Getting Started 
Misconception/Error The student does not relate decimal notation to place value. 
Examples of Student Work at this Level The student:Â
 Does not have an appropriate strategy to locate numbers written in decimal notation on the number line.
 Does not demonstrate an understanding of the relationship between the fractions and the decimals. The student writes numbers between the benchmarks and does not mark the number line.
 Interprets decimals in the same fashion as whole numbers (e.g., the longer the number, the greater its value).
 Places 0.6 and/or 0.8 before because six and eight come before 25.

Questions Eliciting Thinking Some of the numbers are given as decimals and some are given as fractions. How can you make the numbers easier to work with?
What do you know about the fractions that are already placed on the number line? What are the decimal equivalents?
How would you write as a decimal? If = 0.25, would you locate 0.17 before or after Â on the number line?
How do you indicate a numberâ€™s location on a number line?
How can reading the decimal aloud help you to use the benchmarks to locate the fraction on the number line?
How can you compare a fraction with 10 in the denominator to a fraction with 100 in the denominator?
Can you read 0.6 aloud? How is that written as a fraction? How can you compare a fraction with 10 in the denominator to a fraction with 100 in the denominator?
Can you explain how 0.3 and 0.30 are different? How are they alike?
When you look at a decimal, how do you know the numerator of the fraction? How do you know the denominator? 
Instructional Implications Encourage the student to express all of the numbers in a common form. Model for the student how to read decimals and write them as fractions. Guide the student to understand that the number of digits to the right of the decimal indicates the number of zeros in the denominator of the fraction. Begin with decimals such as 0.6 and 0.93. Next, introduce decimals with zeros in the tenths or hundredths place such as 0.40 and 0.07. Use place value blocks, 10 by 10 grids, and money to model the equivalence of decimals such as 0.8 and 0.80 and the corresponding fractions of and . Provide opportunities for the student to use base ten models (e.g., blocks, number lines) to explore the relative sizes of decimals and fractions.
Provide additional opportunities for the student to locate decimal numbers given in tenths and hundredths on a number line when benchmark decimals or fractions are given. Guide the student to observe that every number is located at an exact spot on the number line, and equivalent numbers expressed in different forms share the same location (e.g., , and 0.5). Remind the student to consider the size of the whole when locating fractions/decimals on the number line.
Consider implementing the MFAS tasks FourSixths On a Number LineÂ orÂ Hundredths and Tenths.
Encourage the student to reason about the size of each fraction and then compare it to the benchmark fractions that are listed on the number line. Ask the student to consider . Because half of 25 is about 12, would be located about halfway between 0 and on the number line.
Guide the student to understand that the number of digits to the right of the decimal indicates the number of zeros in the tenths or hundredths place, such as 0.40 and 0.07. 
Making Progress 
Misconception/Error The student does not accurately locate numbers within the benchmark intervals. 
Examples of Student Work at this Level The student does not recognize the number line consists of equal size intervals (in this case, hundredths).
The student locates 0.17 to the left of but it is directly to the right of zero or directly to the left of .
The student places the decimals between the appropriate benchmarks without regard for the relative to the values. In the first example, the student demonstrates some understanding of locating numbers written in decimal form but writes the decimal point in the numerator of the fractions (e.g., ).
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Questions Eliciting Thinking How many hundredths are between each benchmark? How can you use that knowledge to help you locate the decimals on the number line?
What is your strategy for placing the decimals on the number line?
What happens to the decimal point when you write the decimal as a fraction? 
Instructional Implications Remind the student of the proper form for writing fractions in decimal notation.
Provide additional opportunities for the student to locate decimal numbers given in tenths and hundredths on a number line when benchmark decimals or fractions are shown. Remind the student the number line is divided into equal intervals. Encourage the student to reason about the size of each fraction and then compare it to the benchmark fractions that are listed on the number line. For example, is little bit more than one half, so this should be placed to the right of but less than halfway to .
Consider implementing the MFAS task Using Benchmark Decimals on a Number Line. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student accurately uses the benchmark fractions to locate each of the four decimals on the number line. The student places 0.17 to the right of the midpoint between 0 and , 0.32 to the right of but less than the midpoint of and , 0.6 a bit less than the midpoint of and , and 0.8 directly to the right of . 
Questions Eliciting Thinking Another student placed 0.6 near the zero. Why do you think that is?
If the number line were anchored with zero and two, where would you place 1.49?
How would you convince others that you placed the decimals correctly on the number line?
What was your strategy for placing the decimals on the number line?
How would you compare 0.3 and 0.27? 
Instructional Implications Extend the number line and challenge the student to locate decimals and fractions greater than one.
Provide practice comparing two decimals to hundredths by reasoning about their size. Remind the student that comparisons are valid only when the two decimals refer to the same size whole. Challenge the student with numbers given in varying formats (e.g., compare to 0.77). 