Decimal Numbers
10 min
Narrative
The purpose of this Warm-up is to elicit the use of a square grid to represent fractions in hundredths. Both the representation and the fractions will be useful later in the lesson, when students write fractions as decimals. While students may notice and wonder many things about the diagram, focus on expressing the fractions of the large square that are shaded and unshaded.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- There is a 10-by-10 square grid with some part of it shaded.
- There are 100 small squares in a large square.
- Six of the little squares are shaded and 94 are not.
- 1006 of the square is shaded.
- What does the shaded part represent or mean?
- Does the large square represent 1?
- Why is most of the grid not shaded?
- How many different ways are there to show 1006 on the grid?
Activity Synthesis (Teacher Notes)
- “If the large square represents 1, what fraction of it is shaded? What fraction is not shaded? How do you know?” (1006 are shaded. There are 100 small squares, and 6 of them are shaded and 94 are not.)
Standards
Building Toward
- 4.NF.6·Use decimal notation for fractions with denominators 10 or 100. <em>For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.</em>
- 4.NF.C.6·Use decimal notation for fractions with denominators 10 or 100. <span>For example, rewrite <span class="math">\(0.62\)</span> as <span class="math">\(62/100\)</span>; describe a length as <span class="math">\(0.62\)</span> meters; locate <span class="math">\(0.62\)</span> on a number line diagram.</span>
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Decimal Numbers
10 min
Narrative
The purpose of this Warm-up is to elicit the use of a square grid to represent fractions in hundredths. Both the representation and the fractions will be useful later in the lesson, when students write fractions as decimals. While students may notice and wonder many things about the diagram, focus on expressing the fractions of the large square that are shaded and unshaded.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- There is a 10-by-10 square grid with some part of it shaded.
- There are 100 small squares in a large square.
- Six of the little squares are shaded and 94 are not.
- 1006 of the square is shaded.
- What does the shaded part represent or mean?
- Does the large square represent 1?
- Why is most of the grid not shaded?
- How many different ways are there to show 1006 on the grid?
Activity Synthesis (Teacher Notes)
- “If the large square represents 1, what fraction of it is shaded? What fraction is not shaded? How do you know?” (1006 are shaded. There are 100 small squares, and 6 of them are shaded and 94 are not.)
Standards
Building Toward
- 4.NF.6·Use decimal notation for fractions with denominators 10 or 100. <em>For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.</em>
- 4.NF.C.6·Use decimal notation for fractions with denominators 10 or 100. <span>For example, rewrite <span class="math">\(0.62\)</span> as <span class="math">\(62/100\)</span>; describe a length as <span class="math">\(0.62\)</span> meters; locate <span class="math">\(0.62\)</span> on a number line diagram.</span>