The purpose of this lesson is for students to reason about equivalent tenths and hundredths in decimal notation.
Previously, students learned to represent tenths and hundredths shaded on a grid as decimals and fractions. They continue to build their understanding of decimals in this lesson and take a closer look at decimals that are equivalent (for example, 0.2 and 0.20). They articulate why the same value can be expressed in two different ways. They also encounter decimals in equations and on number lines, and use these representations to reason about equivalence.
- Reason about equivalent tenths and hundredths in decimal notation.
- Let’s think about equivalent decimals.
Materials to Copy
- Card Sort: Diagrams of Fractions & Decimals
- Create a set of cards from the blackline master for each group of 2–4.
|Activity 1||15 min|
|Activity 2||20 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
Which students did you not hear from today? Review your class list and try to recall something each student did or said. Make note of the students you missed. How will you bring their voices into the lesson tomorrow?
- Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Supporting)
- Get Your Numbers in Order (1–5), Stage 4: Denominators 2, 3, 4, 5, 6, 8, 10, 12, or 100 (Supporting)
Print Formatted Materials
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|Student Task Statements||docx|
|Lesson Cover Page||docx|
|Cool Down||Log In|
|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|