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).
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.
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 links provide ideas for lessons connected to this standard. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning.
Rigorous mathematics instruction balances the teaching and learning of conceptual understanding, procedural understanding, and the application of mathematics standards. Below are prompts for applying rigor in your classroom. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning. See the Increasing Rigor page for more information.
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.
+++ Indicates recently created HCPSS instructional tasks. These tasks are provided in Google slides. When selected, a copy of the file is added to your drive for classroom use.
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 links provide ideas for lessons connected to this standard. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning.
These links provide online and print resources to engage students during independent or center time. These resources could also be used as lesson seeds.
These resource sheets can be used for independent practice or homework. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
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).
Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. The recording sheet can be used to collect data. The rubric can be applied to any task. Select the preview icon to preview the task before downloading.
These tasks align with the learning targets for the standard. They can be combined with other tasks for extended assessment opportunities. Teachers/students are not expected to complete all these tasks.
