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).
These tasks can be used with small group or whole group instruction.
Begin the module by giving students the opportunity to share what they already know about decimals. Write one question on a piece of poster paper and hang them around the classroom. Give each group of students a different color marker. Groups should circulate around the room answering the different prompts and adding their ideas to the posters. After each group has had a chance to visit each question, share the responses with the entire class and facilitate a discussion about decimals. Questions ideas: I am thinking of some numbers between 1 and 2. What might they be? Write any number less than one. Where do you see decimals in your community? List as many places as possible. Where do you see fractions in your community? List as many places as possible. What do you know about decimal numbers? List the place values you remember.
Use the resources Links to an external site.to create a visual representation of the relative size of tenths and hundredths. Students should work together to build the model of ten, one, tenths, and hundredths. After the model is constructed, ask students to represent decimal numbers (less than 20). Once students have a solid understanding of the relative size of tenths and hundredths, you can transition to using place value disks to build decimal numbers. Encourage students to use a place value mat when building numbers with the place value disks. Once a number is created using the manipulatives, students should write the numbers in expanded from to help solidify their understanding of the value of each digit.
Use the zoomable number lineLinks to an external site. to investigate decimals on a number line. Navigate the number line while students notice, wonder, and observe the location of decimals on a number line.
What is the relationship between decimals and fractions?
Is it easier to convert a fraction to a decimal when the denominator is a multiple of 10? An even number? An odd number?
Rewrite this number sentence using decimals : 40/100 + 2/100 = 42/100.
Write three decimals that are in between ¼ and ¾? How do you know your answer is correct?
Name two decimals that occupy the same point on a number line.
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
*** These lessons are all contained in the same file. ***
Tasks From Print Resources
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.