or benchmark argument; line position without reason is incomplete.
  5. Error talk · 3 min. Show a fictional placement of 0.62 to the left of 0.5. Ask: “Which benchmark tells us that cannot be right?” 0.62 is greater than 0.50.
  6. Exit · 2 min. Everyone orders 0.25, 3/8, 0.5 → 0.25 < 0.375 < 0.5. Sample focus reasoning; revisit thousandths if 0.375 is misread.

Access: large desk/floor line, tactile marked endpoints and quarters, worded comparison read aloud, AAC before/after choices. Record which conversion support was supplied.

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