Description:
In unit 5,
students find equivalent fractions to change fractions with a denominator of
10 to a denominator of 100. Students
should recognize that decimal place value units are special fraction
units: 0.7, 7 tenths, and are different ways to show the same
number. Students will include decimal
places on the place value chart.
Students will use baseten blocks, grids, and number lines as the
primary models for developing conceptual understanding. Students will read and write decimal
numbers to hundredths.
Students add
and subtract tenths plus hundredths using models and visual
representations. Students add and
subtract fractions with unlike units, for example, 3 tenths + 4 hundredths =
30 hundredths + 4 hundredths. Students
compare decimals using the symbols >, < and =. Students will apply their understanding of
decimal fractions to solve measurement word problems.

Major
Cluster: Number and OperationsFractions

Understand decimal notations for
fractions, and compare decimal fractions.

4.NF.C.5

Express a fraction with
denominator 10 as an equivalent fraction with denominator 100, and use this
technique to add two fractions with respective denominators 10 and
100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

4.NF.C.6

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;
represent 62/100 of a dollar as $0.62.

4.NF.C.7

Compare two decimals to hundredths by reasoning
about their size. Recognize that comparisons
are valid only when
the two
decimals refer to the
same whole.
Record the results of comparisons
with the symbols >, =, or <,
and justify the conclusions, e.g.,
by using a visual model.

Supporting
Cluster: Measurement and Data

Solve problems involving measurement and conversion of measurements
from a larger unit to a smaller unit

4.MD.A.1

Know
relative sizes of measurement units within one system of units including ft, in, km, m, cm; kg, g; lb., oz.; l, ml; hr., min,
sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller
unit. (Conversions are limited to onestep conversions.) Record measurement equivalents in a
twocolumn table. For example, know
that 1 ft. is 12 times as long as 1 in.
Express length of a 4 ft. snake as 48 in. Generate a conversion
table for feet and inches listing the number pairs (1, 12), (2, 24), (3,
36), ….

4.MD.2

Use the four operations
to solve word problems involving distances, intervals
of time, liquid volumes, masses of
objects, and
money, including
problems involving whole numbers
and/or simple fractions (addition and subtraction of fractions
with like denominators and multiplying a fraction times a fraction or a whole
number), and
problems that require
expressing measurements given in a larger unit in
terms of a
smaller unit. Represent measurement quantities using
diagrams such as number
line diagrams that
feature a measurement scale.
Note: Students
who can generate
equivalent fractions can develop strategies for adding
fractions with unlike
denominators in general. But addition and subtraction with
unlike denominators in general
is not a requirement at this
grade.

Operations and
Algebraic Thinking

Generate and analyze patterns.

4.OA.5

Generate a number or shape pattern that follows a given
rule. Identify apparent features of the
pattern that were not
explicit in
the rule itself. For
example, given the
rule “Add 3”
and the starting number 1, generate terms in the resulting
sequence and observe that
the terms
appear to alternate between odd and even numbers. Explain informally why
the numbers will
continue to alternate in
this way






Enduring Understandings:
·
Fractions
can be expressed as decimals.
• Decimals can be represented visually
and in written form.
• Decimals are a part of the base ten
system.
·
Comparisons
of two decimals are only valid when the two decimals refer to the same whole.

Essential Questions:
·
What is a decimal fraction and how can it be represented?
• What patterns occur on
a number line made up of decimal fractions?
·
When we compare two decimals, how do we know which has a greater
value?
·
What is the relationship between fractions with denominators of
10 and denominators of 100?
·
How can I represent a fraction with a denominator of 10 on a
hundreds grid?
·
How can I use what I know about decimal fractions to solve
problems involving metric measurement?
