Fractions and Decimals

Fractions and decimals are directly related. Today we explored that relationship!

 

This is the page we looked at on the board. You can find this and many others on my decimal pack.

Decimals

We are continuing with place value but now we are moving onto DECIMALS!

These are the TEKS related to decimals that our fourth graders are expected to do.

4.2E represent decimals, including tenths and hundredths, using concrete and visual models and money;

4.2B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals

4.2F compare and order decimals using concrete and visual models to the hundredths; S Compare

4.2H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;


To get us started we wrote about decimals in our journals.
We looked at three ways to see decimals: picture form, word form, standard form. We did a matching activity with those forms. I want the kiddos to get used to see decimals in all sorts of ways!!

Showing off the math journal.

Playing the matching game.

Matching game close up

Putting decimals on a number line.

Practicing the different ways to write a number.

Putting our decimals on the number line.

Intern teacher!!

Fractions on the Number line

One of the TEKS is

4.3.G - represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

 Fractions on a numberline is a tricky concept. Honestly, regular numbers on a numberline is tricky!
When I had my kiddos do decimals on a number line each child got a sticky note with a decimal (that was less than one). They had to do the the fraction, decimal, picture, word form, and expanded notation for that decimal. Then they had to place it on the number line.
It was tricky to remember that 0.11 goes right after 0.1.
Because 0.1 = 0.10

Today for fractions on a number line, I did this lesson. It was pretty great and it gave us an opportunity to see equivalent fractions and unit fractions.

Decimals

We have started Bundle Three which is all about DECIMALS and fractions!!

Developing fluency with efficient use of the four arithmetic operations on whole numbers and using this knowledge to solve problems
Students add, subtract, multiply, and divide whole numbers fluently; justify these procedures; and use them to solve problems, including developing formulas for perimeter and area.
4.4A-H; 4.5A-D; 4.8A-C; 4.9A-B

Understanding decimals and addition and subtraction of decimals
Students use understanding of base-10 place value and equivalent fractions to develop understanding of decimals as numbers and of procedures for adding and subtracting decimals.
4.2A-H; 4.3G; 4.4A; 4.9A-B

Building foundations for addition and subtraction of fractions
Students use their understanding of fractions as numbers along with their understanding of addition and subtraction to develop understanding of and procedures for adding and subtracting fractions with like denominators. Students use these understandings and procedures to solve problems.
4.3A-G; 4.9A-B


I started decimals by talking about a familiar concept... money.
Now we're moving on to straight up decimals and fractions.  

Introducing Money

I started off by using a familiar model... the base ten blocks.
I had the kiddos journal about what they thought each base ten model might represent.

We came to the consenses that a hundred block could be a dollar.
A dime could be a ten rod.
A ones cube could be a penny.

Then we discussed how we would show a quarter, or a nickel.

Then it was time to make our money books!

Money is a great way to tie in fractions, and decimal points to a concept they're already familiar with.

The kids did a great job with their money books and I hope they made connections between the shaded part of the grid, the decimal point, and the fraction.
We made special note of the way 1/10 and 10/100 was the same amount when we looked at our dime.