![]() ![]() how many dimes/pennies are needed to make a dollar.Example: the 4 in 34 has a value of 4, the 4 in 43 has a value of 40 a digit in one place represents ten times what it represents in the place to its right.The following bookmark can be used to review the place value system. I can justify the comparisons by drawing a visual model.ĥ.NBT.3 – I can read, write, and compare decimals to thousandths. ![]() The Standardsīelow are the standards that are covered in the following activities.Ĥ.NF.7 – I can compare two decimals to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols $>$, =, or $<$, and justify the conclusions, e.g., by using a visual model.In this blog post I will share with you some ideas on how you can use money to introduce decimals. You will also find a free printable you can use during guided math groups to compare decimals. Recognize that comparisons are valid only when the two decimals refer to the same whole. Compare two decimals to hundredths by reasoning about their size. For example, rewrite $0.62$ as $62/100$ describe a length as $0.62$ meters locate $0.62$ on a number line diagram.Ĥ.NF.C.7. Use decimal notation for fractions with denominators 10 or 100. But addition and subtraction with unlike denominators in general is not a requirement at this grade. Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. 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. Understand decimal notation for fractions, and compare decimal fractions.Ĥ.NF.C.5. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?Ĥ.NF.C. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, use a visual fraction model to express $3 \times (2/5)$ as $6 \times (1/5)$, recognizing this product as $6/5$. Understand a multiple of $a/b$ as a multiple of $1/b$, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to represent $5/4$ as the product $5 \times (1/4)$, recording the conclusion by the equation $5/4 = 5 \times (1/4).$Ĥ.NF.B.4.b. Understand a fraction $a/b$ as a multiple of $1/b$. Extending Multiplication From Whole Numbers to FractionsĤ.NF.B.4.a.Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.Ĥ.NF.B.4. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.Ĥ.NF.B.3.d. Making 22 Seventeenths in Different WaysĤ.NF.B.3.c.Justify decompositions, e.g., by using a visual fraction model. ![]() Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.Ĥ.NF.B.3.b.
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