4.NF.6 - About the Math, Learning Targets, and Rigor

Grade 4 Decimals

4.NF.6

Full Standard

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Note: Grade 4 expectations include decimals greater than 1 through 100 (i.e. 74.62).

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

Report Card Measurement Topic: Demonstrates understanding of number, fraction, and decimal concepts.

 

3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

Report Card Measurement Topic: Demonstrates understanding of number and fraction concepts.

 

Learning Targets

  • Explain the relationship between a fraction and a decimal.
  • Represent a fraction with a denominator of 10 or 100 as a decimal.
  • Identify the tenths and hundredths place.
  • Represent a decimal on a number line with varied endpoints (ticked number line and open number line).

 

About the Math

Students need to understand that decimals are an extension of our whole number base ten system. Decimals and fractions both represent parts of a whole. Students need to understand the value of the place and the relationship between place values so that 0.7 is ten times larger than 0.07. When reading decimals the decimal point is read as AND which separates the whole number from the decimal. Having students read decimal names out loud helps them make connections to fractions. When we see 0.4 we say, “Four-tenths” and 0.07 is read as “Seven Hundredths.”

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
 
  • Explain the relationship between a fraction and a decimal.
  • Represent a fraction with a denominator of 10 or 100 as a decimal.
  • Identify the tenths and hundredths place.
  • Represent a decimal on a number line with varied endpoints (ticked number line and open number line).
 

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 3 Grade 5
  • This concept is not taught prior to grade 4.
  • Understand the place value system (5.NBT.1)

 

 

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