Primary Type: Formative Assessment
Status: Published
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Resource ID#: 61925
Decimals to Fractions
Students are given four decimals and asked to write each as a fraction.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, fraction, decimal, tenths, hundredths
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_DecimalsToFractions_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each
student to explain his or her thinking and strategy.
1. The teacher provides the student with the Decimals to Fractions worksheet.
2. The teacher says, “Write each of the following decimals as fractions.”
Three-tenths
Eighty seven hundredths
Five hundredths
Nine-tenths
TASK RUBRIC
Getting Started
Misconception/Error
The student does not understand how to represent a decimal as a fraction.
page 1 of 3 Examples of Student Work at this Level
The student is unable to identify the appropriate denominator.
The student includes the decimal point in the numerator (e.g., writing
).
Questions Eliciting Thinking
What do the decimal places tell you about the denominator of the fraction?
Can you read aloud the number 0.75? How would you write the fraction for that number?
What is the denominator of 0.2? What is the denominator or 0.05?
What happens to the decimal point when you write the decimal as a fraction?
Instructional Implications
Model for the student how to read decimals and write them as fractions. Guide the student to understand that the number of digits to the right of the decimal indicates
the number of zeros in the denominator of the fraction. Begin with decimals such as 0.6 and 0.93. Next, introduce decimals with zeros in the tenths or hundredths place
such as 0.40 and 0.07. Use place value blocks, 10 by 10 grids, and money to model the equivalence of decimals such as 0.8 and 0.80 and the corresponding fractions of
and
.
Provide opportunities for the student to use place value mats, blocks, and 10 by 10 grids to represent decimals as fractions with denominators of 10 and 100.
Consider implementing the MFAS task Fractions to Decimals (4.NF.3.6).
Making Progress
Misconception/Error
The student makes errors when there is a zero in the tenths or hundredths place.
Examples of Student Work at this Level
The student writes 0.09 as
.
The student writes 0.60 or
or
.
Questions Eliciting Thinking
Can you explain how 0.3 and 0.03 are different when written as fractions?
Look at the number 0.09. What is the place value of the nine? What will be the denominator of the fraction?
Can you read aloud the number 0.6? What will be the denominator of the fraction?
When you look at a decimal, how do you know the numerator of the fraction? How do you know the denominator?
Instructional Implications
Use place value blocks, 10 by 10 grids, and money to model the equivalence of decimals such as 0.8 and 0.80 and the corresponding fractions of
and
. In a similar
fashion, model the difference between decimals such as 0.09 and 0.9 and the corresponding fractions.
Provide opportunities for the student to use place value mats, blocks, and 10 by 10 grids to represent decimals as fractions with denominators of 10 and 100. Give the
student additional practice with decimals such as 0.4 and 0.04, 0.8 and 0.08, and 0.1 and 0.01.
Consider using the MFAS task Tenths and Hundredths (4.NF.3.5).
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly represents each decimal: 0.6 as
, 0.87 as
, 0.09 as
, and 0.23 as
.
Questions Eliciting Thinking
Is 0.6 the same as 0.60? How do you know that? Can you represent this visually?
Can you write the fraction for 0.007?
How would you add
and
? Can you write the sum as a decimal?
Instructional Implications
Challenge the student to add decimals by expressing them as fractions with like denominators of 10 or 100 (e.g., add 0.6 to 0.14 by writing
+
=
Ask the student to compare fractions and decimals to the hundredths place by reasoning about their size and writing them in common formats (e.g., compare
or compare 0.4 and
).
and
).
Allow the student to work with a Making Progress student to explain how decimals can be written as fractions with tenths and hundredths.
page 2 of 3 Consider using the MFAS Task Using Benchmark Decimals on a Number Line (4.NF.3.6).
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Decimals to Fractions worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.NF.3.6:
Description
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length
as 0.62 meters; locate 0.62 on a number line diagram.
page 3 of 3