IUSD Grade 4 Irvine Math Project Lessons
Fractions on the Number Line, Fraction Operations, Decimal & Place Value
Lesson Title
Defining Fractions
Topic, MP, Claims
Fractions on the # Line; Meaning of
Numerator & Denominator
MP 3,6,7; Claims 1,2,3
On the Line Fractions
& Mixed Numbers
Physically moving on a number line to
iterate a unit fraction & fractions
greater than 1
MP 3,7,8; Claims 1,3
Fractions greater than 1 on the # Line
MP 3,7,8; Claims 1,3
What’s the Name of
that Point?
Which Measuring
Cup Should I Use?
Renaming Fractions Greater than 1 as
Mixed Numbers and Vice Versa
MP 3,7,8; Claims 1,3
Multiplying Fractions
with Whole Numbers
Representing and simplify problems
involving multiplication of a fraction
and a whole number using repeated
addition and groups of
MP 3,7,8; Claims 1,3
Using a number line (on paper and
with their bodies) to represent
multiplication of a whole number
with a fraction
MP 1,3,5,6; Claims 1,2
Hopping Along the
Number Line
When will I use this?
Modifications to be made
FD_S1
The Factor Game:
Fraction
Multiplication
Fractions & the New
Place Value Cards
Fractions & Decimal
Fractions
Meter Stick Decimals
What’s the Point? Decimals
Practicing multiplication of whole
numbers and fractions by choosing
two factors and placing a counter on a
square in an attempt to cover 4
squares in a row
MP 1,2; Claim 2
Looking at grids to determine the
name of fractions with denominators
of 10 and 100; connecting these
fractions to decimal fractions and
introduction of new PV cards and
extended PV chart
MP 5,6; Claims 1,3
Shading Fractions and Decimal
Fractions
MP 3, 5, 6, 7; Claim 1
Building and using a meter stick to
measure various objects, students will
develop an understanding of tenths
and hundredths
MP 1,3,7; Claims 1,2,3
Studying a number line to determine
how it was partitioned and use this
information to determine the value of
a certain point
MP 3,6; Claim 1
FD_S2
Name: _______________________________________________Date: _________________
Defining Fractions
Directions: For each fraction, fill in the blanks for the definition and mark the letter on the
number line below each problem.
A.
1
5
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
_______ of those _______ equal pieces when we name the fraction
1
.
5
0
B.
1
1
7
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
1
.
7
0
C.
1
1
2
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
1
____ of those _____ equal pieces when we name the fraction 2 .
0
D.
1
1 (Mark this one on the SAME number line you used above for C)
4
IMP Activity Defining Fractions
1
FD_S3
E.
1
6
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
1
____ of those _____ equal pieces when we name the fraction 6 .
0
F.
1
3
5
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
3
.
5
0
G.
1
2
3
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
0
IMP Activity Defining Fractions
2
3.
1
2
FD_S4
H.
3
4
Definition: Start with one whole and divide it into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
3
.
4
0
1
7
5
I.
Definition: Start with the wholes and divide them into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
0
What is another name for
7
.
5
1
2
7
? __________
5
5
3
J.
Definition: Start with the wholes and divide them into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
0
What is another name for
1
5
3 .
2
5
? ___________
3
IMP Activity Defining Fractions
3
FD_S5
K.
1
1
3
Definition: Start with the wholes and divide them into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction1
0
1
.
3
1
2
1
3
What is another name for 1 ? __________
L.
1
2
4
Definition: Start with the wholes and divide them into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction 1
0
2 .
4
1
2
What is another name for 1 2 ? __________
4
M.
6
3
Definition: Start with the wholes and divide them into _____ equal pieces. We’re talking about
____ of those _____ equal pieces when we name the fraction
0
1
6
3.
2
6
What is another name for 3? __________
IMP Activity Defining Fractions
4
FD_S6
Blue Strips
Copy onto blue paper and then cut 1 strip per student
IMP Activity Defining Fractions
7
FD_S7
White Strips
Copy onto white paper and then cut 1 strip per student
IMP Activity Defining Fractions
8
FD_S8
Name: ______________________________________________________________________Date:________________________________
On The Line-­ Fractions & Mixed Numbers-­ Inside 1) Model each scenario on the number line. 2) Record the matching number sentences and name(s) for the fractions. 1
1. Show three s . Name of point: ________________ 8
0
1 8 1
2
2
1
2
2
1
2
Number Sentence as Addition: ____________ + ___________ + ____________ = ____________ Number Sentence as Multiplication: _________ (_________) = __________ 1
2. Show five s . . Name of point: ________________ 8
0
1
8 1
2
Number Sentence as Addition: __________ + __________ + ________ + _________ + _________ = __________ Number Sentence as Multiplication: __________ (_________) = __________ 1
3. Show nine s . Name of point: __________ Another name for the same point: _____________ 8
0
1 8 1
2
2
1
2
Addition: ______ + _______+_______+_______+_______+_______+_______+_______+_______+_______=________ Number Sentence as Multiplication: _________ (_________) = __________ IMP Activity: On The Line- Fractions & Mixed Numbers
1
FD_S9
1
4. Show three s Name of point: __________ Another name for the same point: ________ 2
0
1
1
2
8
Number Sentence with Addition: ______________________________________________________________ Number Sentence as Multiplication: __________ (_________) = __________ 2
1
2
2
1
2
1
5. Show nineteen s Name of point: ________ Another name for the same point: ________ 8
0
1
1
2
8
Number Sentence with Addition: ______________________________________________________________ Number Sentence as Multiplication: ____________ (__________) = ____________ 1
6. Show five s Name of point: _____________ Another name for the same point: ____________ 2
0
1
8
1
2
2
Number Sentence with Addition: _______________________________________________________________ Number Sentence as Multiplication: ____________ (___________) = ____________ IMP Activity: On The Line- Fractions & Mixed Numbers
2
1
2
FD_S10
1
0 1
8
Challenge: You can use a number line above to help you! 1. You took only unit fraction steps (numerator of 1) and landed on 2
2
1
2
10
. What steps might 8
you have taken to get there? 2. You took only unit fraction steps (numerator of 1) and landed on 2. What steps might you have taken to get there? 6
3. You took only unit fraction steps (numerator of 1) and landed on . What steps might 8
you have taken to get there? Summary 3
1)What does mean? Explain as many ways as you can. 5
_______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 8
2)What does mean? ____________________________________________________________________________ 5
_______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 8
3) What is another name for ? ________________________________________________ 5
IMP Activity: On The Line- Fractions & Mixed Numbers
3
FD_S11
Name: ___________________________________________
Date:_______________
What’s the Name of That Point?
Opening Scenario #1: While playing Simon says, the teacher read, “Walk four
1
steps and then
3
1
steps.” Kaylee and Aria are fighting over who has the correct name for the
3
8
point they are on. Kaylee says they should be standing on , but Aria says they should be on
3
2
2 . Who is correct and why? Use a pictures or number line and words to explain.
3
walk four more
Picture/ Number Line
Words: _________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Task 1: Renaming Outside with a Number Line
Sometimes, it is easier to have a fraction greater than 1 written as a mixed number and other
times it is more helpful to leave it written as a fraction. Use your number line to help you
rename mixed numbers and fractions.
11
. Have your partner now walk to meet you, but by taking as many whole
3
1
unit steps as possible first and then taking steps for the remaining distance. Record the work
3
using the sentence frame below.
1. Walk to the point
11
1
, I can take ________ whole steps and then I need to walk _________ steps.
3
3
11
Another name for
is ________________.
3
To get to
9
. Have your partner now walk to meet you, but by taking as many whole
3
1
unit steps as possible first and then taking steps for the remaining distance. Record the work
3
using the sentence frame below.
2. Walk to the point
9
1
, I can take ________ whole steps and then I need to walk _________ steps.
3
3
9
Another name for is ________________.
3
To get to
IMP Activity: What’s the Name of That Point?
1
FD_S12
10
. Have your partner now walk to meet you, but by taking as many whole
6
1
unit steps as possible first and then taking steps for the remaining distance. Record the work
6
using the sentence frame below.
3. Walk to the point
10
1
, I can take ________ whole steps and then I need to walk _________ steps.
6
6
10
Another name for
is ________________.
6
To get to
21
. Have your partner now walk to meet you, but by taking as many whole
6
1
unit steps as possible first and then taking steps for the remaining distance. Record the work
6
using the sentence frame below.
4. Walk to the point
21
1
, I can take ________ whole steps and then I need to walk _________ steps.
6
6
21
Another name for
is ________________.
6
To get to
1
1
5. Walk to the point 2 . How many steps does your partner need to take to reach the same
3
3
1
point? __________ Write this as a fraction: ___________ is another name for 2 .
3
5
1
6. Walk to the point 2 . How many steps does your partner need to take to reach the same
6
6
5
point? _________ Write this as a fraction: ___________ is another name for 2 .
6
1
steps does your partner need to take to reach the same
6
point? _________ Write this as a fraction: ___________ is another name for 4.
7. Walk to the point 4. How many
1
1
8. Walk to the point 3 . How many steps does your partner need to take to reach the same
3
3
1
point? __________ Write this as a fraction: ___________ is another name for 3 .
3
IMP Activity: What’s the Name of That Point?
2
FD_S13
Task 2: Renaming Inside with a Number Line
Use the number line provided to follow the same process you did outside and complete each
problem.
13
. Start at zero and go to the same point by moving as many whole unit
4
1
steps as possible first and then moving steps for the remaining distance. Record the work
4
using the sentence frame below.
1. Mark a point at
13
1
, I can take ________ whole steps and then I need to walk _________ steps.
4
4
13
Another name for
is ________________.
4
To get to
9
. Start at zero and go to the same point by moving as many whole unit
4
1
steps as possible first and then moving steps for the remaining distance. Record the work
4
using the sentence frame below.
2. Mark a point at
9
1
, I can take ________ whole steps and then I need to walk _________ steps.
4
4
9
Another name for is ________________.
4
To get to
12
. Start at zero and go to the same point by moving as many whole unit
8
1
steps as possible first and then moving steps for the remaining distance. Record the work
8
using the sentence frame below.
3. Mark a point at
12
1
, I can take ________ whole steps and then I need to walk _________ steps.
8
8
12
Another name for
is ________________.
8
To get to
IMP Activity: What’s the Name of That Point?
3
FD_S14
25
. Start at zero and go to the same point by moving as many whole unit
8
1
steps as possible first and then moving steps for the remaining distance. Record the work
8
using the sentence frame below.
4. Mark a point at
25
1
, I can take ________ whole steps and then I need to walk _________ steps.
8
8
25
Another name for
is ________________.
8
To get to
3
1
5. Mark a point at 2 . How many steps do you need to move from 0 to reach the same
4
4
3
point? __________ Write this as a fraction: ___________ is another name for 2 .
4
3
1
6. Mark a point at 2 . How many steps do you need to move from 0 to reach the same
8
8
3
point? _________ Write this as a fraction: ___________ is another name for 2 .
8
1
steps do you need to move from 0 to reach the same point?
8
_________ Write this as a fraction: ___________ is another name for 4.
7. Mark a point at 4. How many
1
1
8. Mark a point at 3 . How many steps do you need to move from 0 to reach the same
4
4
1
point? __________ Write this as a fraction: ___________ is another name for 3 .
4
Summary:
1. How do you rename a mixed number as a fraction greater than 1?
____________________________________________________________________________
____________________________________________________________________________
2. How do you rename a fraction greater than 1 as a mixed number?
____________________________________________________________________________
____________________________________________________________________________
IMP Activity: What’s the Name of That Point?
4
FD_S15
Number Lines for Students to Use Inside
0
1
0
2
1
IMP Activity: What’s the Name of That Point?
2
3
4
3
4
6
FD_S16
Name: ________________________________________ Date:________________
Which Measuring Cup Should I Use?
Scenario 1
A recipe calls for 3
3
cup of flour.
4
a) How can you measure this using both a whole cup and a
1
cup? How many whole cups and
4
1
cups would you use? ______________
4
1
1
b) How can you measure this amount using only a cup? How many cups do you need?
4
4
______________ Write this number as a fraction: ___________
how many
c) Which method is better and why? ____________________________________________
__________________________________________________________________________
Scenario 2
You are baking four different types of cookies. When you look up the recipes, you see you need
1
2
1
1
the following amounts of sugar: 2 cups, cup, 1 cup and cup. How much sugar do you
3
3
3
3
need to make all of the cookies?
1
a) How can you measure the total sugar needed using both a whole cup and a cup? How
3
1
many whole cups and how many cups would you use? ______________
3
1
1
b) How can you measure this amount using only a cup? How many cups do you need?
3
3
______________ Write this number as a fraction: ___________
c) Which method is better and why? ____________________________________________
__________________________________________________________________________
Scenario 3
14
teaspoons of baking soda.
8
1
1
a) How can you measure this amount using only a tsp? How many tsp do you need?
8
8
______________
1
b) How can you measure this using both a whole teaspoon and a tsp? How many whole
8
1
teaspoons and how many tsp would you use? ______________
8
Write this number as a fraction: ___________
To make your cookies, you need
c) Which method is better and why? ____________________________________________
IMP Activity: Which Measuring Cup Should I Use?
1
FD_S17
Practice Time
Part 1 Directions: Rewrite each fraction greater than 1 as a mixed number. Use the following
guiding questions to help you.
14
1.
=
Guiding Questions:
5
2.
16
=
3
3.
18
=
5
4.
22
=
7
1) How many pieces is the whole divided into?
2) How many wholes are there?
3) How many leftover pieces are there?
Part 2 Directions: Rewrite each mixed number as a fraction greater than 1. Use the following
guiding questions to help you.
4
5. 3 =
5
Guiding Questions:
2
6. 4 =
1) How many pieces is the whole divided into?
7
6
=
10
7. 1
8. 6
2) How many pieces do the wholes make?
3) How many extra pieces are there?
4
=
9
Part 3 Directions: Find the sum and represent your answer using both a mixed number and a
fraction greater than 1.
5 7
9.
+ =
4 4
5
3
10. 3 + 2 =
6
6
11. 4
12.
3
4
1
+2 +6 =
5
5
5
7 9 14
+ +
=
8 8 8
IMP Activity: Which Measuring Cup Should I Use?
2
FD_S18
Name: ________________________________________ Date:________________
Multiplying Fractions with Whole Numbers
Opening Scenario
2
cup of oil. There are 8 groups in the class.
3
How much oil does the teacher need for this experiment?
For a class science experiment, each group needs
a) Explain how you could use a measuring cup to determine this. Write an equation to match
what you would model with the measuring cup(s).
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b) Draw a picture to show how you could figure out how much oil is needed. Write an equation
showing how your picture would allow you to answer the original question.
Recalling Meanings of Multiplication
List or show all the ways you can explain what 5•3 means (or how to find the product if earlier
you memorized the fact).
IMP Activity: Multiplying Fractions with Whole Numbers
1
FD_S19
Practice Time For each problem below, write out the multiplication problem in words and
symbols for both repeated addition and “groups of”. Record the product using both a fraction
greater than 1 and a mixed number. See the example below.
2 16
1
Ex: 8 • =
=5
3 3
3
Repeated Addition
Groups of
2
2
Words
Add , eight times.
8 groups of
3
3
Symbols or 2 2 2 2 2 2 2 2 16
+ + + + + + + =
Pictures
3 3 3 3 3 3 3 3 3
1. 4 •
3
=
4
Repeated Addition
Groups of
Add ________, _______ times
________ groups of ____________
Repeated Addition
Groups of
Add ________, _______ times
________ groups of ____________
Words
Symbols or
Pictures
2. 6 •
3
=
5
Words
Symbols or
Pictures
IMP Activity: Multiplying Fractions with Whole Numbers
2
FD_S20
3. 2 •
1
=
3
Repeated Addition
Groups of
Add ________, _______ times
________ groups of ____________
Repeated Addition
Groups of
Add ________, _______ times
________ groups of ____________
Repeated Addition
Groups of
Add ________, _______ times
________ groups of ____________
Words
Symbols or
Pictures
4. 7 •
1
=
4
Words
Symbols or
Pictures
5. 5 •
4
=
5
Words
Symbols or
Pictures
IMP Activity: Multiplying Fractions with Whole Numbers
3
FD_S21
6. 10 •
1
=
2
Repeated Addition
Groups of
Add ________, _______ times
________ groups of ____________
Words
Symbols or
Pictures
Analyzing the Work: In the table are the problems you just simplified as well as the answers.
Study the table and answer the questions below.
Problem # Factors
Product
2
16
1
Example
8•
=5
3
3
3
3
12
1
4• =
=3
4
4
3
18
3
2
6• =
=3
5
5
5
1
2
3
2• ==
3
3
1
7
3
4
7• =
=1
4
4
4
4
20
5
5• =
=4
5
5
1
10
6
10 • =
=5
2
2
1. What part of the factors stays the same in the product? _________________
2. What part of the factors changes to get the product? _________________
3. How do you get the numerator for the product? _________________________
4. What other patterns or short-cuts did you notice for multiplying a fraction by a whole
number?
___________________________________________________________________________
5. Predict: Based upon what you discovered above, find the product of the following fractions:
6
9
b
a) 8 • =
b) 10 •
c) (challenge!) a • =
=
11
83
c
6. How is multiplying a fraction by a whole number similar to and different from multiplying
two whole numbers?
___________________________________________________________________________
IMP Activity: Multiplying Fractions with Whole Numbers
4
FD_S22
Name: ___________________________________________
Date:_______________
Hopping Along the Number Line
2
mile every weekday (Monday-Friday) for a week. How far did he run
3
that week? Show or list all the methods you know to find the solution.
Scenario: Peyton ran
Multiplying Fractions on a Number Line
2
mile 5 days in a
3
2
2
row. Symbolically this is • 5 . Use the number line below to show what 5 “hops” of looks
3
3
2
like and where you would end up.
• 5 = _____________
3
We can think of the scenario above in terms of a number line. Peyton ran
0
1
2
3
4
5
Competition Practice
You will be competing in a race to model multiplication of fractions by whole numbers on a
number line outside. To prepare for the competition, you and a partner can use the number lines
provided and your pencil to model each problem. Record your final location on the number line
as both a fraction greater than 1 and as a mixed number. See the example below.
3
3
3
12
• 4 This means to hop a distance of unit, 4 times. • 4 = 3or
4
4
4
4
1
How many unit hops would get you to the same location? ___
4
Ex:
0
1
2
3
4
2
2
• 3. This means to hop a distance of ______ unit, ______ times. • 3= ______ or ______.
5
5
1
How many unit hops would get you to the same location? ____________
5
1.
0
1
4
IMP Activity: Hopping
Along the Number Line
2
3
1
FD_S23
3
3
• 4 . This means to hop a distance of ______ unit, ______ times. • 4 = ______ or ______.
5
5
1
How many unit hops would get you to the same location? ____________
5
2.
0
1
2
3
4
2
2
• 7 . This means to hop a distance of ______ unit, ______ times. • 7 = ______ or ______.
3
3
1
How many unit hops would get you to the same location? ____________
3
3.
0
1
2
3
4
5
2
2
• 3. This means to hop a distance of ______ unit, ______ times.
• 3= ______ or ______.
4
4
1
How many unit hops would get you to the same location? ____________
4
4.
0
1
2
3
4
4
4
• 2 . This means to hop a distance of ______ unit, ______ times.
• 2 = ______ or ______.
3
3
1
How many unit hops would get you to the same location? ____________
3
5.
0
1
2
IMP Activity: Hopping Along the Number Line
3
4
5
2
FD_S24
Hopping Along the Number Line Competition Rules
1. Each pair consists of a Reader and a Line Runner.
2. One point is added for each second used until the Line Runner clearly states the final answer
as both a fraction greater than 1 and as a mixed number.
3. The Reader must read the entire problem to the runner and cannot simplify the math for the
runner. Failure to read the problem can result in a 5 point addition.
4. The Line Runner must act out all of the operations the Reader reads and must be at the final
location before stating the final answer, both as a fraction greater than 1 and as a mixed
number.
5. The Reader may not at any time show the problem card to the Line Runner.
6. Incorrect answers cause a 10 point addition to the time.
7. 60 is the maximum score for each round.
8. The lowest total score after all rounds is the winner!
IMP Activity: Hopping Along the Number Line
3
FD_S25
Name: ________________________________________ Date:________________
The Factor Game-Fraction Multiplication
Rules
• The object of the game is to be the first team to get 4 in a row. This
can be horizontal (
), vertical (
) or diagonal (
) or (
).
• Each team/person selects one color of counters to represent them on
the game board.
• The first team or player to go chooses two (2) factors from the bottom
of the board and calls out the product. The team or player will place
a paperclip on each of the factors at the bottom of the page and then
place their counter on the game board in the box representing the
product. If the product shows up twice on the game board, the team
or player must choose which one they want.
• The next team or player now must chose one (and only one) of the
paperclips to move to another factor and call out the product. They
then place their counter in the box representing the product.
• Note: Both paperclips may be placed on the same factor (e.g., 2 x 2
=4).
• Note: Recall equivalent fractions when looking for the product you
would like!
IMP Activity The Factor Game- Fraction Multiplication
1
FD_S26
Fraction Factor Game
1
8
3
4
1
1
4
1
1
2
1
3
2
1
12
1
6
1
2
1
1
3
3
8
2
3
5
8
6
9
1
5
8
2
5
6
1
2
2
1
4
16
1
1
4
10
4
2
5
1
3
3
4
5
1
2
3
4
2
3
3
1
2
3
4
5
6
8
9
1
5
1
6
1
8
2
3
3
4
1
2
1
3
1
4
IMP Activity The Factor Game- Fraction Multiplication
2
FD_S27
Name: ___________________________________
Date: _________
Fractions and New Place Value Cards
Part 1: Name the shaded part of the whole both with a fraction and in words. (SAVE the Place
Value line for later today!)
1.
Fraction: _______ Words: _______________________________ Place Value: ___________
2.
Fraction: _______ Words: _______________________________ Place Value: ___________
3.
Fraction: _______ Words: _______________________________ Place Value: ___________
4.
Fraction: _______ Words: _______________________________ Place Value: ___________
IMP Activity: Fractions and New Place Value Cards
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5.
&
Fraction: _______ Words: _______________________________ Place Value: ___________
6.
&
Fraction: _______ Words: _______________________________ Place Value: ___________
7.
&
Fraction: _______ Words: _______________________________ Place Value: ___________
IMP Activity: Fractions and New Place Value Cards
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8.
&
Fraction: _______ Words: _______________________________ Place Value: ___________
9.
&
Fraction: _______ Words: _______________________________ Place Value: ___________
IMP Activity: Fractions and New Place Value Cards
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Part 2: Extending the Place Value Chart
So far, you have been representing numbers that are part of a whole with a fraction. We can also
represent these numbers as decimals. When we have fractions representing tenths
hundredths
and
, we call these decimal fractions and we can record these numbers by extending
the place value chart. Look at the chart below and find where the tenths and hundredths are.
Place Value Cards to Represent Decimal Fractions
Note: .1 represents one-tenth and .01 represents one-hundredth.
Use your place value cards to play a game. When your teacher calls out a value, try to be the
first to hold up that place value card.
Part 3: Writing the decimal fractions using place value
Go back to problems 1-9 and represent each fraction using the place value cards. Record what
the decimal fraction name looks like on the line that says “Place Value”.
IMP Activity: Fractions and New Place Value Cards
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Name: ___________________________________
Date: ______________
Fractions and Decimal Fractions
Ex.
Base 10 Place Value Chart
Hundreds Tens
Ones
.
Tenths
Hundredths
How much is shaded? 50 boxes out of 100
What are some names for this number?
50
= .50 (50 hundredths)
100
Fraction Decimal
Note: Each Grid Represents 1 Whole
Part 1: Name the Number with a Fraction and a Decimal Fraction
1.
How much is shaded? ________________
Fraction: ____
Decimal:________
2.
How much is shaded?
Fraction: ____
Decimal:________
IMP Activity Fractions & Decimal Fractions
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3.
How much is shaded? ___________
Fraction: ____
Decimal: _________
Part 2: Represent the Decimal and Fraction: Shade the grid to show the number and then
record the decimal and fraction equivalents.
4. 42 out of 100
Fraction: ____
Decimal:________
5. 6 out of 10
Fraction: ____
Decimal:________
6. 6 out of 100
Fraction: ____
Decimal:________
Analysis Question #1: What is the same about #’s 5 and 6? What is different about the numbers
and about how we write them as decimal fractions?
________________________________________________________________________
Analysis Question #2: Could you color 6 out of 10 (#5) on a 100 grid? How would it be the
same as #5 and how would it be different?
_____________________________________________________________
IMP Activity Fractions & Decimal Fractions
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7. 10 out of 10
Fraction: ____
Decimal:________
8. 110 out of 100
Fraction: ____
Decimal:________
Part 3: Shade the decimal given and then and record the equivalent fraction name
9. Shade .08 and record the fraction equivalent.
Fraction: ____
10. Shade .7 and record the fraction equivalent.
Fraction: ____
11. Shade .91 and record the fraction equivalent.
Fraction: ____
IMP Activity Fractions & Decimal Fractions
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13. Shade 1.25 and record the fraction equivalent.
Fraction:______
Part 4: Shade the given fraction and record the decimal name
9
14. Shade
and record the decimal equivalent.
10
Decimal:________
15. Shade
5
and record the decimal equivalent.
100
Decimal:________
16. Shade
2
and record the decimal equivalent.
5
Decimal: __________
IMP Activity Fractions & Decimal Fractions
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17. Shade
7
and record the decimal equivalent.
20
Decimal:________
18. Shade 1
19. Shade
4
and show the decimal equivalent.
5
Decimal: _________
47
and show the decimal equivalent.
50
Decimal:________
20. Shade 2
1
and show the decimal equivalent.
2
Decimal: _______
Analysis Question #3: Why do you think there are two representations for the numbers? Do
you think there may be more representations that are also correct?
_________________________________________________________________________
IMP Activity Fractions & Decimal Fractions
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Name:_____________________________________________ Date:_____________________________
Meter Stick Decimals
1) Using your strip of paper as a length of 1, estimate from your seat how long each object is and
record your estimates as fractions.
Object #1:
Object #2:
Object #3:
2) How easy is it to compare each group’s estimates from the fractions they used? Why is it easy
or difficult to compare by just looking at the fractions?
3) In order to compare the measurements of each object, it’s important to have the same
_____________________________________________________________.
4) Use your index card to mark your strip of paper into tenths. Label each line on your strip as a
fraction and decimal. Ex:
1
2
= 0.1, = 0.2
10
10
5) Using your strip of paper, send one person to re-measure each object using tenths and record
your estimates as a fraction and decimal.
Object #1:
Object #2:
Object #3:
6) Think-Write-Pair-Share: What number is between 0._____ and 0._____? Explain
_________________________________________________________________________
_____________________________________________________________________________
7) How could we be more precise in measuring our object with our strip of paper?
______________________________________________________________________
8) Divide your strip into hundredths using the marked index card at your desk. Do you know
what you have just built? If so, write the name of the tool here: __________
IMP Activity: Meter Stick Decimals
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9) Send one person to re-measure objects 1, 2, & 3 more precisely. Record the new
measurements as a decimal and as a fraction and then complete the table below.
Object #/Name
Fraction
Fraction Expanded
Decimal
Hundreds+Tens+Ones+Tenths+Hundredths
Decimal Expanded
Hundreds+Tens+Ones+Tenths+Hundredths
1)
2)
3)
3
10
4.3
2
10
15.2
3
100
11.03
2
100
101.02
30
100
70.30
or 70.3
4)
4
5)
15
6)
11
7)
101
8)
70
9)
1
10)
397
11)
9
12)
642
1.20
or 1.2
20
100
397.99
99
100
9.81
81
100
642.42
42
100
Adding:
13) 0.3 + .04 = ________
14) 0.3 + 0.4 + .04 = ______
15) 1 + 0.8 + .02 = _______
17) 10 + 2 + 0.8 + .01 = _________
16) 0.5 + .03 + .06 = _____
18) .09 + 10 + 0.3 + 4 + 100 =
__________
IMP Activity: Meter Stick Decimals
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Name: ________________________________________ Date: ____________________
What’s the Point?- Decimals
Directions: Determine the value of the “?” and record it above the question mark.
Note: The tick marks are all equally spaced, but the spaces are not necessarily all one
unit wide (you will have to figure out the spacing!!). Note: Today’s version involves
decimals.
A.
0
?
.6
B.
.3
.6
?
1
C.
.32
?
.37
D.
.1
.2
.3
.4
?
.5
.6
E.
.5
?
IMP Activity What’s the Point Decimals?
.6
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Name: ___________________________________________ Date: ________________ On the Line Game-­ Decimal Fractions  Two students will play together. A number line needs to be made and marked to show 0 and 3. 0 3  The first student will roll their three dice and decide which number will represent the ones, which will represent tenths and which will be hundredths (note: you need a fraction between 0 and 3).  The student will write their fraction on a post-­‐it and then determine where to place it on the number line (and share their thinking). E.g., Roll of 2, 5, 1: 1.25  The other student must share if they agree with the reasoning and why and will then take their turn. Decimal Fraction Recording Chart A Decimal Fraction My Decimal Fraction A Decimal Fraction less than my fraction greater than my fraction Ex: 1.2 1.25
1.3
IMP Activity On The Line Game-­‐ Decimal Fractions 1 FD_S40
Name: ________________________________________ Date:_______________
What’s the Point I?
Directions: Determine the value of the “?” and record it above the question mark.
Note: The tick marks are all equally spaced, but not necessarily all 1 unit apart (you will
have to figure out the spacing!!).
A.
0
?
1
B.
0
?
1
C.
0
?
1
D.
3
4
0
?
E.
0
1
5
IMP Activity: What’s the Point?
?
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Name: _____________________________________
Date:_______________
What’s the Point II?
Directions: Determine the value of the “?”
and record it above the question mark. Note: The tick marks are all equally spaced, but
not necessarily all 1 unit apart (you will have to figure out the spacing!!).
A.
0
1
?
2
3
B.
0
1
?
2
C.
0
1
?
D.
0
1
2
?
E.
0
1
IMP Activity: What’s the Point?
2
?
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