If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

5-N-2-1

Page history last edited by Brenda Butz 6 years, 2 months ago

5.N.2.1 Represent decimal fractions (e.g., 1/10, 1/100 ) using a variety of models (e.g., 10 by 10 grids, rational number wheel, base-ten blocks, meter stick) and make connections between fractions and decimals

In a Nutshell

This objective introduces the concept of decimal fractions (tenths and hundredths.) They are coming to fifth grade with a foundation of representing tenths and hundredths with concrete models. In this objective they will use a variety of models to represent what a decimal fraction looks like and be able to write it as a fraction and decimal.

Student Actions	Teacher Actions
Develop the Ability to Make Conjectures, Model, and Generalize by making models to show parts of a whole when exploring with fractions. Develop Strategies for Problem Solving by engaging in real world math explorations and conversations involving decimal fractions for the purpose of connecting fractions and decimals. Develop a Productive Mathematical Dispositions as students engage in tasks involving money, measurement, etc where they convert decimal fractions depending on given situation.	Pose purposeful questions that facilitate student thinking with the intention of generating the idea that decimal fractions have an equivalent decimal. Support productive struggle in learning mathematics by providing a variety of manipulatives for students to explore creating decimal fractions before diving into the content. Facilitate meaningful mathematical discourse by providing students opportunities to use their own reasoning strategies while engaged in real world problem solving activities involving whole numbers and decimal fractions. Elicit and use evidence of student thinking by having students create models of decimal fractions and explaining the reasoning behind their model
Key Understandings	Misconceptions
Know that decimal fractions are fractions that have a power of 10 as the denominator Efficiently convert decimal fractions with 10 and 100 as the denominator. Ex. 1/10=0.1, 1/100=0.01 Understand that the metric system is based off powers of 10, therefore modeling with a meter stick will tie into measurement	The numerator and denominator are separate whole numbers Whole number relationships can be applied to fractions or decimals. For example, believing 0.01 is greater than 0.1 because 0.01 has more digits Decimals are just like whole numbers; everything you do with whole numbers you do with decimals. Decimals are completely different from fractions.