One number line for everything
Stretch masking tape across the floor and mark zero in the middle. Hand out cards with integers, fractions and decimals and have students stand where their number belongs. Then ask two students to explain who is greater and how they know. Seeing -3 stand to the left of -1 settles a lot of arguments.
Why it works: showing first, practicing together, then letting kids try alone is the "gradual release" model teachers have relied on for decades (Pearson and Gallagher, 1983).
Try it withGreater Than Less Than Inequalities SongSongsOpen it →