Student Actions

Teacher Actions

• Develop the ability to make conjectures, model, and generalize by making models to show parts of a whole when exploring fractions.

• Develop strategies for problem-solving by engaging in real-world math explorations and conversations involving decimal fractions for the purpose of connecting fractions, decimals, and whole numbers.

• Develop productive mathematical dispositions as students engage in tasks involving money, measurement, etc. where they convert decimal fractions depending on a given situation.

• Develop a deep and flexible conceptual understanding of decimals by connecting the models to rational numbers and vice versa.

• Develop accurate and appropriate procedural fluency by modeling decimal fractions in a variety of contexts and identifying the decimal, fraction, and whole number relationships.

• 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, coupled with explicit instruction with explicit mathematical language

• Facilitate meaningful mathematical discourse by providing students opportunities to use their 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 

• Be able to model that decimal fractions are fractions that have a power of 10 as the denominator

• Understand that a rational number represents the quotient or fraction of two integers, where the denominator is not zero.

• Demonstrate the conversion of decimal fractions with 10 and 100 as the denominator. Ex. 1/10=0.1, 1/100=0.01

• Be able to model that the metric system is based on powers of 10, therefore creating connections by modeling with a meter stick that relationship

• The numerator and denominator are interchangeable.

• 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.

• Rational number relationship with fractions can include any denominator including zero. 

  Knowledge Connections

Prior Knowledge

Leads to 

• Multiply a number by 10, 100, and 1,000 (4.N.1.3)

• Represent tenths and hundredths with concrete and pictorial models (4.N.3.6)

• Compare and order decimals using place values and various models (4.N.3.8)

• Compare and order positive rational numbers  (6.N.1.2)

• Determine equivalencies among fractions and decimals (6.N.1.4) 

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 5.N.1.1 Technology Enhanced Item