Grade 4 Module 6. Decimal Fractions. Grade 4 Mathematics Curriculum Guide Table of Contents. Time Frame: About 20 Days

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1 Table of Contents Grade 4 Module 6 Time Frame: About 20 Days Decimal Fractions Topic A: Exploration of Tenths By the end of Topic A, your students should be able to: o Use decimal notation to represent fractions with a denominator of 10 Topic B: Tenths and Hundredths By the end of Topic B your students should be able to: o Use decimal notation to represent fractions with denominators of 10 and 100 o Use a model to represent the equivalence between tenths and hundredths Topic C: Decimal Comparison By the end of Topic C, your students should be able to: o Compare decimals to the hundredths place by reasoning about their size when relating to the same whole Topic D: Addition with Tenths and Hundredths By the end of Topic D, your students should be able to: o Convert fractions with denominators of 10 or 100 to equivalent fractions as necessary to add tenths and hundredths Topic E: Money Amounts as Decimal Numbers By the end of Topic E, your students should be able to: o Express money in decimal form (review) Module 6: Decimal Fractions CPSD 8/31/2016 Page 1

2 Grade 4 Common Core State Standards Checklist by Module This grade level chart provides an at a glance view of when each standard is addressed. Shaded boxes indicate standards assessed in Module 6. Some standards may be assessed again in a future module. Note that standards included in major clusters are followed by an asterisk (*). Please refer to the Curriculum Overview of A Story of Units for a curriculum map and detailed grade level descriptions including a summary of the year, a rationale of the module sequence, and a standards alignment chart. GRADE 4 MODULES CCSS OA 4.NBT 4.NF 4.MD 4.G 1* X X 2* X X 3* X X X 4 X 5 X 1* X 2* X 3* X 4* X 5* X 6* X 1* X 2* X 3* X 4a* X 4b* X 4c* X 5* X 6* X 7* X 1 X X 2 X X X 3 X 4 X 5 X 6 X 7 X 1 X 2 X 3 X Module 6: Decimal Fractions CPSD 8/31/2016 Page 2

3 EngageNY Recommended Materials by Lesson NOTE: Below is the list of materials recommended by EngageNY. Teachers may substitute other items as needed. Lesson Materials (T) kilogram bags of rice, digital scale, 1 meter strip of paper, sticky notes, meter stick (S) Divide by 1 10 Sprint, meter stick (per pair), blank meter strip of paper, centimeter ruler, markers or crayons, paper (T) Centimeter ruler, tenths area model (Template), document camera (S) Centimeter ruler, pencil, blank 2 paper, tenths area model (Template), personal white board (T/S) Whole number place value disks (tens and ones), decimal place value disks (tenths), personal white 3 board, tenths on a number line (Template) (T) Meter stick, 1 meter strip of paper partitioned into 10 equal parts by folds or dotted lines (S) Write 4 Fractions and Decimals Sprint, personal white board, tape diagram in tenths (Template) (T) Tenths and hundredths area model (Template), tape diagram in tenths (Lesson 4 Template), decimal 5 place value disks (S) Tenths and hundredths area model (Template), personal white board (T) Hundredths area model (Fluency Template) (T/S) Area model (Template 1), number line (Template 2), 6 pencil, personal white board (T) Hundredths area model (Lesson 6 Fluency Template) (T/S) Place value chart (Template), personal 7 white board, Pattern blocks (T/S) Area model and place value chart (Template), personal white board (S) Write Fractions and Decimals 8 Sprint (T) 2 meter sticks, 2 rolls of different color masking tape (e.g., yellow and blue), metric scale, 4 graduated 9 cylinders, bags of rice, water, food coloring, document camera (S) Personal white board, measurement record (Template), place value chart (Lesson 7 Template) (T/S) Personal white board, place value chart (Lesson 7 Template), comparing with area models 10 (Template), number line (Lesson 6 Template 2) (T) Number line (Lesson 6 Template 2) (S) Number line (Lesson 6 Template 2), decimal number flash cards 11 (Template) (1 set per group), personal white board (T) Area model and place value chart (Template) (S) Personal white board, area model and place value 12 chart (Template) 13 (S) Personal white board 14 (S) Personal white board 15 (S) Personal white board 16 (S) Add Decimal Fractions Sprint, personal white board Module 6: Decimal Fractions CPSD 8/31/2016 Page 3

4 CPSD Stage 1 Learning Goals Stage 1: Desired Results Transfer Goals Students will be able to independently use their learning to Solve real world problems involving simple fractions or decimals. Reason abstractly and quantitatively about fractions and construct arguments about fractions in the solution of problems as they look for and make use of structure Meaning Goals UNDERSTANDINGS Students will understand that Places have value and places have relationships (1/10 of the place to the left and 10x the value of the place to the right) Decimals are an extension of our whole number base ten system Measurement can be used to solve problems Fractions and decimals are related Units can be converted within the same measurement system Students will know Visual fraction models Equivalent fractions Decimal notation Vocabulary tenths, hundredths, sum, addend, customary units, metric system, inch, feet, yard, ounce, ton, second, minute, hour, day, week, month, year millimeter, centimeter, meter, gram, kilogram, milliliter, liter ESSENTIAL QUESTIONS How do you represent fractions as decimals? How can we use measurement to solve problems? Acquisition Goals Students will be skilled at Modeling fractions and decimals Representing fractions as decimals Representing decimals as fractions Identifying equivalent fractions Generating equivalent fractions Applying the four operations (+,, x, and ) to solve word problems Performing operations with whole numbers, fractions, decimals Comparing decimal fractions Recording Comparison results of whole numbers with >, +, < symbols Apply decimal tenths and hundredths as an extension of place value units that are a powers of ten to measurement conversions Module 6: Decimal Fractions CPSD 8/31/2016 Page 4

5 CPSD Stage 2 Module 6 Assessments Standards Module Topics & Lesson Sequence Available Assessments 4.NF.C.6 4.NBT.A.1 4.MD.A.1 Topic A Exploration of Tenths Lessons 1 3 Exit Tickets 4.NF.C.5 4.NF.C.6 4.NBT.A.1 4.NF.A.1 4.NF.C.7 4.MD.A.1 Topic B Tenths and Hundredths Lessons 4 8 Exit Tickets 4.NF.C. 5 4.NF.C. 6 Mid Module Assessment Administer After Topic B 4.NF.C.7 4.MD.A.1 4.MD.A.2 4.NF.C.5 4.NF.C.6 4.NF.B.3c 4.MD.A.1 4.MD.A.2 4.NF.C.5 4.NF.C.6 Topic C Decimal Comparison Topic D Addition with Tenths and Hundredths Topic E Money Amounts as Decimal Numbers Lessons 9 11 Exit Tickets Lessons Exit Tickets Cluster Assessment for NF.C.5 7 Lessons Exit Tickets All Standards Cluster Assessments available on the P:Drive End Of Module Assessment Administer after Topic E Module 6: Decimal Fractions CPSD 8/31/2016 Page 5

6 Topic A: Exploration of Tenths CPSD Stage 2: Evidence of Learning Topic A Stage 2 Evidence Evaluative Criteria/Assessment Level Descriptors (ALDs): (3 5 Only) 4.NF.C Understand decimal notation for fractions, and compare decimal fractions. Level 3 students should be able to add two fractions with respective denominators 10 and 100 by first converting to two fractions with like denominators; compare two decimals to the hundredths using >, <, =, or on a number line; and compare decimals by reasoning about their size. 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. Available Assessment Evidence PERFORMANCE TASK(S) Module 6: Lesson 1 Exit Ticket Module 6: Lesson 2 Exit Ticket Module 6: Lesson 3 Exit Ticket Topic A: Exploration of Tenths CPSD Stage 3: Instructional Sequence Topic A Stage 3 Learning Activities A Teaching Sequence Toward Mastery of Exploration of Tenths Engage NY Lessons Objective 1: Use metric measurement to model the decomposition of one whole into tenths. (Lesson 1) Objective 2: Use metric measurement and area models to represent tenths as fractions greater than 1 and decimal numbers. (Lesson 2) Objective 3: Represent mixed numbers with units of tens, ones, and tenths with number disks, on the number line, and in expanded form. (Lesson 3) Module 6: Decimal Fractions CPSD 8/31/2016 Page 6

7 Topic B: Tenths and Hundredths CPSD Stage 2: Evidence of Learning Topic B Stage 2 Evidence Evaluative Criteria/Assessment Level Descriptors (ALDs): (3 5 Only) 4.NF.C Understand decimal notation for fractions, and compare decimal fractions. Level 3 students should be able to add two fractions with respective denominators 10 and 100 by first converting to two fractions with like denominators; compare two decimals to the hundredths using >, <, =, or on a number line; and compare decimals by reasoning about their size. 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 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/ 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. Available Assessment Evidence PERFORMANCE TASK(S): Module 6: Lesson 4 Exit Ticket Module 6: Lesson 5 Exit Ticket Module 6: Lesson 6 Exit Ticket Module 6: Lesson 7 Exit Ticket Module 6: Lesson 8 Exit Ticket Topic B: Tenths and Hundredths CPSD Stage 3: Instructional Sequence Topic B Stage 3 Learning Activities A Teaching Sequence Toward Mastery of Tenths and Hundredths Engage NY Lessons Objective 1: Use meters to model the decomposition of one whole into hundredths. Represent and count hundredths. (Lesson 4) Objective 2: Model the equivalence of tenths and hundredths using the area model and number disks. (Lesson 5) Objective 3: Use the area model and number line to represent mixed numbers with units of ones, tenths, and hundredths in fraction and decimal forms. (Lesson 6) Objective 4: Model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in expanded form and on the place value chart. (Lesson 7) Objective 5: Use understanding of fraction equivalence to investigate decimal numbers on the place value chart expressed in different units. (Lesson 8) Module 6: Decimal Fractions CPSD 8/31/2016 Page 7

8 Topic C: Decimal Comparison CPSD Stage 2: Evidence of Learning Topic C Stage 2 Evidence Evaluative Criteria/Assessment Level Descriptors (ALDs): (3 5 Only) 4.NF.C Understand decimal notation for fractions, and compare decimal fractions. Level 3 students should be able to add two fractions with respective denominators 10 and 100 by first converting to two fractions with like denominators; compare two decimals to the hundredths using >, <, =, or on a number line; and compare decimals by reasoning about their size. 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. Available Assessment Evidence PERFORMANCE TASK(S): Module 6: Lesson 9 Exit Ticket Module 6: Lesson 10 Exit Ticket Module 6: Lesson 11 Exit Ticket Topic C: Decimal Comparison CPSD Stage 3: Instructional Sequence Topic C Stage 3 Learning Activities A Teaching Sequence Toward Mastery of Decimal Comparison Engage NY Lessons Objective 1: Use the place value chart and metric measurement to compare decimals and answer comparison questions. (Lesson 9) Objective 2: Use area models and the number line to compare decimal numbers, and record comparisons using <, >, and =. (Lesson 10) Objective 3: Compare and order mixed numbers in various forms. (Lesson 11) Module 6: Decimal Fractions CPSD 8/31/2016 Page 8

9 Topic D: Addition with Tenths and Hundredths CPSD Stage 2: Evidence of Learning Topic D Stage 2 Evidence Evaluative Criteria/Assessment Level Descriptors (ALDs): (3 5 Only) 4.NF.C Understand decimal notation for fractions, and compare decimal fractions. Available Assessment Evidence PERFORMANCE TASK(S): Level 3 students should be able to add two fractions with respective denominators 10 and 100 by first converting to two fractions with like denominators; compare two decimals to the hundredths using >, <, =, or on a number line; and compare decimals by reasoning about their size. 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 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Module 6: Lesson 12 Exit Ticket Module 6: Lesson 13 Exit Ticket Module 6: Lesson 14 Exit Ticket 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. Topic D: Addition with Tenths and Hundredths CPSD Stage 3: Instructional Sequence Topic D Stage 3 Learning Activities A Teaching Sequence Toward Mastery of Addition with Tenths and Hundredths Engage NY Lessons Objective 1: Apply understanding of fraction equivalence to add tenths and hundredths. (Lesson 12) Objective 2: Add decimal numbers by converting to fraction form. (Lesson 13) Objective 3: Solve word problems involving the addition of measurements in decimal form. (Lesson 14) Module 6: Decimal Fractions CPSD 8/31/2016 Page 9

10 Topic E: Money Amounts as Decimal Numbers CPSD Stage 2: Evidence of Learning Topic E Stage 2 Evidence Evaluative Criteria/Assessment Level Descriptors (ALDs): (3 5 Only) 4.MD.A Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Level 3 students should be able to use the four operations to solve problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, 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; and apply the area formula to rectangles in mathematical problems. Available Assessment Evidence PERFORMANCE TASK(S): Module 6: Lesson 15 Exit Ticket Module 6: Lesson 16 Exit Ticket 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, 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. Topic E: Money Amounts as Decimal Numbers CPSD Stage 3: Instructional Sequence Topic E Stage 3 Learning Activities A Teaching Sequence Toward Mastery of Money Amounts as Decimal Numbers Engage NY Lessons Objective 1: Express money amounts given in various forms as decimal numbers. (Lesson 15) Objective 2: Solve word problems involving money. (Lesson 16) Module 6: Decimal Fractions CPSD 8/31/2016 Page 10

11 Additional Resources Georgia Dept. of Education Common Core Grade 4 parts of Unit 5 Fractions and Decimals Bridges in Mathematics 4 th Grade Number Corner Volume 2 A Year s Worth of Skill Building Lessons and Assessments Van de Walle Elementary and Middle School Mathematics Teaching Developmentally District Approved Intervention Resources Do The Math Continue Fractions B Math Navigator Understand Eq. Frac. Lessons 8-19 Math Navigator Decimals &Powers of 10 Lessons 2-12 Module 6: Decimal Fractions CPSD 8/31/2016 Page 11