 Take a card  Solve the task  Record your solution on a post-it  Find 3 other people with the same result

 “All our numbers are called decimal numbers because decimal means ten, and our number system is based on tens.”

 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. x10

Everyday Uses of Fractions Everyday Uses of Decimals ½ of a sandwich A quarter of an hour ¾ inch 1 ½ lbs. of sliced cheese My 2 cents If decimals are introduced as UNRELATED to fractions and whole numbers, students will suffer.

Are 3 / 10, 0.3 and 30 / 100 equivalent? Find two ways of proving your answer.

.5 or 0.5 does it matter?

You need: Deck of Decimal Cards 10 X 10 squares, 1 sheet per player Crayons or markers (2 or more colors for each player) Play with a partner. 1. Mix the cards and place the deck facedown. Turn over the top four cards and place them faceup in a row. 2. Player 1 chooses one of the faceup cards, colors in that amount on one of the squares on the sheet, and writes the decimal number below the square. The goal is to shade in two of the squares as completely as possible. A player may never color in an amount that would more than fill a square, and may not split an amount to color in parts of two squares. 3. After one of the four cards has been picked, replace it with the top card from the deck. Player 2 then chooses one of the faceup cards and goes through the same steps. 4. Change colors for each turn so that players can see the different decimal numbers. As the players write the numbers below each square, they use plus signs between the decimals, making an equation that will show the total colored in on each square. 5. If all cards showing are greater than the spaces left on a player’s square, the player loses his or her turn until a card that he or she can use is turned up. 6. The game is over when neither player can play a card. Players add all of the numbers they have colored in on each square, and combine those sums to get a final total for both squares. The winner is the player whose final sum is closest to 2.

You need: Deck of Decimal Cards (2 decks for 3 or 4 players) Play with 2 or more players 1. Divide the deck into equal piles, one for each player. Players place their cards facedown. 2. In each round, each player turns over the top card in his or her pile. The player with the largest number wins, takes the other players’ cards, and puts them on the bottom of his or her own pile. 3. If two of the cards show the same number (when 2 decks are combined), those 2 players turn over another card. Whoever has the larger number wins all the other players’ cards. 4. The person with the most cards wins. The game can be stopped at any time.

Review situations where “more is better” as well as situations when “less is better”

Sampson wants to run 2 miles this week. Has he run a mile yet? A half mile? Monday0.25 mile Tuesday0.4 mile

 A dime is 1 / 10 of a dollar and a penny is 1 / 100 of a dollar.  What fraction of a dollar is 6 dimes and 3 pennies? Write your answer in both fraction and decimal form

 Finding fractional parts of a rectangular area  Finding fractional parts of a set  Interpreting meaning of the numerator and denominator  Writing, reading, and applying fraction notation  Representing fractions greater than 1  Identifying everyday uses of fractions and decimals  Reading and writing tenths and hundredths  Representing tenths and hundredths as parts of an area

 Identifying relationships between unit fractions when one denominator is a multiple of the other  Comparing the same fractional parts of different- sized wholes  Identifying equivalent fractions  Ordering fractions and justifying their order through reasoning  Representing fractions on a number line  Comparing fractions to landmarks 0, ½, 1 and 2  Ordering decimals and justifying their order through reasoning  Identifying decimal and fraction equivalents

 Add fractions that sum to 1  Estimate sums of fractions  Adding fractions with same and related denominators  Estimating sums of decimal numbers  Adding decimal numbers that are multiples of 0.1 and 0.25 ( )  Using representations to combine tenths and hundredths