Standard #: MA.4.FR.1.2

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

• MA.4.NSO.1.5 
• MA.4.NSO.2.6
• MA.4.NSO.2.7
• MA.4.M.1.1
• MA.4.M.1.2 
• MA.4.M.2.2

 

Terms from the K-12 Glossary

• NA

 

Vertical Alignment

Previous Benchmarks

• MA.3.FR.2.2

 

Next Benchmarks

• MA.6.NSO.3.5

 

Purpose and Instructional Strategies

The purpose of this benchmark is to connect fractions to decimals. Students extend their understanding of fraction equivalence (MA.3.FR.2.2) to include decimal fractions with denominators of 10 or 100. The connection will continued in grade 6 (MA.6.NSO.3.5) and completed in grade 7 (MA.7.NSO.1.2). 

• Instruction should help students understand that decimals are another way to write fractions. The place value system developed for whole numbers extends to fractional parts represented as decimals. The concept of one whole used in fractions is extended to models of decimals. It is important that students make connections between fractions and decimals in models. 
• Instruction should provide visual fraction models of tenths and hundredths, number lines, and equations so that students can express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100. 
• Students reinforce understanding that the names for decimals match their fraction equivalents (e.g., seven tenths, 7 tenths, 0.7, $\frac{\text{7}}{\text{10}}$, seventy hundredths, 70 hundredths, 0.70 and $\frac{\text{70}}{\text{100}}$ are all equivalent). 

• This benchmark is a connection point to the metric system and will be explored in MA.4.M.1.2.

 

Common Misconceptions or Errors

• Students often confuse decimals such as 6 tenths and 6 hundredths. Students should use models and explain their reasoning to develop their understanding of the connections between fractions and decimals.
• Some students may not understand that fractions and decimals are different presentations of the same thing. Number lines and other visual models will help students gain a better understanding of this concept.

 

Strategies to Support Tiered Instruction

• Instruction includes building fractions and their decimal equivalents using base ten blocks. 
  • For example, students build $\frac{\text{2}}{\text{10}}$ “two-tenths” and $\frac{\text{20}}{\text{100}}$ “twenty hundredths” with base ten blocks while using vocabulary that will help students see the decimal connection as well. Students realize that the numbers have the same value.

 

Instructional Tasks

Instructional Task 1 (MTR.6.1) 

Read the following numbers and use the benchmark fractions to place them on the number line. 

• a. 0.8 
• b. 0.32 
• c. 0.6 
• d. 0.17

 

Instructional Items

Instructional Item 1 

A value is shown.
What is the value in decimal form? 

• a. 0.25 
• b. 2.05 
• c. 2.5 
• d. 25.100

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.