g4 m6 Full Module PDF

New York State Common Core
4
GRADE
Mathematics Curriculum
GRADE 4 MODULE 6
Table of Contents
GRADE 4 MODULE 6
Decimal Fractions
Module Overview ......................................................................................................... i
Topic A: Exploration of Tenths .............................................................................. 6.A.1
Topic B: Tenths and Hundredths ............................................................................ 6.B.1
Topic C: Decimal Comparison................................................................................. 6.C.1
Topic D: Addition with Tenths and Hundredths .....................................................6.D.1
Topic E: Money Amounts as Decimal Numbers...................................................... 6.E.1
Module Assessments ............................................................................................. 6.S.1
Module 6:
Date:
2014 Common Core, Inc. Some rights reserved. commoncore.org
Decimal Fractions
1/28/14
i
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM
4 6
Module Overview Lesson
Grade 4 Module 6
Decimal Fractions
OVERVIEW
This 20-day module gives students their first opportunity to explore decimal numbers via their relationship to
decimal fractions, expressing a given quantity in both fraction and decimal forms. Utilizing the understanding
of fractions developed throughout Module 5, students apply the same reasoning to decimal numbers,
building a solid foundation for Grade 5 work with decimal operations. Previously referred to as whole
numbers, all numbers written in the base ten number system with place value units that are powers of 10 are
henceforth referred to as decimal numbers, a set which now includes tenths and hundredths, e.g. 1, 15, 248,
0.3, 3.02, and 24.345.
In Topic A, students use their understanding of fractions to explore tenths. At the opening of the topic, they
use metric measurement to see tenths in relationship to different whole units: centimeters, meters,
kilograms, and liters. Students explore, creating and identifying tenths of various wholes, as they draw lines
of specified length, identify the weight of objects,
and read the level of liquid measurements. Students
connect these concrete experiences pictorially as
tenths are represented on the number line and with
tape diagrams as pictured to the right. Students
express tenths as decimal fractions and are
introduced to decimal notation. They write
statements of equivalence in unit, fraction, and
decimal forms, e.g., 3 tenths = = 0.3 (4.NF.6).
Next, students return to the use of metric
measurement to investigate decimal fractions greater than 1. Using a centimeter ruler, they draw lines that
measure, for example,
or
centimeters. Using the area model, students see that numbers containing
a whole number and fractional part, i.e., mixed numbers, can also be expressed using decimal notation
provided that the fractional part can be converted to a decimal number (4.NF.6). Students use place value
disks to represent the value of each digit in a decimal number. Just as they wrote whole numbers in
expanded form using multiplication, students write the value of a decimal number in expanded form using
fractions and decimals, e.g., 2 ones 4 tenths =
= (2 1) + (4
and 2.4 = (2 1) + (4 0.1). Additionally,
students plot decimal numbers on the number line.
Students decompose tenths into 10 equal parts to create hundredths in Topic B. Through the decomposition
of a meter, students identify 1 centimeter as 1 hundredth of a meter. As they count up by hundredths, they
realize the equivalence of 10 hundredths and 1 tenth and go on to represent them as both decimal fractions
and as decimal numbers (4.NF.5). Students use area models, tape diagrams, and number disks on a place
value chart to see and model the equivalence of numbers involving units of tenths and hundredths. They
express the value of the number in both decimal and fraction expanded forms.
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4 6
Close work with the place value chart helps students see that
place value units are not symmetric about the decimal
pointa common misconception that often leads students to
mistakenly believe there is a oneths place. They explore
the placement of decimal numbers to hundredths and
recognize that the place value chart is symmetric about the
ones column. This understanding helps students recognize
that, even as we move to the units on the right side of the decimal on the place value chart, a column
continues to represent a unit 10 times as large as that of the column to its right. This understanding builds on
the place value work done in Module 1 and enables students to understand that 3.2, for example, might be
modeled as 3 ones 2 tenths, 32 tenths, or 320 hundredths. Topic B concludes with students using their
knowledge of fraction equivalence to work with decimal numbers expressed in unit form, fraction form, and
decimal form (4.NF.6).
The focus of Topic C is comparison of decimal numbers (4.NF.7).
To begin, students work with concrete representations of
measurements. They see measurement of length on meter sticks,
of mass using a scale, and of volume using graduated cylinders. In
each case, students record the measurements on a place value
chart and then compare them. They use their understanding of
metric measurement and decimals to answer questions such as,
Which is greater? Less? Which is longer? Shorter? Which is
heavier? Lighter? Comparing the decimals in the context of measurement supports students justification of
their comparisons and grounds their reasoning, while at the same time setting them up for work with decimal
comparison at a more concrete level. Next, students use area models and number lines to compare decimal
numbers and use the <, >, and = symbols to record their comparisons. All of their work with comparisons at
the pictorial level helps to eradicate the common misconception that is often made when students assume a
greater number of hundredths must be greater than a lesser number of tenths. For example, when
comparing 7 tenths and 27 hundredths, students recognize that 7 tenths is greater than 27 hundredths
because, in any comparison, one must consider the size of the units. Students go on to arrange mixed groups
of decimal fractions in unit, fraction, and decimal forms in order from greatest to least or least to greatest.
They use their understanding of different ways of expressing equivalent values in order to arrange a set of
decimal fractions as pictured below.
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Topic D introduces the addition of decimals by way of
finding equivalent decimal fractions and adding fractions.
Students add tenths and hundredths, recognizing that they
must convert the addends to the same units (4.NF.5). The
sum is then converted back into a decimal (4.NF.6). They
use their knowledge of like denominators and
understanding of fraction equivalence to do so. Students
use the same process to add and subtract mixed numbers
involving decimal units. They then apply their new learning
to solve word problems involving metric measurements.
Students conclude their work with decimal
fractions in Topic E by applying their knowledge
to the real world context of money. They
recognize 1 penny as
dollar, 1 dime as
dollar, and 1 quarter as
dollar. They apply
their understanding of tenths and hundredths
to write given amounts of money in both
fraction and decimal forms. To do this, students
decompose a given amount of money into dollars, quarters, dimes, and pennies, and express the amount as a
decimal fraction and decimal number. Students then add various numbers of coins and dollars using Grade 2
knowledge of the equivalence of 100 cents to 1 dollar. Addition and subtraction word problems are solved
using unit form, adding dollars and cents. Multiplication and division word problems are solved using cents as
the unit (4.MD.2). The final answer in each word problem is converted from cents into a decimal using a
dollar symbol for the unit. For example: Jack has 2 quarters and 7 dimes. Jim has 1 dollar, 3 quarters, and 6
pennies. How much money do they have together? Write your answer as a decimal.
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Focus Grade Level Standards

Understand decimal notations for fractions, and compare decimal fractions.
4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and
use this technique to add two fractions with respective denominators 10 and 100. For
example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can
generate equivalent fractions can develop strategies for adding fractions with unlike
denominators in general. But addition and subtraction with unlike denominators in general is
not a requirement at this grade.)
4.NF.6
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.
4.NF.7
Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the
results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a
visual model.
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Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.1
4.MD.2
Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
Foundational Standards
2. MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you
have?
3. NBT.3
Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60)
using strategies based on place value and properties of operations.
3. NF.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3. NF.2
Understand a fraction as a number on the number line; represent fractions on a number line
diagram.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size a/b and that its endpoint locates the number
a/b on the number line.
3. NF.3
3. MD.2
Explain equivalence of fractions in special cases, and compare fractions by reasoning about
their size.
b.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain
why the fractions are equivalent, e.g., by using a visual fraction model.
d.
Compare two fractions with the same numerator or the same denominator by reasoning
about their size. Recognize that comparisons are valid only when the two fractions refer
to the same whole. Record the results of comparisons with the symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l). (Excludes compound units such as cm3 and finding the geometric
volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by using drawings (such as
a beaker with a measurement scale) to represent the problem. (Excludes multiplicative
comparison problems [problems involving notions of times as much; see CCSS Glossary,
Table 2]).
4.MD.1 is addressed in Modules 2 and 7; 4.MD.3 is addressed in Module 3.
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Focus Standards for Mathematical Practice

MP.2
Reason abstractly and quantitatively. Throughout this module, students use area models,
tape diagrams, number disks, and number lines to represent decimal quantities. When
determining the equivalence of a decimal fraction and a fraction, students consider the units
that are involved and attend to the meaning of the quantities of each. Further, students use
metric measurement and money amounts to build an understanding of the decomposition of
a whole into tenths and hundredths.
MP.4
Model with mathematics. Students represent decimals with various models throughout this
module, including expanded form. Each of the models helps students to build understanding
and to analyze the relationship and role of decimals within the number system. Students use
a tape diagram to represent tenths and then to decompose one tenth into hundredths. They
use number disks and a place value chart to extend their understanding of place value to
include decimal fractions. Further, students use a place value chart along with the area model
to compare decimals. A number line models decimal numbers to the hundredths.
MP.6
Attend to precision. Students attend to precision as they decompose a whole into tenths and
tenths into hundredths. They also make statements such as 5 ones and 3 tenths equals 53
tenths. Focusing on the units of decimals, they examine equivalence, recognize that the place
value chart is symmetric around 1, and compare decimal numbers. In comparing decimal
numbers, students are required to consider the units involved. Students communicate their
knowledge of decimals through discussion and then use their knowledge to apply their
learning to add decimals, recognizing the need to convert to like units when necessary.
MP.8
Look for and express regularity in repeated reasoning. As they progress through this
module, students have multiple opportunities to explore the relationships between and
among units of ones, tenths, and hundredths. Relationships between adjacent places values,
for example, are the same on the right side of the decimal point as they are on the left side,
and students investigate this fact working with tenths and hundredths. Further, adding tenths
and hundredths requires finding like units just as it does with whole numbers, such as when
adding centimeters and meters. Students come to understand equivalence, conversions,
comparisons, and addition involving decimal fractions.
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Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives
4.NF.6
4.NBT.1
4.MD.1
4.NF.5
4.NF.6
4.NBT.1
4.NF.1
4.NF.7
4.MD.1
4.NF.7
4.MD.1
4.MD.2
4.NF.5
4.NF.6
4.NF.3c
Days
Exploration of Tenths
Lesson 1:
Use metric measurement to model the decomposition of one
whole into tenths.
Lesson 2:
Use metric measurement and area models to represent tenths

as fractions greater than 1 and decimal numbers.
Lesson 3:
Represent mixed numbers with units of tens, ones, and tenths

with number disks, on the number line, and in expanded form.
Tenths and Hundredths

Lesson 4:
Use meters to model the decomposition of one whole into
hundredths. Represent and count hundredths.
Lesson 5:
Model the equivalence of tenths and hundredths using the

area model and number disks.
Lesson 6:
Use the area model and number line to represent mixed

numbers with units of ones, tenths, and hundredths in fraction
and decimal forms.
Lesson 7:
Model mixed numbers with units of hundreds, tens, ones,

tenths, and hundredths in expanded form and on the place
value chart.
Lesson 8:
Use understanding of fraction equivalence to investigate

decimal numbers on the place value chart expressed in
different units.
Mid-Module Assessment: Topics AB (assessment 1 day, return day,

remediation or further applications day)
Decimal Comparison
Lesson 9:
Use the place value chart and metric measurement to compare
decimals and answer comparison questions.
Lesson 10:
Use area models and the number line to compare decimal

numbers, and record comparisons using <, >, and =.
Lesson 11:
Compare and order mixed numbers in various forms.
Addition with Tenths and Hundredths

Lesson 12:
Apply understanding of fraction equivalence to add tenths and
hundredths.
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Standards Topics and Objectives
4.MD.1
4.MD.2
4.NF.5
4.NF.6
Days
Lesson 13:
Add decimal numbers by converting to fraction form.
Lesson 14:
Solve word problems involving the addition of measurements

in decimal form.
Money Amounts as Decimal Numbers

Lesson 15:
Express money amounts given in various forms as decimal
numbers.
Lesson 16:
Solve word problems involving money.
End-of-Module Assessment: Topics AE (assessment 1 day, return day,

remediation or further applications day)
2
20
Total Number of Instructional Days
Terminology
New or Recently Introduced Terms
Decimal number (number written using place value units that are powers of 10)
(
) (
Decimal expanded form (e.g., (
. ) (
. )
)
Decimal fraction (fraction with a denominator of 10, 100, 1,000, etc.)

Decimal point (period used to separate the whole number part from the fractional part of a decimal
number)
Fraction expanded form (e.g., (
Hundredth (place value unit such that 100 hundredths equals 1 one)
Tenth (place value unit such that 10 tenths equals 1 one)
) (
Familiar Terms and Symbols2
Expanded form (e.g., 100 + 30 + 5 = 135)
Fraction (numerical quantity that is not a whole number, e.g., )
These are terms and symbols students have seen previously.
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4 6
Suggested Tools and Representations
1-liter container with milliliters marks

Area model
Centimeter ruler
Digital scale
Meter stick
Number disks (including decimal number disks to hundredths)
Number line
Place value chart with decimals to hundredths
Tape diagram
Scaffolds3
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to How to Implement A Story of Units.
Assessment Summary
Type
Administered
Format
Standards Addressed
Mid-Module
Assessment Task
After Topic B
Constructed response with rubric
4.NF.5
4.NF.6
End-of-Module
Assessment Task
After Topic E
Constructed response with rubric
4.NF.5
4.NF.6
4.NF.7
4.MD.2
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.
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GRADE
GRADE 4 MODULE 6
Topic A
4.NF.6, 4.NBT.1, 4.MD.1
Focus Standard:
4.NF.6
Instructional Days:
Coherence -Links from:
G3M2
Place Value and Problem Solving with Units of Measure
G3M5
Fractions as Numbers on the Number Line
G5M1
Place Value and Decimal Fractions
-Links to:
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.
In Topic A, students use their understanding of fractions to explore tenths. In Lesson 1, students use metric
measurement and see tenths in relationship to one whole in the context of 1 kilogram, 1 meter, and 1
centimeter. Using bags of rice, each weighing kilogram, students see that the weight of 10 bags is equal to
1 kilogram. Through further exploration and observation of a digital scale, students learn that
kilogram can
also be expressed as 0.1 kilogram, that kilogram can be expressed as 0.2 kilogram, and that all expressions
of tenths in fraction form (up to one whole) can be expressed in decimal form as well. Students then use
their knowledge of pairs to 10 to determine how many more tenths are needed to bring a given number of
tenths up to one whole. To bring together this metric measurement experience by way of a more abstract
representation, tenths are represented on the number line and with tape diagrams as pictured below.
Students express tenths as decimal fractions, are introduced to decimal notation, and write statements of
equivalence in unit, fraction, and decimal forms, e.g., 3 tenths = = 0.3 (4.NF.6). Finally, meters and
centimeters are decomposed into 10 equal parts in a manner similar to that in which 1 kilogram was
decomposed.
Topic A:
Date:
1/28/14
6.A.1
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
Topic A 4 6
In Lesson 2, students return to the use of metric measurement, this time to investigate decimal fractions
greater than 1. They draw lines using a centimeter ruler that measure, for example,
or
centimeters,
and recognize those numbers can also be expressed in unit form as 24 tenths centimeters or 68 tenths
centimeters. Students represent decimal numbers using the area model and see that numbers containing
ones and fractions, i.e., mixed numbers, can also be expressed using decimal notation, e.g., 2.4 or 6.8, and
write more sophisticated statements of equivalence, e.g.,
=2+
and 2.4 = 2 + 0.4 (4.NF.6).
2 ones
4 tenths
In Lesson 3, students work with place value disks and the number line to represent and identify decimal
numbers with tenths as a unit. To explore the place value of each unit in a decimal number with tenths,
students use number disks to rename groups of 10 tenths as ones. Next, students learn to record the value of
each digit of a mixed number in fraction expanded form and then using decimal expanded form, e.g., 2 ones 4
tenths =
= (2 1) + (4
just as 2.4 = (2 1) + (4 0.1). Finally, students model the value of decimal
fractions within a mixed number by plotting decimal numbers on the number line.
A Teaching Sequence Towards Mastery of Exploration of Tenths

Objective 1: Use metric measurement to model the decomposition of one whole into tenths.
(Lesson 1)
Objective 2: Use metric measurement and area models to represent tenths as fractions greater than 1
and decimal numbers.
(Lesson 2)
Objective 3: Represent mixed numbers with units of tens, ones, and tenths with number disks, on the
number line, and in expanded form.
(Lesson 3)
Topic A:
Date:
1/28/14
6.A.2
Lesson 1 4 6
Lesson 1
Objective: Use metric measurement to model the decomposition of one
whole into tenths.
Suggested Lesson Structure
Fluency Practice
Concept Development
Student Debrief
Total Time
(12 minutes)
(38 minutes)
(10 minutes)
(60 minutes)
Fluency Practice (12 minutes)

Divide by 10 3.NBT.3
(4 minutes)
Sprint: Divide by 10 3.NBT.3
(8 minutes)
Divide by 10 (4 minutes)
Materials: (S) Personal white boards
Note: This fluency activity prepares students for todays lesson.
T:
S:
T:
S:
T:
S:
T:
(Project a tape diagram with a value of 20 partitioned into 10 units.) Say the whole.
20.
How many units is 20 divided into?
10.
Say the division sentence.
20 10 = 2.
(Write 2 inside each unit. Write 20 10 = 2 beneath the diagram.)
Continue the process for 200 10, 240 10, 400 10, 430 10, 850 10, 8,500 10, 8,570 10, and 6,280
10.
Sprint: Divide by 10 (8 minutes)

Note: This Sprint prepares students for todays lesson.
Lesson 1:
Date:
Use metric measurement to model the decomposition of one whole

into tenths.
1/28/14
6.A.3
Lesson 1 4 6
Concept Development (38 minutes)

Materials: (T) 10 0.1-kilogram bags of rice, digital scale, 1-meter strip of paper, sticky notes, meter stick
(S) Meter stick per two students, blank meter strip of paper, centimeter ruler, markers or crayons,
personal white board per student
Note: In preparing this lessons materials, consider the following. If you do not have a digital scale, a pan
balance can be used with 100-gram weights labeled as 0.1 kg. Cash register tape can be used to make meter
strip papers. Use sticky notes to label each of the 10 1-meter strips of paper with one number: 0.1 m, 0.2 m,
0.3 m, 1.0 m.
Activity 1: Compose and decompose 1 kilogram, representing tenths in fraction form and decimal form.
T:
T:
S:
T:
T:
S:
T:
S:
MP.2
T:
S:
T:
S:
(Place 10 bags of rice on the scale.) Here are 10 equal bags of rice. Together, all of this rice weighs 1
kilogram.
Lets draw a tape diagram to show the total amount of rice. Draw the tape as long as you can on
your paper. What is our total amount?
1 kilogram.
Lets write 1 kg above the tape diagram to show that the whole tape represents 1 kilogram.
How can we represent the 10 equal bags on the tape diagram?
Make 10 equal parts.
Partition your tape diagram to show 10 equal parts. Each of these parts represents what fraction of
the whole?
1 tenth! (Divide the tape diagram into 10 equal
parts.)
(Remove all bags from the scale. Hold 1 bag in
front of the class.) What fractional part of 1
kilogram is 1 bag? Point to the part this 1 bag
represents on your tape diagram.
(Point to 1 part.)
Lets write the weight of this bag on your tape diagram. What is the weight of 1 bag?
kilogram.
T/S: (Write
T:
S:
kg.)
(Place the second bag of rice in front of the class.) What is the weight of 2 bags?
kilogram.
Continue to count by tenths to compose 1 kilogram.

T:
Lets make a number line the same length as the tape diagram and mark the tenths to match the
parts of the tape diagram. Label the endpoints 0 and 1.
Lesson 1:
Date:

into tenths.
1/28/14
6.A.4
Lesson 1 4 6
T:
T:
T:
S:
T:
T:
S:
Lets see what kilogram looks like on the scale. (Place 1 bag on the scale.) It says zero point one
kilogram.
(Write 0.1 on the number line.) This is a decimal number. We read this decimal as 1 tenth, just like
the fraction . The decimal form is written as zero point one. The dot in a decimal number is called
a decimal point. (Write 1 tenth = = 0.1.) 1 tenth is written in unit form, as a decimal fraction, and
as a decimal number. They are all equal.
Write 1 tenth in decimal form on your
number line just like I did.
(Write 0.1 on the number line.)
Lets see how the number in decimal form
changes as we add more bags or tenths of
a kilogram.
We can express the weight of 1 bag two
ways: zero point one kilogram, or 1 tenth
kilogram. Tell me the weight of 2 bags
using both ways. Start with the decimal
point way.
Zero point two kilogram. 2 tenths kilogram.
T:
(Invite a few students to the front of the room. Distribute two to three bags to each student.) As we
add each bag, count and see how the scale shows the weight in decimal form and record it on your
number line.
S/T: Zero point two kilogram, 2 tenths kilogram, zero point
three kilogram, 3 tenths kilogram, zero point nine
NOTES ON
kilogram, 9 tenths kilogram, one point zero kilogram, 1
MULTIPLE MEANS OF
kilogram!
ENGAGEMENT:
T: Notice the scale uses decimal form for 10 tenths. 10
Students who are not invited to place
tenths is equal to how many ones and how many
weights on the scale may enjoy shading
tenths?
units or placing counters in the tape
S: 1 one and 0 tenths.
diagram for each bag placed on the
scale.
T: So, we record that as 1 point 0. Revise your number
line.
T: (Take off 2 bags showing 0.8 kg.) How many tenths are on the scale now?
S: 8 tenths kilogram.
T: Record the weight of 8 bags in fraction form and decimal form. Use an equal sign.
S:
(Write
kg = 0.8 kg.)
T:
I have 2 bags in my hand. Write the weight of this amount of rice in fraction form and decimal form.
Use an equal sign.
S:
(Write
kg = 0.2 kg.)
Lesson 1:
Date:

into tenths.
1/28/14
6.A.5
Lesson 1 4 6
T:
When I put together
kilogram and
S:
T:
1 kilogram!
(Write 0.2 kilogram + 0.8 kilogram = 1 kilogram.) What other pairs of tenths would make 1 kilogram
when put together?
S:
kilogram and
kilogram.
kilogram.
kilogram I have?
kilogram and
As students share out pairs, write the number sentences using decimal form.
Activity 2: Decompose 1 meter, representing tenths in fraction
form and decimal form.
Give each pair of students a meter stick and two to four
strips of paper that are each 1 meter long. Ask them to use
their meter sticks to divide each paper strip into 10 equal
parts. Have them then shade to show different numbers of
tenths. As they work, collect strips to make an ordered set
on the board, starting with 1 meter to show 10 tenths, 9
tenths, etc. Generate and record the partner each strip
needs to make 1 meter next to each strip, e.g., 0.9 meter +
0.1 meter = 1 meter. Have the students then generate two
or three equivalent number sentences showing the equality
of fraction form and decimal form, e.g., meter = 0.1
Meter Stick
2 Examples of Shaded Paper Strips:
4 tenths shaded
0.4 meter + 0.6 meter = 1 meter
9 tenths shaded
0.9 meter + 0.1 meter = 1 meter
meter.
Activity 3: Decompose 1 centimeter, representing tenths in
fraction form and decimal form.
T:
T:
S:
T:
S:
T:
S:
T:
Now that we have practiced decomposing a meter into

tenths, lets use that same thinking to decompose a
centimeter into tenths.
Take out your centimeter ruler and draw a 1centimeter
line.
(Draw.)
Each centimeter has been partitioned into equal parts.
How many equal parts are there from 0 to 1
centimeter?
10 parts.
What fraction of a centimeter is one part?
1 tenth.
How many units of 1 tenth
equal 1 centimeter?
Lesson 1:
Date:
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Students with low visual or other
perceptual challenges may find
drawing a 1-centimeter line and
deciphering millimeters difficult. A
centimeter stencil that students can
easily trace may be beneficial. In
addition to having students interact
with a to-scale centimeter (such as a
cube), it may be helpful to project
teacher modeling with an overhead
projector or document camera, if
available.

into tenths.
1/28/14
6.A.6
Lesson 1 4 6
S:
10 tenths.
T:
Label your line. 1 cm =
T:
Below your line, make a line that measures

decimal form.
S:
(Draw a line 0.9 cm in length. Write
T:
S:
How many more tenths of a centimeter do we need to have 1 centimeter?

We would need 0.1 cm more.
T:
(Write
T:
Now draw a line below these lines that measures centimeter. Label this new line in fraction and
decimal form. Write an addition sentence in both fraction and decimal form to show how many
more tenths of a centimeter you need to get to 1 centimeter.
S:
(Draw and label
T:
Continue writing more pairs as you work, making a line that is
cm +
cm.
centimeter. Label your line in fraction form and
cm = 0.9 cm.)
cm = 1 cm and 0.9 cm + 0.1 cm = 1.0 cm.)
cm and 0.8 cm. Write
cm +
cm = 1 cm and 0.8 cm + 0.2 cm = 1 cm.)

centimeter shorter each time.
Select students to share so that the fraction form and decimal form of the number sentence are presented to
the class.
Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the careful sequencing
of the Problem Set guide your selections so that problems
continue to be scaffolded. Balance word problems with
other problem types to ensure a range of practice. Assign
incomplete problems for homework or at another time
during the day.
Student Debrief (10 minutes)

Lesson Objective: Use metric measurement to model the
decomposition of one whole into tenths.
Lesson 1:
Date:

into tenths.
1/28/14
6.A.7
Lesson 1 4 6
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
In Problem 2, 8 tenths liter was represented.

How is that different from the 8 tenths kilogram
in Problem 3? How is representing 8 tenths liter
similar to representing 8 tenths kilogram?
In Problem 2, we measured liters of water. What
other type of material might we be measuring
when we measure 6 tenths of a liter? Where
have you seen or used liters in your everyday
life?
Look at Problem 5. How is getting to 1
centimeter similar to getting to 10, as you did in
earlier grades? How did getting to 10 help you in
the past? How do you think getting to 1 might
help you now?
What relationship does 1 tenth have to 1?
How did your work with decimal fractions like
, or
prepare you for this lesson?
Today we studied decimal numbers and we

wrote them in fraction form and decimal form.
How are the two forms alike? How are they
different?
What purpose does a decimal point serve?
During Fluency Practice, you divided numbers by 10. How did todays work of dividing one whole
into parts relate to your fluency work? When you divide 20 by 10, what is your equal unit? When
you divide 1 into 10 equal parts, what is your equal unit?
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.
Lesson 1:
Date:

into tenths.
1/28/14
6.A.8
Lesson 1:
Date:
Lesson 1 Sprint 46

into tenths.
1/28/14
6.A.9
Lesson 1:
Date:
Lesson 1 Sprint 46

into tenths.
1/28/14
6.A.10
Lesson 1 Problem Set 46
Name
Date
1. Shade the first 7 units of the tape diagram. Count by tenths to label the number line using a fraction and
a decimal for each point. Circle the decimal that represents the shaded part.
0.1
____
____
_
____
_
____
_
____
_
____
_
____
_
____
_
____
_
2. Write the total amount of water in fraction form and decimal form. Shade the last bottle to show the
correct amount.
1L
1L
L=
0.5L
1L
L=
0.5L
L= 0.9 L
0.5L
3. Write the total weight of the food on each scale in fraction form or decimal form.
0.4 kg
__ kg
kg
kg
Lesson 1:
Date:
kg

into tenths.
1/28/14
6.A.11
4. Write the length of the bug in centimeters. (Drawing is not to scale.)

Fraction form: __________ cm
Decimal form: __________ cm
How far does the bug need to walk before its nose is
at the 1 cm mark? _________ cm
cm
5. Fill in the blank to make the sentence true in both fraction form and decimal form.
a.
cm + ______ cm = 1 cm
0.8 cm + ______ cm = 1.0 cm
b.
cm + ______ cm = 1 cm
0.2 cm + ______ cm = 1.0 cm
c.
cm + ______ cm = 1 cm
0.6 cm + ______ cm = 1.0 cm
6. Match each amount expressed in unit form to its equivalent fraction and decimal forms.
5
3 tenths
0.2
10
5 tenths
0.6
6 tenths
0.3
10
9 tenths
0.5
10
2 tenths
0.9
10
Lesson 1:
Date:

into tenths.
1/28/14
6.A.12
Lesson 1 Exit Ticket 46
Name
Date
1. Fill in the blank to make the sentence true in both fraction form and decimal form.
a.
cm + ______ cm = 1 cm
0.9 cm + ______ cm = 1.0 cm
b.
cm + ______ cm = 1 cm
0.4 cm + ______ cm = 1.0 cm
2. Match each amount expressed in unit form to its fraction form and decimal form.
5
3 tenths
0.8
10
8 tenths
0.3
5 tenths
0.5
Lesson 1:
Date:

into tenths.
1/28/14
6.A.13
Lesson 1 Homework 46
Name
Date
1. Shade the first 4 units of the tape diagram. Count by tenths to label the number line using a fraction and
a decimal for each point. Circle the decimal that represents the shaded part.
0.1
____
____
_
____
_
____
_
____
_
____
_
____
_
____
_
____
_
2. Write the total amount of water in fraction form and decimal form. Shade the last bottle to show the
correct amount.
1L
0.5 L
1L
L=
0.5 L
1L
L=
L= 0.3 L
0.5L
3. Write the total weight of the food on each scale in fraction form or decimal form.
0.7 kg
Lesson 1:
Date:
kg
____ kg
6
10 kg

into tenths.
1/28/14
6.A.14
4. Write the length of the bug in centimeters. (Drawing is not to scale.)

Fraction form: __________ cm
Decimal form: __________ cm
If the bug walks 0.5 cm farther, where will its nose
be? _________ cm
cm
5. Fill in the blank to make the sentence true in both fraction and decimal form.
a.
cm + ______ cm = 1 cm
0.4 cm + ______ cm = 1.0 cm
b.
cm + ______ cm = 1 cm
0.3 cm + ______ cm = 1.0 cm
c.
cm + ______ cm = 1 cm
0.8 cm + ______ cm = 1.0 cm
6. Match each amount expressed in unit form to its equivalent fraction and decimal.
4
2 tenths
0.4
10
4 tenths
0.6
6 tenths
0.2
10
7 tenths
0.5
10
5 tenths
0.7
10
Lesson 1:
Date:

into tenths.
1/28/14
6.A.15
Lesson 2 46
Lesson 2
Objective: Use metric measurement and area models to represent tenths
as fractions greater than 1 and decimal numbers.
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(4 minutes)
(34 minutes)
(10 minutes)
(60 minutes)

Divide by 10 4.NF.6
(4 minutes)
Write the Decimal or Fraction 4.NF.6
(3 minutes)
Count by Tenths 4.NF.6
(5 minutes)
Note: This fluency activity reviews G4M6Lesson 1.
T:
S:
T:
S:
T:
S:
T:
T:
S:
(Project a tape diagram with a value of 100 partitioned into 10 units.) Say the whole.
100.
How many units is 100 divided into?
10.
Say the division sentence.
100 10 = 10.
(Write 10 inside each unit. Write 100 10 = 10 beneath the diagram.)
(Write 10 10.) Draw a tape diagram, showing 10 10.
(Draw a tape diagram partitioned into 10 units. Write 10 at the top. Write 1 inside each unit.
Beneath the tape diagram, write 10 10 = 1.)
Lesson 2:
Date:
Use metric measurement and area models to represent tenths as

fractions greater than 1 and decimal numbers.
1/28/14
6.A.16
Lesson 2 46
Write the Decimal or Fraction (3 minutes)

T:
(Write
.) Say the fraction.
S:
1 tenth.
T:
(Write
= __.__.) Complete the number sentence.
S:
(Write
= 0.1.)
Continue the process for
, and
T:
(Write 0.3 = .) Complete the number sentence.
S:
(Write 0.3 =
.)
Continue the process for 0.4, 0.8, and 0.6.

T:
(Write
S:
10 tenths.
T:
Complete the number sentence, writing 10 tenths as a whole number.
S:
(Write
= 1.)
Count by Tenths (5 minutes)

T:
Count by ones to 10, starting at zero.
S:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T:
Count by tenths to 10 tenths, starting at zero tenths.
S:
T:
1 one is the same as how many tenths?
S:
10 tenths.
T:
Lets count to 10 tenths again. This time, when you come to 1, say one.
S:
T:
S:
T:
, 1.
Count by tenths again. This time, when I raise my hand, stop.

,
(Raise hand.) Say 3 tenths using digits. For example, 1 tenth would be said as zero point one.
Lesson 2:
Date:

1/28/14
6.A.17
Lesson 2 46
S:
Zero point three.
T:
Continue counting using fraction form.
S:
T:
(Raise hand.) Say 7 tenths using digits.
S:
Zero point seven.
T:
Continue counting in fraction form.
S:
, 1.
Use the same process to count down to zero tenths.

T:
Count by twos to 10 starting at zero.
S:
0, 2, 4, 6, 8, 10.
T:
Count by 2 tenths to 10 tenths, starting at zero.
S:
T:
Count by 2 tenths again. This time, when you come to the whole number, say it.
S:
, 1.
T:
Count backwards by 2 tenths starting at 1.
S:
1,
Application Problem (4 minutes)

Yesterday, Bens bamboo plant grew 0.5 centimeters. Today it grew another
centimeters did Bens bamboo plant grow in 2 days?
centimeter. How many
Note: This Application Problem builds from G4Module 5 where students added fractions with like units. To
do so, students use what they learned in G4M6Lesson 1 to convert a decimal number to fraction form to
add.
Lesson 2:
Date:

1/28/14
6.A.18
Lesson 2 46

Materials: (T) Centimeter ruler, area model template,
document camera (S) Centimeter ruler, pencil,
paper, area model template, personal white board
Problem 1: Draw line segments of given lengths, and express
each segment as a mixed number and a decimal.
T:
S:
(Place a centimeter ruler under the document camera.

If a document camera is unavailable, circulate to check
students work.) Using your pencil, draw a line that
measures 2 centimeters. (Write 2 cm on the board.)
(Draw a line with the length of 2 centimeters.)
Extend the line 6 tenths centimeter.
(Extend the 2 centimeters line by 6 tenths centimeter.)
How many whole centimeters did you draw?
2 whole centimeters.
(Label 2 cm below the line as pictured to the right.)
How many tenths of a centimeter did you draw
after drawing 2 centimeters?
6 tenths centimeter.
T:
(Label
centimeter. Complete the expression 2
cm +
cm below the line as pictured to the right.)
S:
T:
S:
T:
S:
T:
T:
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Some learners may benefit from using
a large print or tactile ruler that has
raised lines for every centimeter.
Consider adhering dried glue or rubber
bands to student rulers to help learners
with low vision gauge the centimeter
and millimeter measures. Also,
possibly provide hand-held magnifying
lenses.
T:
Record a number sentence showing the total length of your line as a mixed number.
S:
(Write 2 cm +
T:
Lets rewrite this expression in decimal form. (Write 2 cm + 0.6 cm = 2.6 cm.) Rewrite your fraction
addition in decimal form, and explain the relationship between the two number sentences and the
line you drew to your partner. (Allow students time to work.)
T:
cm is written in decimal form like this: 2.6 cm. We read this as 2 and 6 tenths centimeter.
cm =
cm.)
Repeat the process as necessary with

cm and
cm. Next, call out lengths verbally (e.g., 1 and 5 tenths
centimeters). Students quickly draw the line and write the corresponding length in mixed number and
decimal form. Suggested sequence: 1.5 cm, 5.4 cm, 3.9 cm, 9.6 cm, and 8.1 cm.
Lesson 2:
Date:

1/28/14
6.A.19
Lesson 2 46
Problem 2: Use the area model to represent tenths as fractions greater than 1 and as decimal numbers.
T:
S:
T:
S:
T:
MP.2
S:
T:
(Cover up the ruler to show only 1 cm.) How many tenths are in 1?
10 tenths.
(Reveal another centimeter, showing 2 cm.) How many tenths are in 2?
20 tenths.
(Reveal 2.6 cm.) How many tenths are in 2 and 6 tenths?
26 tenths.
Express 26 tenths in fraction form.
S:
(Write
.)
T:
(Write
cm +
T:
S:
(Place area model template in a personal white board as students do the same, and project with
document camera.) How many rectangles are on your template?
5 rectangles.
Each rectangle represents 1 one. How many ones do we have?
5 ones.
Each rectangle has been partitioned equally. How many
tenths are there in all?
50 tenths.
T:
(Write
T:
S:
T:
How many ones in this number?

2 ones.
(Begin showing the number bond, taking out 2.) Shade in 2
ones on your template.
(Shade in 2 rectangles.)
How many tenths do we still need to shade in?
6 tenths.
S:
T:
S:
T:
S:
T:
S:
cm =
cm.)
.)
T:
(Complete the number bond by writing

more.
T:
(As students are shading their template, write
T:
With your partner, rewrite 2 + using decimal form to add

the tenths.
(Write 2 + 0.6 )
2 + 0.6 can be written as?
2 point 6.
(Write 2.6 = 2 + 0.6.) With your partner, draw a number
bond, this time using decimal form.
S:
T:
S:
T:
Lesson 2:
Date:
.) Shade in 6 tenths
=2+
.)

1/28/14
6.A.20
Lesson 2 46
Students erase their templates. Continue the process with

,
,
, , , . When appropriate,
conclude each experience by asking how many more is needed to get to the next whole number as illustrated
below:
T:
S:
T:
S:
T:
You just shaded

and wrote this mixed number as 3 + 0.2 = 3.2. Look at your area model. How
many tenths do you need to get to 4 ones?
8 tenths.
How do you know?
I looked at the area model and saw that 8 tenths more have to be shaded in to complete one whole.
2 tenths plus 8 tenths equals 10 tenths and that makes one whole.
Express 8 tenths as a fraction and decimal.
With the final two or three examples, extend the question by asking how many more tenths are needed to
get to 5.

Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for

Lesson Objective: Use metric measurement and area
models to represent tenths as fractions greater than 1 and
decimal numbers.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Look at Problem 1(a) and Problem 2(a). What do you notice? How could you apply what you did in
Problem 2(a) to Problem 1(a)? Are there other similarities within Problem 1 and Problem 2?
Lesson 2:
Date:

1/28/14
6.A.21
Lesson 2 46
Look at Problem 2(e). How did you know how

much of the rectangles to shade in? What is the
most efficient way to determine how many
rectangles you would need to shade in?
Look at Problem 2(e) with your partner. Explain
to each other how you decided how much more
is needed to get to 5.
How did the Application Problem connect to
todays lesson with decimal fractions?

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.
Lesson 2:
Date:

1/28/14
6.A.22
Name
Date
1. For each length given below, draw a line segment to match. Express each measurement as an equivalent
mixed number.
a. 2.6 cm
b. 3.4 cm
c. 3.7 cm
d. 4.2 cm
e. 2.5 cm
2. Write the following as equivalent decimals. Then, model and rename the number as shown below.
a. 2 ones and 6 tenths = __________
2+
0. = .
Lesson 2:
Date:

1/28/14
6.A.23
b. 4 ones and 2 tenths = __________
c.
= __________
d.
= __________
How much more is needed to get to 5? _________________

e.
= __________
Lesson 2:
Date:

1/28/14
6.A.24
Name
Date
1. For the length given below, draw a line segment to match. Express the measurement as an equivalent
mixed number.
a. 4.8 cm
2. Write the following in decimal form and as a mixed number. Shade the area model to match.
a. 3 ones and 7 tenths = __________ = __________
b.
= __________= __________
Lesson 2:
Date:

1/28/14
6.A.25
Name
Date
1. For each length given below, draw a line segment to match. Express each measurement as an equivalent
mixed number.
a. 2.6 cm
b. 3.5 cm
c. 1.7 cm
d. 4.3 cm
e. 2.2 cm
2. Write the following in decimal form. Then, model and rename the number as shown below.
a. 2 ones and 6 tenths = __________
2+
0. = .
Lesson 2:
Date:

1/28/14
6.A.26
b. 3 ones and 8 tenths = __________
c.
= __________
d. 1
= __________

e.
= __________
Lesson 2:
Date:

1/28/14
6.A.27
Lesson 2 Template 46
Area Model Template
Lesson 2:
Date:

1/28/14
6.A.28
Lesson 3 46
Lesson 3
Objective: Represent mixed numbers with units of tens, ones, and tenths
with number disks, on the number line, and in expanded form.
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(5 minutes)
(35 minutes)
(10 minutes)
Total Time
(60 minutes)

(5 minutes)
(5 minutes)

Note: This fluency activity reviews G4M6Lessons 12.
T:
(Write
S:
1 tenth.
T:
(Write
= __.__.) Write 1 tenth as a decimal to complete the number sentence.
S:
(Write
= 0.1.)
, and
T:
(Write 0.3 = .) Write zero point three as a fraction to complete the number sentence.
S:
(Write 0.3 =

T:
(Write
S:
1.
) 10 tenths equals what whole number?
Lesson 3:
Date:
Represent mixed numbers with units of tens, ones, and tenths with
number disks, on the number line, and in expanded form.
1/28/14
6.A.29
Lesson 3 46
T: (Write
= 1. Beneath it, write
.) How many ones is 30 tenths?
S:
3 ones.
T:
(Write
S:
5 ones.
T:
(Write
.) Write 13 tenths as a mixed number.
S:
(Write
T:
(Write
= __.__.) Write
S:
(Write
= 1.3.)
.) How many ones is 50 tenths?
, and
in decimal form.
T:
(Write 2.1.) Write two point one as a mixed number.
S:
(Write 2.1 =
Continue the process for 3.1, 5.1, 5.9, and 1.7.

T:
S:
T:
S:
Count by
fives to 50,
starting at
zero.
0
1
2
3
0, 5, 10, 15,
20, 25, 30, 35, 40, 45, 50.
Count by 5 tenths to 50 tenths, starting at 0 tenths. (Write as students count.)
,
T:
S:
1 is the same as how many tenths?

10 tenths.
T:
(Beneath
, write 1.)
Continue the process, identifying the number of tenths in 2, 3, 4, and 5.

T:
S:
Lets count by 5 tenths again. This time, when you come to a whole number, say the whole number.
Try not to look at the board.
,
, 1,
, 2,
,3,
, 4,
Lesson 3:
Date:
, 5.
1/28/14
6.A.30
Lesson 3 46
T:
Count backwards by 5 tenths, starting at 5.
S:
5,
T:
Count by 5 tenths again. This time, when I raise my hand, stop.
S:
T:
S:
, 4,
, 1,
, 3,
, 2,
, 1,
(Raise hand.) Say 15 tenths using digits.

One point five.
Continue the process counting up to 5 and down from 5, asking students to say the improper fractions using
digits.

Ed bought 4 pieces of salmon weighing a total of 2 kilograms. One piece weighed
weighed
kg, and two of the pieces
kg each. What was the weight of the fourth piece of salmon?
Note: This Application Problem anticipates decimal fraction addition and reinforces the concept of how many
more to make one.

Materials: (T) Ones place value disks, tenths place value disks
(S) Ones place value disks, tenths place value disks, personal
white board, number line template
Problem 1: Make groups of 10 tenths to rename as ones. Write the
number in decimal form.
T:
S:
With a partner, use place value disks to show 21 units of 1

tenth in five-group formation.
(Lay out 21 disks, all tenths, in five-group formation, as shown.)
Lesson 3:
Date:
1/28/14
6.A.31
Lesson 3 46
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
Talk with your partner. Is there any way we can use

fewer disks to show this same value?
We can bundle 10 tenths to make one. There are 2
groups of 10 tenths, so we can show 21 tenths as 2
ones 1 tenth. In the five-groups, I can see 2 groups
of 10 disks. 10 tenths is 1 whole. We have 1 (circling
group with finger), 2 (circling group with finger) groups
that make 2 ones and then 1 tenth (touching final 0.1
disk.)
Lets group 0 tenths together and trade them for?
1 one.
How many times can we do this?
1 more time. 2 times.
What disks do we have now?
2 ones and 1 tenth.
Express this number in decimal form.
(Write 2.1.)
How many more tenths would we have needed to have 3 ones?
9 tenths more. 0.9.
NOTES ON
MULTIPLE MEANS FOR
ACTION AND
EXPRESSION:
Be sure to enunciate /th/ at the end of
tenths to help English language
learners distinguish tenths and tens.
Try speaking slower, pause more
frequently, or couple language with a
tape diagram. Check for student
understanding and correct
pronunciation of fraction names.
Repeat the process using disks to model 17 tenths. Then, continue the process having the students draw
disks for 24 tenths. Have students circle the disks being bundled.
Problem 2: Represent mixed numbers with units of tens, ones, and tenths in expanded form.
T:
S:
T:
S:
T:
S:
T:
MP.4
S:
T:
S:
T:
S:
Hold up a place value disk with a value of 1 ten. We say the value of this disk is?
1 ten. Ten.
(Draw or show 4 tens disks.) The total value of 4 of these is?
4 tens. Forty.
4 tens written as a multiplication expression is?
4 1 ten. 4 10.
(Write the expression below the disks as pictured to the right.)
4 10 is?
40. (Complete the number sentence.)
(Draw or show 2 ones disks.) The total value of these
2 disks is?
2 ones. Two.
2 ones written as a multiplication expression is?
2 1. (Write the expression below the disks as
pictured to the right.)
Lesson 3:
Date:
1/28/14
6.A.32
Lesson 3 46
T:
S:
T:
S:
T:
S:
T:
S:
MP.4
T:
(4 10) + (2 1) is?
42. (Complete the number sentence.)
(Draw or show a tenth disk.) This place
value disk says zero point one on it.
We say the value of this disk is?
1 tenth.
(Draw or show 6 one-tenth disks in
five-group formation.) The total value
of 6 of these disks is?
6 tenths.
6 tenths written as a multiplication
expression is?
6
. (Write the expression below the disks as
pictured to the right.)
Discuss the total value of the number represented by the disks with your partner.
Do what is in the parentheses first, then find the sum. 40 + 2 +
tenths. Its like expanded form.
T:
We have written
in expanded form, writing each term as a multiplication expression. Just like
with whole numbers, the expanded form allows us to see the place value unit for each digit.
T:
(Point to (4 10) + (2 1) + (6 ) =
.) Talk with your partner. How could you write this using
decimal expanded form instead of fraction expanded form? Explain how you know.
(Work with partners, and write (4 10) + (2 1) + (6 0.1) = 42.6.) I know that 1 tenth can be
written as zero point one and 42 and 6 tenths can be written as forty-two point six. We looked on
our disks. We had 4 tens, 2 ones, and 6 disks that had 0.1 on them. We knew it was 42 + 0.6, so
that helped us rewrite
as 42.6.
S:
is
. 4 tens, 2 ones, 6
S:
Continue the process of showing a mixed number with place value disks and then writing the expanded
fraction form and expanded decimal form for the following numbers: 24 ones 6 tenths, 13 ones 8 tenths, 68
ones 3 tenths. Challenge students to think how much each number needs to complete the next one.
Problem 3: Use the number line to model mixed numbers with units of ones and tenths.
T:
T:
S:
T:
T:
S:
(Distribute number line template to insert into personal white boards.) Label the larger intervals
from 0 to 5.
The segment between each whole number is divided up into how many equal parts?
10 equal parts.
Plot a point on the number line to represent 4 and 1 tenth.
In the chart below your number line, lets plot the same number on a shorter number line
partitioned into tenths. What will the endpoints of this shorter number line be?
4 and 5.
Lesson 3:
Date:
1/28/14
6.A.33
Lesson 3 46
T:
(Fill out the chart to show 4.1 plotted on a number line between 4 and 5, in decimal form, as a mixed
number, and in expanded form.)
S:
(Write 4 ones and 1 tenth, 4.1,
T:
How many more tenths to get to 5? Explain to your partner how you know, and complete the final
column of the chart.
S:
9 tenths. . 0.9. I know because it takes 10 tenths to make a one. If we have 1 tenth, we
need 9 more tenths to make 1.
, (4 1) + (1 0.1) = 4.1. (4 1) + (1
)=
.)
Repeat the process by naming the following points for students to plot. Then, have them complete and share
their charts. The longer number line with 5 whole number intervals can be relabeled to show a broader range
of numbers than that included in the chart or omitted for Examples (bd) below.
b. 3 tens 2 ones and 5 tenths
c. 4 tens 7 tenths
d. 9 tens 9 tenths
Lesson 3:
Date:
1/28/14
6.A.34
Lesson 3 46


Lesson Objective: Represent mixed numbers with units of
tens, ones, and tenths with number disks, on the number
line, and in expanded form.
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
You may choose to use any combination of the questions
below to lead the discussion.
Look at Problem 3(b). Today we showed mixed

numbers in decimal expanded form and fraction
expanded form. How could you represent this
number with place value disks? With an area
model? Draw a line that is 17.5 cm in length.
Look at Problem 3(a). How would you represent
this number using only tenths? With your
partner, use the number line or centimeter ruler
to prove that 39 tenths is the same as 3 ones and
9 tenths.
Look at Problems 2(d) and 3(c). How are these
two problems alike?
In Problems 2(c), 2(d), and 3(e) we have the same
number of tens as tenths. Explain to your partner
the difference in value between the tens place
and the tenths place. Notice that the ones are
sandwiched between the tens and tenths.
Lesson 3:
Date:
1/28/14
6.A.35
Lesson 3 46
How did you locate points on the number line?

Lesson 3:
Date:
1/28/14
6.A.36
Lesson 3 Problem Set 4 6
Name
Date
1. Circle groups of tenths to make as many ones as possible.

a. How many tenths in all?
Write and draw the same number using ones and

tenths.
Decimal Form: _________

There are _________ tenths.
b. How many tenths in all?
How much more is needed to get to 3? _________

tenths.

2. Draw disks to represent each number using tens, ones, and tenths. Then, show the expanded form of the
number in fraction form and decimal form as shown. The first one has been completed for you.
a. 4 tens 2 ones 6 tenths
b. 1 ten 7 ones 5 tenths
Fraction Expanded Form

(4 10) + (2 1) + (6 ) =
Decimal Expanded Form
(4 10) + (2 1) + (6 0.1) = 2.6
Lesson 3:
Date:
1/28/14
6.A.37
Lesson 3 Problem Set 4 6
c. 2 tens 3 ones 2 tenths
d. 7 tens 4 ones 7 tenths
3. Complete the chart.
Point
Decimal
Form
Number Line
Mixed
Number
(ones and
fraction form)
Expanded Form
(fraction or decimal
form)
How
much to
get to the
next
one?
a.
0.1
b.
17
18
c.
0) (
d.
e.
Lesson 3:
Date:
0)
0.
1/28/14
6.A.38
Lesson 3 Exit Ticket 4 6
Name
Date


tenths.

Point
Number Line
Decimal
Form
Mixed Number
(ones and
fraction form)
Expanded Form
(fraction or decimal
form)
How much to
get to the next
one?
a.
b.
70.7
Lesson 3:
Date:
1/28/14
6.A.39
Name
Date

b. How many tenths in all?

tenths.

tenths.

How much more is needed to get to 3? _______
2. Draw disks to represent each number using tens, ones, and tenths. Then, show the expanded form of the
number in fraction form and decimal form as shown. The first one has been completed for you.
a. 3 tens 4 ones 3 tenths
b. 5 tens 3 ones 7 tenths

(3 10)+ (4 1) + (3 ) =
Decimal Expanded Form

(3 10) + (4 1) + (3 0.1) = 34.3
Lesson 3:
Date:
1/28/14
6.A.40
c. 3 tens 2 ones 3 tenths
d. 8 tens 4 ones 8 tenths
Point
Decimal
Form
Number Line
Mixed Number
(ones and
fraction form)
Expanded Form
(fraction or decimal form)
How
much to
get to
the next
one?
a.
b.
0.5
24
25
c.
0) (
d.
e.
Lesson 3:
Date:
0)
0.
1/28/14
6.A.41
Number Line and Chart Template
Point
Number Line
Decimal
Form
Mixed
Number
(ones and
fraction
form)
Expanded Form
(fraction or
decimal form)
How much
more is
needed to get
to the next
one?
a.
b.
c.
d.
Lesson 3:
Date:
1/28/14
6.A.42
GRADE
GRADE 4 MODULE 6
Topic B

4.NF.5, 4.NF.6, 4.NBT.1, 4.NF.1, 4.NF.7, 4.MD.1
Focus Standard:
4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100,

and use this technique to add two fractions with respective denominators 10 and 100.
For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who
can generate equivalent fractions can develop strategies for adding fractions with unlike
denominators in general. But addition and subtraction with unlike denominators in
general is not a requirement at this grade.)
4.NF.6
Instructional Days:
G3M2
Place Value and Problem Solving with Units of Measure
G3M5
G5M1
-Links to:
In Topic B, students decompose tenths into 10 equal parts to create hundredths.

In Lesson 4, they once again use metric measurement as a basis for exploration. Using a meter stick, they
locate 1 tenth meter and then locate 1 hundredth meter. They identify 1 centimeter as
meter and count
up to
, and, at the concrete level,
realize the equivalence of

They represent
meter and
meter.
meter as 0.01 meter, counting
up to
or 0.25, both in fraction and decimal form.
They then model the meter with a tape diagram
and partition it into tenths, as they did in Lesson 1.
They locate 25 centimeters and see that it is equal
to 25 hundredths by counting up,
. They represent this
Topic B:
Date:

1/28/14
6.B.1
Topic B 4 6
as
and, using decimal notation, write 0.25. A number bond shows the decomposition of 0.25
into the fractional parts of
and
In Lesson 5, students relate hundredths to the area model (pictured below), to a tape diagram, and to
number disks. They see and represent the equivalence of tenths and hundredths pictorially and numerically.
1 hundredth =
= 0.01
5 hundredths =
25 hundredths =
= 0.25
Students count up from

with number disks just as they did
with centimeters in Lesson 4. This time, the 10 hundredths are
traded for 1 tenth and the equivalence is expressed as
= 0.10 (4.NF.5, 4.NF.6). The equivalence of tenths
and hundredths is also realized through multiplication and
division, e.g.,
and
,
establishing 1 tenth is 10 times as much as 1 hundredth. They
see, too, that 16 hundredths is 1 tenth and 6 hundredths and
that 25 hundredths is 2 tenths and 5 hundredths.
In Lesson 6, students draw representations of three-digit decimal numbers (with ones, tenths, and
hundredths) with the area model.
Students also further extend their use of the number line to

show the ones, tenths, and hundredths as lengths. Lesson 6
concludes with students coming to understand that tenths
and hundredths each hold a special place within a decimal
number, establishing 3.80 and 3.08 are different and
distinguishable values.
Topic B:
Date:

1/28/14
6.B.2
Topic B 4 6
In Lesson 7, decimal numbers to hundredths

are modeled with disks and written on the
place value chart where each digits value is
analyzed. The value of the total number is
represented in both fraction and decimal
expanded form as pictured below.
In the Debrief, students discuss the symmetry of the place value chart around 1, seeing the ones place as the
mirror for tens and tenths and hundreds and hundredths, thereby avoiding the misconception of the
oneths place or the decimal point itself as the point of symmetry. This understanding helps students
recognize that, even as we move to the decimal side of the place value chart, a column continues to
represent a unit 10 times as large as that of the column to its right.
In Lesson 8, students use what they know about fractions to represent decimal numbers in terms of different
units. For example, 3.2 might be modeled as 3 ones 2 tenths, 32 tenths, or 320 hundredths. Students show
these renamings in unit form, fraction form, and decimal form.
Topic B:
Date:

1/28/14
6.B.3
Topic B 4 6
A Teaching Sequence Towards Mastery of Tenths and Hundredths

Objective 1: Use meters to model the decomposition of one whole into hundredths. Represent and
count hundredths.
(Lesson 4)
Objective 2: Model the equivalence of tenths and hundredths using the area model and number disks.
(Lesson 5)
Objective 3: Use the area model and number line to represent mixed numbers with units of ones, tenths,
and hundredths in fraction and decimal forms.
(Lesson 6)
Objective 4: Model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in
expanded form and on the place value chart.
(Lesson 7)
Objective 5: Use understanding of fraction equivalence to investigate decimal numbers on the place
value chart expressed in different units.
(Lesson 8)
Topic B:
Date:

1/28/14
6.B.4
Lesson 4 46
Lesson 4
Objective: Use meters to model the decomposition of one whole into
hundredths. Represent and count hundredths.
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(5 minutes)
(33 minutes)
(10 minutes)
Total Time
(60 minutes)

Sprint: Write Fractions and Decimals 4.NF.6
(9 minutes)
(3 minutes)
Sprint: Write Fractions and Decimals (9 minutes)

Materials: (S) Write Fractions and Decimals Sprint
Notes: This Sprint reviews G4M6Lessons 13.

Notes: This fluency activity reviews G4M6Lessons 12.
T:
S:
T:
S:
T:
S:
Count by
twos to 20,
starting at
zero.
0
1
0, 2, 4, 6, 8,
10, 12, 14, 16, 18, 20. (Write as students count.)
Count by 2 tenths to 20 tenths, starting at 0 tenths. (Write as students count.)
,

10 tenths.
Lesson 4:
Date:
Use meters to model the decomposition of one whole into hundredths.

Represent and count hundredths.
1/28/14
6.B.5
Lesson 4 46
T:
(Beneath
, write 1.)
Continue the process for 2.

T: Lets count by 2 tenths again. This time, when you come to a whole number, say the whole number.
Try not to look at the board.
S:
T:
Count backwards by 2 tenths, starting at 2.
S:
2,
, 1,
, 1,
, 2.

Ali is knitting a scarf that will be 2 meters long. So far, she has knitted
meters.
a. How many more meters does Ali need to knit? Write the answer as a fraction and as a decimal.
b. How many more centimeters does Ali need to knit?
Note: This Application Problem reviews mixed decimal fractions and counting on to make 1 more. Revisit the
problem in the Debrief to answer in hundredths meters.
Lesson 4:
Date:

1/28/14
6.B.6
Lesson 4 46

Materials: (T) Meter stick, 1-meter strip of paper partitioned into 10 equal parts by folds or dotted lines, tape
(S) Personal white board, tape diagram in tenths template
Problem 1: Recognize 1 centimeter as
T:
S:
T:
S:
T:
T:
S:
T:
T:
S:
of a meter, which can be written as
This is a meter stick. What is its length?

1 meter.
How many centimeters are in a meter?
100 centimeters.
(Write on the board 1 m = 100 cm.)
(Show centimeters on meter stick.) A meter is made of
100 centimeters. What fraction of a meter is 1
centimeter?
meter.
(Write
m = 1 cm.) In decimal form,
be written as zero point zero one meter.
meter can
m and as 0.01 m.
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Be sure to enunciate /th/ at the end of
hundredths to help English language
learners distinguish hundredths and
hundreds. If possible, speak slower,
pause more frequently, or couple the
language with a place value chart.
Check for student understanding and
correct pronunciation of fraction
names.
(Write 0.01 m.)

1 hundredth is written as zero
point zero one. How do you
think we represent
meter in
decimal form? Talk with your
partner and write your thought
on your board.
0.03 meter.
T:
Yes,
meter can be shown as a
fraction or in decimal form. (Write
m = 0.03 m.)
T:
(Show meter strip.) This 1 meter paper strip is partitioned into 10

equal parts. Lets shade meter. How many centimeters equal meter?
S: 10 centimeters.
T:
S:
How many hundredths of a meter equal
meter?
meter.
T: (Write
m=
m.) We can write this number as a fraction. We can also write it in decimal form.
(Write 0.1 m = 0.10 m.) This (pointing to the latter) is how you express
Lesson 4:
Date:
meter as a decimal.

1/28/14
6.B.7
Lesson 4 46
T:
Lets decompose
meter into 10 smaller units to prove that this number sentence, 0.1 m = 0.10 m,
S:
T:
is true. (Partition the tenth into 10 parts.) Is each of these new smaller units
centimeter in length?
Yes.
Explain to your partner why.
meter and 1
Repeat the process by shading the next tenth of the meter. Partition it into hundredths, and have students
reason about the truth of the following number sentence.
m=
m = 0.2 m = 0.20 m.
Problem 2: Name hundredths as tenths and some hundredths,
stating the number in fraction and decimal form.
T:
S:
(Show meter strip with 2 tenths shaded.) How many

tenths of this meter strip of paper are shaded?
meter.
T:
Use your tape diagram template to represent this

amount. Lightly shade 2 tenths.
T:
(Write m +
m on the board.) Lets shade in
meter more. What will you have to do first in order to
shade
meter?
S:
S:
Partition the next tenth of a meter into 10 equal parts.

(Partition the next tenth meter into 10 equal parts and
shade
meter.)
T:
(Point to the first meter shaded.) How many

hundredths of a meter are shaded
here?
MP.6
S:
T:
S:
T:
S:
S:
Some learners may find partitioning

hundredths on the meter strip
challenging. Alternatively, have
students model with an area model,
e.g., a 10 by 10 square partitioned into
100 unit squares. Or, enlarge the
template (and tape diagrams on the
Problem Set) to ease the task for
students working below grade level
and others. It may be helpful to use
color to help students read hundredths
on the Problem Set.
meter.
(Point to the second meter
shaded.) How many hundredths of a meter are shaded here?
meter.
How many hundredths of a meter are shaded altogether? Explain your thinking.
meter. I see
Then, we shaded
T:
T:
NOTES ON
MULTIPLE MEANS
FOR ACTION AND
EXPRESSION:
meter in each of the first two parts that were shaded. Thats
meter more.
m+
m=
meter.
m.
(Write 0.25.) 25 hundredths can be written as a decimal in this way.

(Make a number bond as shown to the right.) So, 25 hundredths is
made of 2 tenths and?
5 hundredths.
Lesson 4:
Date:

1/28/14
6.B.8
Lesson 4 46
MP.6
T:
(Write
) Explain to your partner why this is true.
S:
2 tenths is the same as 20 hundredths, so its the same as

and each tenth is
2 tenths is the same as
So,
Have students continue by writing the total as a decimal and in a number bond to represent the tenths and
hundredths fractions that compose the decimal:
28 hundredths
31 hundredths
41 hundredths
79 hundredths

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson Objective: Use meters to model the
decomposition of one whole into hundredths. Represent
and count hundredths.
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
In Problem 2(b), you showed that m =

m.
Write each number in decimal form. What do
you notice?
Lesson 4:
Date:

1/28/14
6.B.9
Lesson 4 46
Look at Problem 4(a). You shaded meter on a

tape diagram. Can this be named in any other
way? Use a diagram to explain your thinking, and
show that number in decimal form.
Share your number bond for Problem 3(b). How
could you write this number bond showing both
parts as hundredths? Why is it easier to show as
much of the tape diagram as tenths as you can?
Look at Problem 3(c). Why did we partition the
fourth tenth into hundredths but left the first
three tenths without partitioning?
In Problem 5, how did you know how many
tenths you could take out of the hundredths to
make each number bond? Use a specific example
to explain your reasoning.
How do hundredths enable us to measure and
communicate more precisely than tenths?
Explain how hundredths are different from
tenths.
Refer to your solution for the Application
Problem and rename your answer using
hundredths.

Lesson 4:
Date:

1/28/14
6.B.10
Lesson 4:
Date:
Lesson 4 Sprint 46

1/28/14
6.B.11
Lesson 4:
Date:
Lesson 4 Sprint 46

1/28/14
6.B.12
Name
Date
1. a. What is the length of the shaded part

of the meter stick in centimeters?
b. What fraction of a meter is 1 centimeter?
c. In fraction form, express the length of

the shaded portion of the meter stick.
d. In decimal form, express the length of the shaded portion of the meter stick.
e. What fraction of a meter is 10 centimeters?
2. Fill in the blanks.

a. 1 tenth = ____ hundredths
b.
m=
c.
m =
3. Use the model to add the shaded parts as shown. Write a number bond with the total written in decimal
form and the parts written as fractions. The first one has been done for you.
a.
Lesson 4:
Date:

1/28/14
6.B.13
b.
c.
4. On each meter stick, shade in the amount shown. Then, write the equivalent decimal.
a.
b.
c.
5. Draw a number bond pulling out the tenths from the hundredths as in Problem 3. Write the total as the
equivalent decimal.
a.
b.
c.
d.
Lesson 4:
Date:

1/28/14
6.B.14
Name
Date
1. Shade in the amount shown. Then, write the equivalent decimal.
2. Draw a number bond with the tenths and hundredths as the two parts. Write the total as the equivalent
decimal.
a.
b.
Lesson 4:
Date:

1/28/14
6.B.15
Name
Date
1. a. What is the length of the shaded part

of the meter stick in centimeters?
b. What fraction of a meter is 3 centimeters?
c. In fraction form, express the length of

the shaded portion of the meter stick.
d. In decimal form, express the length of the shaded portion of the meter stick.
e. What fraction of a meter is 30 centimeters?
2. Fill in the blanks.

a. 5 tenths = ____ hundredths
b.
m=
c.
m =
3. Use the model to add the shaded parts as shown. Write a number bond with the total written in decimal
form and the parts written as fractions. The first one has been done for you.
a.
Lesson 4:
Date:

1/28/14
6.B.16
b.
c.
4. On each meter stick, shade in the amount shown. Then, write the equivalent decimal.
a.
b.
c.
5. Draw a number bond, pulling out the tenths from the hundredths, as in Problem 3 of the Homework.
Write the total as the equivalent decimal.
a.
b.
c.
d.
Lesson 4:
Date:

1/28/14
6.B.17
Tape Diagram in Tenths Template
Lesson 4:
Date:

1/28/14
6.B.18
Lesson 5 46
Lesson 5
Objective: Model the equivalence of tenths and hundredths using the area
model and number disks.
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(6 minutes)
(32 minutes)
(10 minutes)
(60 minutes)

Divide by 10 4.NF.7
(3 minutes)
(4 minutes)
Count by Tenths and Hundredths 4.NF.6
(5 minutes)
T:
S:
T:
(Project one 1 hundred disk. Beneath it, write 100 = 10 ___.) 100 is the same as 10 of what unit?
Write the number sentence.
(Write 100 = 10 tens.)
(Write 100 = 10 tens.)
Continue the process for 10 = 10 ones, 1 = 10 tenths, and
= 10 hundredths.

T:
(Write
S:
1 hundredth.
Lesson 5:
Date:
Model the equivalence of tenths and hundredths using the area model
and number disks.
1/28/14
6.B.19
Lesson 5 46
T:
(Write
S:
(Write
= 0.01.)
, and
T:
(Write
= 0.17.) Complete the number sentence.
S:
(Write
= 0.17.)
and
T:
(Write 0.05.) Complete the number sentence.
S:
(Write 0.05 =

T:
(Write
) Say the fraction.
S:
T:
100 hundredths.
Complete the number sentence, writing 100 hundredths as a whole number.
S:
(Write
= 1.)
Count by Tenths and Hundredths (5 minutes)

Note: This fluency activity reviews G4M6Lessons 1 and 4.
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
T:
S:
10 tenths.
T:
Lets count to 10 tenths. When you come to 1, say 1.
S:
T:
S:
, 1.
Count by hundredths to 10 hundredths, starting at zero

hundredths.
,
Distinguish tenths from tens for English

language learners and others. Some
students may not be able to
differentiate the /th/ sound at the end
of the fraction words from the /s/
sound at the end of tens. If possible,
couple Count by Tenths and
Hundredths with a visual aid, such as
the fraction form, decimal form, or
area model.
T:
10 hundredths is the same as 1 of what unit?
S:
1 tenth.
T:
Lets count to 10 hundredths again. This time, when you come to 1 tenth, say 1 tenth.
S:
T:
Count by hundredths again. This time, when I raise my hand, stop.
Lesson 5:
Date:
and number disks.
1/28/14
6.B.20
Lesson 5 46
S:
T:
(Raise hand.) Say 4 hundredths using digits.
S:
Zero point zero 4.
T:
Continue.
S:
T:
S:
Zero point zero 8.
T:
Continue.
S:
T:
Count backwards by hundredths starting at 1 tenth.
Continue interrupting to express the hundredths using digits.
NOTES ON
READING DECIMALS:
Students benefit from hearing decimal
numbers read in both fraction form
and as, for example, zero point zero
eight. Without the latter, it is hard to
verify orally that students have written
a decimal correctly. Furthermore, this
manner of communicating decimals is
used at times in the culture.
However, saying zero point zero
eight is the exception rather than the
rule because 8 hundredths
communicates the equality of the
fraction and decimal forms. The
general rule is that students should
read 0.08 and
as 8 hundredths.

The perimeter of a square measures 0.48 m. What is the measure of each side length in centimeters?
Note: The Application Problem reviews solving for an unknown side length (G4Module 4) and metric
conversions (G4Module 2). Division of decimals is a Grade 5 standard, so, instead, students might convert to
centimeters (as in Solution A), use their fraction knowledge to decompose 48 hundredths into 4 equal parts
(as in Solution B), or simply think in unit form, i.e., 48 hundredths 4 = 12 hundredths.

Materials: (T) Area model template, decimal number disks (optional) (S) Area model template, personal
white boards
Lesson 5:
Date:
and number disks.
1/28/14
6.B.21
Lesson 5 46
Problem 1: Simplify hundredths by division.

T:
T:
S:
T:
S:
T:
(Write
.) Write the equivalent statement using
decimals.
(Write 0.1 = 0.10.)
Show in the next area models how many tenths are equal to 30
hundredths. Write two equivalent statements using fractions
and decimals.
S:
(Shade area models.)
T:
Lets show those as equivalent fractions using division. (Write

.) Why did I divide by 10?
S:
Its a common factor of 10 and 100. Dividing the

denominator by 10 gives us tenths, and we are showing
equivalent fractions for tenths and hundredths. We can
make a larger unit from 10 hundredths.
With your partner, use division to find how many tenths are
equal to 30 hundredths.
T:
MP.8
We can show the equivalence of 10 hundredths and 1 tenth in

the same way we showed the equivalence of 2 fourths and 1
half, by division.
Shade 1 tenth of the first area model on your template. Next,
shade 10 hundredths on the second area model. Label each
area model. What do you notice?
The same amount is shaded for each. One area is
decomposed into tenths and the other into hundredths, but the
same amount is selected. That means they are equivalent.
. 0.3 = 0.30.
S:
(Record
T:
With your partner, use multiplication to find how many

hundredths are in 3 tenths.
S:
(Record
T:
Is there a pattern as you find equivalent fractions for tenths

and hundredths?
I multiply the number of tenths by 10 to get the number of
hundredths, and I divide the number of hundredths by 10 to
get the number of tenths. I can convert tenths to
hundredths in my head by putting a zero at the end of the
numerator and denominator. I can convert hundredths to
tenths by removing a zero from the numerator and denominator.
We are just changing the units, making either larger or smaller
units. Both have the same value.
S:
.) 3 tenths.
.) 30 hundredths.
Lesson 5:
Date:
and number disks.
1/28/14
6.B.22
Lesson 5 46
Have students convert 7 tenths to 70 hundredths using multiplication and 70 hundredths to 7 tenths using
division.
Problem 2: Model hundredths with an area model.
T:
S:
T:
S:
T:
(Project a tape diagram, as was used in G4M6Lesson 4, with

shaded.) Say the fractional part
that is shaded.
25 hundredths.
Say it as a decimal number.
25 hundredths. We say it the same way.
Yes. Both the fraction and decimal number represent the same amount. What is different is the
way that they are written. Write 25 hundredths as a fraction and then as a decimal number.
S:
(Write
T:
Just as we can express 25 hundredths in different ways when we write it, we can also represent it in
different ways pictorially just like we did with tenths and other fractions from Module 5. (Project
area model.) How can we shade
S:
S:
We can draw horizontal lines to make smaller units. We can decompose each tenth into 10 parts
to make hundredths using horizontal lines.
Yes. Decimals like this are just fractions. Were doing exactly the same thing, but were writing the
number in a different way. Go ahead and make the hundredths.
(Partition area model.)
T:
Shade
T:
S:
T:
What is a shortcut for shading 25 hundredths?

There are 10 hundredths in each column. I shaded 10 hundredths at a time.
. I shaded 2 columns and then 5 more units. A tenth, and a
tenth and 5 hundredths. I shaded two and a half columns.
In total, how many tenths are shaded?
S:
2 tenths and part of another tenth.
T:
Both are correct: 2 complete tenths are shaded, but another half of a tenth is shaded. In total, how
many hundredths are shaded?
25 hundredths.
T:
S:
Repeat with
and 0.25.)
(Allow students time to shade area.)
tenths.
and
Problem 2: Compose hundredths to tenths using number disks and then represent with a number bond.
T:
S:
T:
T:
Look at the area model we just drew. 1 tenth equals how many hundredths?
10 hundredths.
Write it in decimal form.
0.10. 0.1.
Lesson 5:
Date:
and number disks.
1/28/14
6.B.23
Lesson 5 46
T:
S:
T:
S:
T:
S:
T:
S:
T:
(Project 16 hundredths as number disks.) What is the value of

each disk? How can you tell?
1 hundredth. I see point zero one on each disk.
How many hundredths are there?
16 hundredths.
Can we make a tenth? Talk to your partner.
10 hundredths can be traded for 1 tenth. Yes! We can
compose 10 hundredths to 1 tenth since
Its just
like place value: 10 ones make 1 ten or 10 tens make 1
hundred.
Circle 10 hundredths to show 1 tenth. What is represented
now?
1 tenth and 6 hundredths.
(Draw a number bond to show the parts of 1 tenth and 6
hundredths. Point to the number bond.) 16 hundredths can
be represented as 1 tenth and 6 hundredths.
Repeat with 13 hundredths and 22 hundredths.

Problem 3: Use numbers disks to represent a decimal fraction.
Write the equivalent decimal in unit form.
T:
S:
T:
S:
T:
S:
(Write
Draw number disks to represent this
fraction.
(Draw 5 hundredth disks.)
Say it in unit form.

5 hundredths.
Write it as a decimal. Be careful that your decimal
notation shows hundredths.
(Write 0.05.)
NOTES ON
MULTIPLE MEANS FOR
ACTION AND
EXPRESSION:
Students working below grade level
and English language learners may
benefit from additional practice
reading and writing decimals. If
students are confusing the decimal
notation (for example, modeling 0.5
rather than 0.05), couple number disks
with the area model, and have students
count and recount their disks.
T:
(Write
fraction.
S:
Thats 5 hundredths! We can represent

with 2
tenth disks and 5 hundredth disks.
I hope so, since it will take much too long to draw 25 hundredths. Say the number in unit form, and
write it as a decimal.
T:
Draw number disks to represent this
Lesson 5:
Date:
and number disks.
1/28/14
6.B.24
Lesson 5 46
S:
25 hundredths. 0.25.
Repeat with 32 hundredths and 64 hundredths.


Lesson Objective: Model the equivalence of tenths and
hundredths using the area model and number disks.
How does solving Problem 1(a) help you solve

Problem 2(a)?
In Problem 3(a), how does circling groups of 10
hundredths help you find how many tenths are in
the number?
In Problem 4(a), how did you write 3 hundredths
in decimal form? A student wrote 0.3 (zero point
3). What number did she write? Use your disks
to explain how to properly express 3 hundredths
in decimal form.
With your partner, compare the answers to
Problems 4(d) and 4(f). Did you write the same
equivalent numbers? Why are there several
possibilities for answers in these two problems?
Where have we seen that before?
Lesson 5:
Date:
and number disks.
1/28/14
6.B.25
Lesson 5 46
How is using the area model to show tenths and hundredths similar to and/or different from using
place value disks to show tenths and hundredths? Which model do you prefer and why?
How is exchanging 10 hundredths for 1 tenth like exchanging 10 tens for 1 hundred? How is it
different?
Use an area model to model both renaming 3 sixths as 1 half and renaming 30 hundredths as 3
tenths. What is happening to the units in both renamings?

Lesson 5:
Date:
and number disks.
1/28/14
6.B.26
Name
Date
1. Find the equivalent fraction using multiplication or division. Shade the area models to show the
equivalency. Record it as a decimal.
a.
b.
2. Complete the number sentences. Shade the equivalent amount on the area model, drawing horizontal
lines to make hundredths.
a. 37 hundredths = _____tenths + ____ hundredths
Fraction form: ______
Decimal form: ______
b. 75 hundredths = ____ tenths + ____ hundredths

Fraction form: ______
Decimal form: ______
3. Circle hundredths to compose as many tenths as you can. Complete the number sentences. Represent
each with a number bond as shown.
a.
____ hundredths = _____ tenth + _____ hundredths
Lesson 5:
Date:
and number disks.
1/28/14
6.B.27
b.
____ hundredths = _____ tenths + _____ hundredths
4. Use both tenths and hundredths number disks to represent each number. Write the equivalent number
in decimal, fraction, and unit form.
a.
= 0. _____
b.
_____hundredths
c.
= 0.72
_____tenth _____hundredths
d.
_____ hundredths
e.
= 0. _____
7 tenths 2 hundredths
Lesson 5:
Date:
= 0. _____
= 0.80
_____tenths
f.
= 0. _____
80 hundredths
and number disks.
1/28/14
6.B.28
Name
Date
1. Use both tenths and hundredths number disks to represent each fraction. Write the equivalent decimal
and fill in the blanks to represent each in unit form.
a.
= 0.____
b.
___ hundredths
= 0.____
___ tenths ___ hundredths
Lesson 5:
Date:
and number disks.
1/28/14
6.B.29
65
Name
Date
1. Find the equivalent fraction using multiplication or division. Shade the area models to show the
equivalency. Record it as a decimal.
a.
b.
2. Complete the number sentences. Shade the equivalent amount on the area model, drawing horizontal
lines to make hundredths.
a. 36 hundredths = _____tenths + ____ hundredths
Decimal form: _________
Fraction form: _________
b. 82 hundredths = ____ tenths + ____ hundredths

Decimal form: _________
Fraction form: _________
3. Circle hundredths to compose as many tenths as you can. Complete the number sentences. Represent
each with a number bond as shown.
a.
____ hundredths = _____ tenth + _____ hundredths
Lesson 5:
Date:
and number disks.
1/28/14
6.B.30
65
b.
____ hundredths = _____ tenths + _____ hundredths
4. Use both tenths and hundredths number disks to represent each number. Write the equivalent number
in decimal, fraction, and unit form.
a.
= 0. _____
b.
_____hundredths
c.
= 0.41
_____tenth _____hundredths
d.
_____ hundredths
e.
= 0. _____
6 tenths 3 hundredths
Lesson 5:
Date:
= 0. _____
= 0.90
_____tenths
f.
= 0. _____
90 hundredths
and number disks.
1/28/14
6.B.31
65
Area Model Template
Lesson 5:
Date:
and number disks.
1/28/14
6.B.32
Lesson 6 46
Lesson 6
Objective: Use the area model and number line to represent mixed
numbers with units of ones, tenths, and hundredths in fraction and decimal
forms.
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(5 minutes)
(33 minutes)
(10 minutes)
Total Time
(60 minutes)

Count by Hundredths 4.NF.6
(5 minutes)
(4 minutes)
Break Apart Hundredths 4.NF.5
(3 minutes)
Count by Hundredths (5 minutes)

T:
S:
T:
S:
Count by fives to 30, starting at zero.

0, 5, 10, 15, 20, 25, 30.
Count by 5 hundredths to 30 hundredths,
starting at 0 hundredths. (Write as
students count.)
,
T:
S:
1 tenth is the same as how many hundredths?

10 hundredths.
T:
(Beneath
, write

T:
.)
and
Lets count by 5 hundredths again. This time, when you come to a tenth, say the tenth. Try not to
Lesson 6:
Date:
Use the area model and number line to represent mixed numbers with
units of ones, tenths, and hundredths in fraction and decimal forms.
1/28/14
6.B.33
Lesson 6 46
look at the board.

S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
Count backwards by 5 hundredths, starting at 3 tenths.

,
Count by 5 hundredths again. This time, when I raise

my hand, stop.
S:
T:
S:
T:

Zero point one five.
Continue.
,
Students working below grade level

and others may find it challenging to
integrate equivalent fractions (such as
) into the Count by Hundredths
fluency activity. Ease the task by
chunking. Count a little at a time and
repeat the count so that students are
comfortable, confident, and excited.
For example, lead students to count
from
to , repeat a few times, then
add onto the count
, and so on.
(Raise hand.) Say 3 tenths in digits.

Zero point three.
Count backwards starting at 3 tenths.
,
(Raise hand.) Say 25 hundredths in digits.

Zero point two five.
Continue.
S:
T:
(Raise hand.) Say 1 tenth in digits.
S:
Zero point one.
T:
Continue.
S:
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:

Notes: This fluency activity reviews G4M6Lessons 45.
T:
(Project hundred grid. Shade 3 units.) 1 whole is decomposed into 100 equal units. Write the
fraction of the grid that is shaded.
S:
(Write
.)
T:
(Write
Lesson 6:
Date:
1/28/14
6.B.34
Lesson 6 46
S:
(Write
= 0.03.)
, and
T:
(Write
S:
(Write
= 0.14.)
and
T:
(Shade 4 units.) Write the amount of the grid thats shaded as a decimal.
S:
(Write 0.04.)
T:
(Write 0.04 =
.) Complete the number sentence.
S:
(Write 0.04 =
.)

T:
(Shade in the entire grid.) Write the amount of the grid thats shaded as a fraction and as a digit.
S:
(Write
= 1.)
Break Apart Hundredths (3 minutes)

T:
(Project 13 hundredth disks.) Say the value.
S:
13 hundredths.
T:
Write the value of the disks as a decimal.
S:
(Write 0.13.)
T:
(Write 0.13 =
S:
(Write 0.13 =
T:
How many hundredths are in 1 tenth?
S:
10 hundredths.
T:
Draw number disks to represent the 13 hundredths after composing 1 tenth.
S:
(Draw 1 tenth disk and 3 hundredth disks.)
T:
(Write 0.13 =
S:
(Write 0.13 =
.)
) Write 13 hundredths as a fraction.

)
Lesson 6:
Date:
1/28/14
6.B.35
Lesson 6 46
Continue the process for the following possible sequence: 0.21 and 0.14.
Rectangle
Perimeter
54 cm
54 m
0.8 m
The table shows the perimeter of four rectangles.

a. Which rectangle has the smallest perimeter?
b. The perimeter of Rectangle C is how many
meters less than a kilometer?
c. Compare the perimeters of Rectangles B and D.
Which rectangle has the greater perimeter?
How much greater?
Note: This Application Problem reviews related metric units (G4Module 2) and comparing measurements
expressed as fractions and decimals in preparation for work with mixed numbers, metric units, and place
value in todays Concept Development.

Materials: (S) Area model template, personal white board
Problem 1: Represent mixed numbers with units of ones, tenths, and hundredths using area models.
T:
(Write
) How many ones?
S:
T:
S:
1 one.
How many hundredths more than 1?
22 hundredths.
T:
Use the area model template to shade
S:
T:
S:
(Shade the area model.)

How many ones are shaded?
1 one.
Lesson 6:
Date:
1/28/14
6.B.36
Lesson 6 46
T:
S:
What fraction of another one is shaded?

22 hundredths.
T:
Write
S:
(Write 1.22.
as a decimal number.
Continue with
Problem 2: Represent mixed numbers with units of ones, tenths, and hundredths on a number line.
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
T:
(Refer to the area models representing 1.22.) We have used tape diagrams, area models, and
number disks to represent decimal numbers. We can also use a number line. (Draw a number line,
partitioned into tenths, with endpoints of 0 and 2.) To find 1.22 on a number line, we can start with
the largest unit. What is the largest unit?
Ones.
Start at zero and slide 1 one. What is remaining?
22 hundredths
What is the next largest unit?
Tenths.
How many tenths?
2 tenths.
From one, slide 2 tenths. What remains?
2 hundredths.
Can we show hundredths? How do we partition tenths into hundredths?
Each tenth would be split into 10 parts, just like on a tape diagram or an area model. Its hard to do
that here because the tenths are so small.
Lets estimate where the hundredths would be. We need to show 2 hundredths. If I imagine each
tenth partitioned into ten parts, where would 2 hundredths be? Ill move very slowly. Say, Stop!
when I get to 1 and 22 hundredths. (Slide very slowly from 1.)
Stop! (This should be at a place just beyond 1 and 2 tenths.)
Draw an arrow to show this very small slide. Discuss with a partner. How did we move from zero to
1.22?
We began with moving 1 one. Then, we moved 2 tenths, and then we moved 2 hundredths. We
started at zero and went up, beginning with the largest unit, the ones, the tenths, and then the
hundredths. We added the units from left to right,
largest to smallest, but we estimated the 2 hundredths.
Draw a point to show where 1.22 is located. Write the
Draw a number line with endpoints of 3 and 4.
Lets locate
. The number line starts at 3
ones. We will locate
more than 3.
Lesson 6:
Date:
1/28/14
6.B.37
Lesson 6 46
Decompose
into tenths and hundredths.
S:
T:
S:
T:
S:
T:
S:
Which unit is larger, tenths or hundredths?

Tenths.
Lets count up 4 tenths. Draw an arrow or keep track
of the movement with your pencil. Now, what unit is
left?
Hundredths. We have 6 hundredths. 6 hundredths is
one more than 5 hundredths, which would be in the
middle of 4 tenths and 5 tenths.
Draw a point to show where
3.46.
is located. Write the
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Students working above grade level or
others may present alternative ways of
locating
on the number line, such
as reasoning that half of 100 is 50 and
then counting back to 46. Efficiency
and variety in strategies are always
welcome.
Repeat with 2.34 and 3.70.

Problem 3: Match the unit form of a mixed number to its decimal and fraction forms.
T:
T:
S:
T:
MP.6
T:
S:
T:
T:
S:
T:
S:
T:
When we write decimal numbers, the decimal point separates the whole number
part on the left from the decimal fraction part on the right.
Write 3 ones 8 tenths as a decimal.
(Write 3.8.)
The ones and the tenths each have a special place. (Label each place
value.)
Write 3 ones 8 hundredths in decimal form. Show your partner what
youve written. Are your answers the same?
The answer is 3.8. I disagree. That would be 3 ones 8 tenths. We
want hundredths. Its 3.08. There are no tenths. We need to put a
zero to show that. Its just like when we write whole numbers. The
zero holds a place value. 3 and 48 hundredths is 4 tenths more than
3 and 8 hundredths. The zero holds the place where the digit 4 was.
Look again at 3 ones 8 tenths.
Place a zero to the right of the digit eight. Say
that number in unit form.
3 ones 80 hundredths.
Express 80 hundredths as tenths.
8 tenths.
Yes. 0.80 and 0.8 are equivalent. Weve shown
this using an area model and using division, too,
when the number was in fraction form.
Lesson 6:
Date:
1/28/14
6.B.38
Lesson 6 46
T:
T:
S:
Lets practice writing fractions and decimals. Be mindful of each digits place in the number.
Write 2 ones 8 hundredths as a mixed number and then as a
decimal number.
. .
T:
Write 8 ones 2 hundredths as a mixed number and a decimal number.
S:
8.2. Wait! That decimal is not right. That would be and tenths. Its 8.02. There are 8
ones, 0 tenths, and 2 hundredths.
Repeat, as needed, with 9 ones 80 hundredths, 2 ones 2 tenths, and 4 ones 7 hundredths.


Lesson Objective: Use the area model and number line to
represent mixed numbers with units of ones, tenths, and
hundredths in fraction and decimal forms.
lesson.
How could you count backwards to locate 2.47 on

the number line in Problem 1(b)?
In Problem 2(a), how did you estimate the location of your point?
In Problem 3(a), the units are ones and hundredths. If I had 1.02 liters of water and you had 1.02
kilograms of rice, how do the measurement units change the meaning of that number?
In Problem 3(f), express this number in ones and tenths. Use a model to show that this new
representation is equivalent to 7 ones 70 hundredths.
Lesson 6:
Date:
1/28/14
6.B.39
Lesson 6 46
Simplify
using division to show it is equal to
Explain to your partner how that relates to

7.70 = 7.7.
Explain to your partner why there is one less item
in the left and right columns of Problem 4 than in
the center column.
Compare. (Write 1.4 meters ______ 1.7 grams.)
Does it make sense to compare meters with
grams? Why not?
Talk with your partner about the importance of
the number zero. Use the number 100 and the
number 0.01 in your discussion. (Provide Hide
Zero cards to strengthen the conversation.)

the students.
Lesson 6:
Date:
1/28/14
6.B.40
Name
Date
1. Shade the area models to represent the number, drawing horizontal lines to make hundredths as needed.
Locate the corresponding point on the number line. Label with a point and record the mixed number as a
decimal.
a.
b.
2. Estimate to locate the points on the number lines.

a.
b.
Lesson 6:
Date:
1/28/14
6.B.41
3. Write the equivalent fraction and decimal for each of the following numbers.
a. 1 one 2 hundredths
b. 1 one 17 hundredths
c. 2 ones 8 hundredths
d. 2 ones 27 hundredths
e. 4 ones 58 hundredths
f. 7 ones 70 hundredths
4. Draw lines from dot to dot to match the decimal form to both the unit form and fraction form. All unit
forms and fractions have at least one match, and some have more than one match.
7.30
7 ones 13 hundredths
7.3
7 ones 3 hundredths
7.03
7 ones 3 tenths
7.13
7 tens 3 ones
73
Lesson 6:
Date:
1/28/14
6.B.42
Name
Date
1. Estimate to locate the points on the number lines. Mark the point and label it as a decimal.
a.
b.
2. Write the equivalent fraction and decimal for each number.
a. 8 ones 24 hundredths
Lesson 6:
Date:
b. 2 ones 6 hundredths
1/28/14
6.B.43
Name
Date
1. Shade the area models to represent the number, drawing horizontal lines to make hundredths as needed.
Locate the corresponding point on the number line. Label with a point and record the mixed number as a
decimal.
a.
b.
2. Estimate to locate the points on the number lines.

a.
b.
Lesson 6:
Date:
1/28/14
6.B.44
3. Write the equivalent fraction and decimal for each of the following numbers.
a. 2 ones 2 hundredths
b. 2 ones 16 hundredths
c. 3 ones 7 hundredths
d. 1 one 18 hundredths
e. 9 ones 62 hundredths
f. 6 ones 20 hundredths
4. Draw lines from dot to dot to match the decimal form to both the unit form and fraction form. All unit
forms and fractions have at least one match, and some have more than one match.
4.80
4 ones 18 hundredths
4.8
4 ones 8 hundredths
4.18
4 ones 8 tenths
4.08
4 tens 8 ones
48
Lesson 6:
Date:
1/28/14
6.B.45
Lesson 6:
Date:
Lesson 6 Area Model Template 46
1/28/14
6.B.46
Lesson 7 46
Lesson 7
Objective: Model mixed numbers with units of hundreds, tens, ones,
tenths, and hundredths in expanded form and on the place value chart.
Fluency Practice
Application Problem
Concept Development
Student Debrief
(11 minutes)
(5 minutes)
(34 minutes)
(10 minutes)
Total Time
(60 minutes)

Count by Hundredths 4.NF.6
(5 minutes)
(3 minutes)
Write the Mixed Number 4.NF.5
(3 minutes)
Count by Hundredths (5 minutes)

T:
S:
T:
S:
Count by twos to 20, starting at zero.

0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
Count by 2 hundredths to 20 hundredths, starting at 0 hundredths. (Write as students count.)
,
T:
S:
1 tenth is the same as how many hundredths?

10 hundredths.
T:
(Beneath
, write
Continue this process for

T:
.)
Lets count by 2 hundredths again. This time, when you come to a tenth, say the tenth. Try not to
Lesson 7:
Date:
Model mixed numbers with units of hundreds, tens, ones, tenths, and
hundredths in expanded form and on the place value chart.
1/28/14
6.B.47
Lesson 7 46
look at the board.

S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
Count backwards by 2 hundredths, starting at 2 tenths.

,
Count by 2 hundredths again. This time, when I raise my hand, stop.

,

Zero point zero six.
Continue.
,
(Raise hand.) Say 14 hundredths in digits.

Zero point one four.
Continue.
,
(Raise hand.) Say 2 tenths in digits.

Zero point 2.

Materials: (T) Hundredths area model (S) Personal white boards
T:
(Project hundredths area model. Shade 7 units.) This 1 square is divided into 100 equal parts. Write
the fraction of the area that is shaded.
S:
(Write
.)
T:
(Write
S:
(Write
= 0.07.)
T:
(Project 2 hundredths area models as pictured to the

right.) Shade one in completely. Shade 7 units in the
other area.) Write a fraction to express the area
shaded.
S:
(Write
T:
(Write
Lesson 7:
Date:
1/28/14
6.B.48
Lesson 7 46
S:
(Write
= 1.07.)
Continue this process for 2
, and 2
T:
(Write
=3+
S:
(Write
=3+
= 3.16.)
Continue this process for 2
and
Write the Mixed Number (3 minutes)

Notes: This fluency activity reviews G4M6Lesson 6.
T:
(Write 1 one 7 hundredths.) Write the fraction as a mixed number.
S:
(Write
Continue process for 1 one 17 hundredths, 3 ones 37 hundredths, 7 ones 64 hundredths, and 9 ones 90
hundredths.

Materials: (S) Pattern blocks
Use pattern blocks to create at least 1 figure with at least 1 line of symmetry.
Note: This Application Problem reviews the concept of symmetry (G4Module 4) to prepare students to
explore symmetry in the place value chart in todays Concept Development.
Lesson 7:
Date:
1/28/14
6.B.49
Lesson 7 46

Materials: (T) Place value chart (S) Personal white boards
Problem 1: Use number disks to model mixed numbers with
units of hundreds, tens, ones, tenths, and hundredths on the
place value chart.
T: (Write 378.73.) Draw number disks to show 378.73.
S: (Work.)
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
As learners begin to write numbers
with decimal points, some students
may need to be explicitly told to write a
zero in the ones place as a place
holder, for example in the number 0.7.
T: Write 378.73 in unit form.

S: (Work.)
T:
S:
(Project a place value chart showing hundreds to hundredths including a decimal point as modeled
below.) How is this place value chart different?
It has a decimal point and places for tenths and hundredths.
Lets show 378.73 on the place value chart. (Write 378.73 on chart.) The digit 3 is written in which
places? Tell me the largest place value first.
The hundreds and the hundredths.
T:
S:
T:
S:
The digit 7 is written in which places? Tell me the largest place value first.
The tens and the tenths.
How about the 8?
The ones.
S:
T:
Repeat this process with 301.56 and 200.09.
Lesson 7:
Date:
1/28/14
6.B.50
Lesson 7 46
Problem 2: Say the value of each digit.

T:
T:
S:
T:
S:
T:
S:
T:
MP.8 S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
(Show the place value chart with the number 378.73.) As with any place value chart, the value of
each digit is determined by the place value unit.
Say the value of the digit in the hundreds place.
3 hundreds.
Say the value of the digit in the hundredths place.
3 hundredths.
Their values sound so much alike. Discuss with your partner how to tell them apart.
One is hundreds and one is hundredths. You have to be careful to say th. One is a whole number,
a hundred, and one is a fraction, a hundredth. Its easier to see how different the values are when
you write them as numbers 100 and 0.01. There are 100 hundredths in one and 100 ones in a
hundred. 100 100 is 10,000! There are 10,000 hundredths in a hundred.
The digit 3 has a greater value in which place?
The hundreds!
NOTES ON
Say the value of the digit in the tens place.
MULTIPLE MEANS OF
7 tens.
ENGAGEMENT:
Say the value of the digit in the tenths place.
Students working above grade level
7 tenths.
and others may enjoy an independent
exploration of symmetry in the place
Their values also sound so much alike. Discuss the
value chart around 1. Ask students to
difference with your partner.
search for patterns in our newly
One is tens and one is tenths. One is 10, and one is a
expanded place value chart. Students
tenth. Its easier to see when you write them as
may find word patterns, such as tenths
numbers: 10 and 0.1.
and tens, or patterns of ten
multiplying to increase values greater
The digit 7 would have a greater value in which place?
than 1 and dividing to decrease values
The tens!
greater than 1. Students can extend
Say the value of the 8.
their expression of numbers in
expanded form to include their
8 ones.
observations of division. This work
reaches beyond the scope of Grade 4
standards.
Repeat this process with 920.37.
Lesson 7:
Date:
1/28/14
6.B.51
Lesson 7 46
Problem 3: Express a decimal number in decimal and fraction expanded form.

T:
Work with a partner to write 378.73 in expanded form, representing the value of each digit as a
multiplication expression.
T:
T:
S:
T:
S:
So, some of you expanded it in decimal form (point) and some in fraction form (point). How would
you describe to someone what you just did?
We took the number apart, one place value at a time. We decomposed the number by its units.
There are 5 place values and 5 addends. Each addend is an expression that shows the product of
the number of units and size of the unit. When it came to the tenths and hundredths, you didnt
tell us if you wanted decimal form or fraction form, so we could write it either way.
Tell me the factors from greatest to smallest that represent the size of the place value units.
100, 10, 1, 1 tenth, and 1 hundredth.
Which factors represent the number of units, in order from left to right?
3, 7, 8, 7, and 3.
T:
What do we know about 378
S:
One is in fraction form and the other is in decimal form. They are made of the same 5 units.
They are the same amount. They are just expressed in different forms.
S:
and 378.73?
Repeat this process for 340.83 and 456.08. (Point out that when there is a digit of 0 within a number, the
digit need not be expressed in expanded form since it adds no value to the number sentence; however, when
expressing the number in standard form, the zero is
included as a placeholder.)

Lesson 7:
Date:
1/28/14
6.B.52
Lesson 7 46

Lesson Objective: Model mixed numbers with units of
hundreds, tens, ones, tenths, and hundredths in
expanded form and on the place value chart.
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
How do the place value disks in Problem 1 help to

show the value of each digit? How did the unit
language help you to write the total value of the
number disks?
In Problem 2 of the Problem Set, how did the
place value chart help to determine the value of
each digit?
Look at the place value charts in Problem 2. Ten
is found in the word tenths, and hundred is found
in the word hundredths. We say that these place
values are symmetric. What are they symmetric
around? (Note: They are not symmetric about
the decimal point.) Ill shade the ones place to
show the symmetry more dramatically.
In Problem 3, we can write the expanded notation
of a number in different ways. What is similar
about each of the ways? What is different?
todays lesson?

Lesson 7:
Date:
1/28/14
6.B.53
Name
Date
1. Write a decimal number sentence to identify the total value of the number disks.
a.
2 tens
5 tenths
________
_________
3 hundredths
+
_________
__________
b.
5 hundreds
________
4 hundredths
+
_________
__________
2. Use the place value chart to answer the following questions. Express the value of the digit in unit form.
hundreds
tens
ones
tenths
hundredths
a. The digit _______ is in the hundreds place. It has a value of ____________________________.

b. The digit _______ is in the tens place. It has a value of ____________________________.
c. The digit _______ is in the tenths place. It has a value of ____________________________.
d. The digit _______ is in the hundredths place. It has a value of ________________________.
hundreds
tens
ones
tenths
hundredths
e. The digit _______ is in the hundreds place. It has a value of ____________________________.

f.
The digit _______ is in the tens place. It has a value of ____________________________.
g. The digit _______ is in the tenths place. It has a value of ___________________________.

h. The digit _______ is in the hundredths place. It has a value of _______________________.
Lesson 7:
Date:
1/28/14
6.B.54
3. Write each number in expanded form, using both decimal and fraction notation. The first one has been
done for you.
Expanded Form
Decimal and
Fraction Form
Fraction Notation
(1 10) + (5 1) + (4
) + (3
Decimal Notation
(1 10) + (5 1) + (4 0.1) + (3 0.01)
15.43 =
10
10
0.4
0.03
21.4 = _______
38.09 = ______
50.2 = _______
301.07 = _____
620.80 = _____
800.08 = _____
Lesson 7:
Date:
1/28/14
6.B.55
Name
Date
hundreds
tens
ones
tenths
hundredths

2. Complete the following chart.

Expanded Form
Fraction
Fraction Notation
Lesson 7:
Date:
Decimal Notation
Decimal
1/28/14
6.B.56
Name
Date
1. Write a decimal number sentence to identify the total value of the number disks.
a.
3 tens
________
4 tenths
+
_________
2 hundredths
+
_________
__________
b.
4 hundreds
3 hundredths
________
_________
__________
hundreds
tens
ones
tenths
hundredths

hundreds
tens
ones
tenths
hundredths
e. The digit _______ is in the hundreds place. It has a value of ____________________________.

f.
The digit _______ is in the tens place. It has a value of ____________________________.
g. The digit _______ is in the tenths place. It has a value of ____________________________.

h. The digit _______ is in the hundredths place. It has a value of ________________________.
Lesson 7:
Date:
1/28/14
6.B.57
3. Write each number in expanded form, using both decimal and fraction notation. The first one has been
done for you.
Expanded Form
Decimal and
Fraction Form
Fraction Notation
(1 10) + (4 1) + (2
) + (3
Decimal Notation
(1 10) + (4 1) + (2 0.1) + (3 0.01)
14.23 =
10
10
0.2
0.03
25.3 = _______
39.07 = ______
40.6 = _______
208.90 = _____
510.07 = _____
900.09 = _____
Lesson 7:
Date:
1/28/14
6.B.58
Lesson 8 46
Lesson 8
Objective: Use understanding of fraction equivalence to investigate
decimal numbers on the place value chart expressed in different units.
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(7 minutes)
(31 minutes)
(10 minutes)
(60 minutes)

Sprint: Write Fractions and Decimals 4.NF.5
(9 minutes)
Expanded Form 4.NF.5
(3 minutes)
Sprint: Write Fractions and Decimals (9 minutes)

Materials: (S) Write Fractions and Decimals Sprint
Note: This Sprint reviews G4M6Lessons 4-7.
Expanded Form (3 minutes)

T:
(Write
) Write 4 and 17 hundredths in expanded fraction form without multiplication.
S:
(Write
=4+
T:
Write 4 and 17 hundredths in expanded decimal form.
S:
(Write 4.17 = 4 + 0.1 + 0.07.)
Repeat the process for
T:
(Write 5.93.) Write 5 and 93 hundredths in expanded decimal form.
S:
(Write 5.93 = 5 + 0.9 + 0.03.)
Lesson 8:
Date:
Use understanding of fraction equivalence to investigate decimal

numbers on the place value chart expressed in different units.
1/28/14
6.B.59
Lesson 8 46
T:
Write 5 and 93 hundredths in expanded fraction form.
S:
(Write
5+

Jashawn had 5 hundred dollar bills and 6 ten dollar bills in his wallet. Alva had 58 ten dollar bills under her
mattress. James had 556 one dollar bills in his piggy bank. They decide to combine their money to buy a
computer. Express the total amount of money they have using the following bills:
a. Hundreds, tens, and ones.
b. Tens and ones.
c. Ones.
Note: This Application Problem reviews expanded form and patterns of ten in the place value chart as taught
in G4Module 1. Reviewing patterns of ten and decomposition of familiar, larger place value units will
prepare students for todays exploration of decomposition and composition of smaller place value units.

Materials: (T) Area model and place value chart template (S) Area model and place value chart template,
personal white board
Problem 1: Represent numbers in unit form in terms of different units using the area model.
T:
T:
S:
T:
S:
T:
Show 2 ones 4 tenths shaded on the area model template.

(Point to the first rectangle.) How many tenths are in 1?
10 tenths.
Record 10 tenths below the first two
rectangles. (Point to the third
rectangle.) How many tenths are
represented?
4 tenths.
Record 4 tenths below this rectangle.
(Write the addition symbol between
the units.) What is 10 tenths plus 10
Lesson 8:
Date:

1/28/14
6.B.60
Lesson 8 46
S:
T:
S:
T:
T:
S:
T:
S:
T:
S:
tenths plus 4 tenths?

24 tenths.
So, 2 and 4 tenths (write 2.4) is equal to 24 tenths, true?
True.
Shade 2 ones 40 hundredths on the
next set of area models on your
template.
Record an addition sentence in unit
form that tells how many hundredths
are shaded.
(Write 100 hundredths + 100
hundredths + 40 hundredths = 240 hundredths.)
What decimal number is 240 hundredths equal to?
2.40. 2.4.
How can it be equivalent to both?
4 tenths is equal to 40 hundredths, so 0.4 equals 0.40.
Problem 2: Represent numbers in unit form in terms of different units using place value disks.
MP.6
T:
Represent 2 as tenths. How many tenths are in 2 ones?
S:
1=
T:
S:
T:
S:
T:
Say the equivalence.

2 ones equals 20 tenths.
Show 2 ones 4 tenths on your place value chart using number
disks. Express the number in unit form as it is shown on the
chart.
2 ones 4 tenths.
Decompose the 2 ones and express them as tenths.
S:
2 ones =
T:
S:
How can I express 24 tenths as hundredths?

You can decompose the tenths to hundredths and count the
total number of hundredths. Thats too many number disks to
draw!
Youre right! Lets solve without drawing number disks. 1 tenth
equals how many hundredths?
1 tenth equals 10 hundredths.
2 tenths is equivalent to how many hundredths?
2 tenths equals 20 hundredths.
So, 24 tenths equals? Discuss it with your partner.
T:
S:
T:
S:
T:
2=
There are 20 tenths + 4 tenths = 24 tenths.
Lesson 8:
Date:

1/28/14
6.B.61
Lesson 8 46
S:
MP.6
240 hundredths. There are 10 times as many

hundredths as there are tenths. We showed that using
area models. We can multiply the numerator and
denominator by the same number, just like with
fractions.
T:
(Write
) Write the equivalent decimal.
S:
2.40 or 2.4.
Repeat with 4.3.

Problem 3: Decompose mixed numbers to express as smaller
units.
T:
S:
T:
S:
T:
S:
T:
(Write 3.6.) Say this decimal.

3 and 6 tenths.
How many tenths are in 3 ones?
30 tenths.
How many tenths are in 3.6?
36 tenths.
In fraction form and unit form, write how many tenths
are equal to 3.6.
S:
3.6 = 36 tenths =
T:
S:
T:
S:
T:
S:
T:
How many hundredths are in 3 ones?

300 hundredths.
How many hundredths are in 6 tenths?
60 hundredths.
How many hundredths are in 3.6?
360 hundredths.
In fraction form and unit form, write how many
hundredths are equal to 3.6.
S:
3.6 = 360 hundredths =
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
To scaffold the conversion of 24 tenths
to 240 hundredths for students
working below grade level, offer a few
more steps. After verifying that 2
tenths equals 20 hundredths, you
might ask, Five-tenths is equivalent to
how many hundredths? (50.) Tentenths is equivalent to how many
hundredths? (100.) Twenty-tenths is
equivalent to how many hundredths?
(
.) So, tenths equals?
Repeat this process with 5.2 and 12.5.

solve these problems using the RDW approach used for Application Problems.
Lesson 8:
Date:

1/28/14
6.B.62
Lesson 8 46

Lesson Objective: Use understanding of fraction
equivalence to investigate decimal numbers on the place
value chart expressed in different units.
lesson.
Explain why the area model in Problem 1 is a

good tool for representing the decimal fraction.
How does it help to determine the equivalent
decimal number?
How did drawing the number disks in Problem 2 help you to understand decomposing from one unit
to another?
How did solving Problem 3 help you to solve Problem 4?
What strategies did you use when completing the chart in Problem 5? Did you complete one column
at a time or one row at a time? Which columns were especially helpful in completing other
columns?
How is decomposing hundreds to tens or tens to ones similar to decomposing ones to tenths or
tenths to hundredths?
When decomposing numbers on the place value chart, each column to the right of another shows 10
times as many parts. Explain why this is so. Even though we have 10 times as many parts, we are
really dividing. Explain.
How did the Application Problem connect to todays lesson?

Lesson 8:
Date:

1/28/14
6.B.63
Lesson 8:
Date:
Lesson 8 Sprint 46

1/28/14
6.B.64
Lesson 8:
Date:
Lesson 8 Sprint 46

1/28/14
6.B.65
Name
Date
1. Use the area model to represent

a.
. Complete the number sentence.
= ______ tenths = ______ ones ______ tenths = __.____
b. In the space below, explain how you determined your answer to (a).
2. Draw number disks to represent the following decompositions:

2 ones = ________ tenths
ones
2 tenths = ________ hundredths
tenths
hundredths
1 one 3 tenths = ____ tenths
ones
tenths
Lesson 8:
Date:
ones
tenths
hundredths
2 tenths 3 hundredths = ____ hundredths
hundredths
ones
tenths
hundredths

1/28/14
6.B.66
3. Decompose the units to represent each number as tenths.

a. 1 = ____ tenths
b. 2 = ____ tenths
c. 1.7 = _____ tenths
d. 2.9 = _____ tenths
e. 10.7 = _____ tenths
f. 20.9 = _____ tenths
4. Decompose the units to represent each number as hundredths.

a. 1 = _____ hundredths
b. 2 = _____ hundredths
c. 1.7 = _____ hundredths
d. 2.9 = _____ hundredths
e. 10.7 = _____ hundredths
f. 20.9 = _____ hundredths
5. Complete the chart. The first one has been done for you.
Decimal
Mixed Number
2.1
Tenths
Hundredths
21 tenths
210 hundredths
4.2
8.4
10.2
75.5
Lesson 8:
Date:

1/28/14
6.B.67
Name
Date
1. a. Draw number disks to represent the following decomposition:

3 ones 2 tenths = ________ tenths
ones
tenths
hundredths
b. 3 ones 2 tenths = ________ hundredths
2. Decompose the units.

a. 2.6 = ____ tenths
Lesson 8:
Date:
b. 6.1 = ____ hundredths

1/28/14
6.B.68
Name
Date
1. Use the area model to represent

a.
. Complete the number sentence.
= ______ tenths = ______ ones ______ tenths = __.____
b. In the space below, explain how you determined your answer to (a).
2. Draw number disks to represent the following decompositions:

5 ones = ________ tenths
ones
7 tenths = ________ hundredths
tenths
hundredths
2 ones 4 tenths = ____ tenths
ones
tenths
Lesson 8:
Date:
ones
tenths
hundredths
8 tenths 3 hundredths = ____ hundredths
hundredths
ones
tenths
hundredths

1/28/14
6.B.69
3. Decompose the units to represent each number as tenths.
a. 1 = _____ tenths
b. 2 = _____ tenths
c. 1.3 = _____ tenths
d. 2.6 = _____ tenths
e. 10.3 = _____ tenths
f. 20.6 = _____ tenths
4. Decompose the units to represent each number as hundredths.

a. 1 = _____ hundredths
b. 2 = _____ hundredths
c. 1.3 = _____ hundredths
d. 2.6 = _____ hundredths
e. 10.3 = _____ hundredths
f. 20.6 = _____ hundredths
5. Complete the chart. The first one has been done for you.
Decimal
Mixed Number
4.1
Tenths
Hundredths
41 tenths
410 hundredths
5.3
9.7
10.9
68.5
Lesson 8:
Date:

1/28/14
6.B.70
Area Model and Place Value Chart Template
Lesson 8:
Date:

1/28/14
6.B.71
GRADE
GRADE 4 MODULE 6
Topic C
Decimal Comparison
4.NF.7, 4.MD.1, 4.MD.2
Focus Standard:
4.NF.7
Instructional Days:
G3M5
G5M1
-Links to:
results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by
using a visual model.
The focus of Topic C is comparison of decimal numbers.

In Lesson 9, students compare pairs of decimal numbers representing lengths, masses, or volumes by
recording them on the place value chart and reasoning about which measurement is longer than (shorter
than, heavier than, lighter than, more than, or less than) the other. Comparing decimals in the context of
measurement supports their justifications of their conclusions and begins their work with comparison at a
more concrete level.
Students move on to more abstract representations in Lesson 10, using area

models and the number line to justify their comparison of decimal numbers
(4.NF.7). They record their observations with the <, >, and = symbols. In both
Lessons 9 and 10, the intensive work at the concrete and pictorial levels
eradicates the common misconception that occurs, for example, in the
comparison of 7 tenths and 27 hundredths, where students believe that 0.7 is
Topic C:
Date:
Decimal Comparison
1/28/14
6.C.1
Topic C 4 6
less than 0.27 simply because it resembles the comparison of 7 ones and 27 ones. This reinforces the idea
that, in any comparison, one must consider the size of the units.
Finally, in Lesson 11, students use their understanding of different ways of expressing equivalent values in
order to arrange a set of decimal fractions in unit, fraction, and decimal form from greatest to least or least
to greatest.
A Teaching Sequence Towards Mastery of Decimal Comparison

Objective 1: Use the place value chart and metric measurement to compare decimals and answer
comparison questions.
(Lesson 9)
Objective 2: Use area models and the number line to compare decimal numbers, and record
comparisons using <, >, and =.
(Lesson 10)
Objective 3: Compare and order mixed numbers in various forms.
(Lesson 11)
Topic C:
Date:
Decimal Comparison
1/28/14
6.C.2
Lesson 9 46
Lesson 9
Objective: Use the place value chart and metric measurement to compare
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(10 minutes)
(5 minutes)
(35 minutes)
(10 minutes)
(60 minutes)

Decompose Larger Units 4.NF.5
(3 minutes)
Decimal Fraction Equivalence 4.NF.5
(5 minutes)
Rename the Decimal 4.NF.5
(2 minutes)
Decompose Larger Units (3 minutes)

Materials: (S) Personal white board, place value chart
T:
S:
T:
S:
T:
S:
(Write 1.) Say the number in unit form.

1 one.
Draw 1 one on your place value chart.
(Draw 1 one disk.)
(Write 1 one = __ tenths.) Rename 1 one for tenths.
(Cross out the one disk and draw 10 tenth disks.)
Continue this process using the following possible sequence:
Rename 1 one 2 tenths for tenths.

Rename 1 tenth for hundredths.
Rename 1 tenth 2 hundredths for hundredths.
Rename 2 ones 3 tenths for tenths (leads into the next fluency activity).
Lesson 9:
Date:

1/28/14
6.C.3
Lesson 9 46
Decimal Fraction Equivalence (5 minutes)

Note: This fluency activity reviews G4M6Lesson 8. For 4 ones 23 hundredths, 1 ten 7 tenths, and 3 tens 4
ones 12 hundredths, have the students express their answers in tenths and hundredths.
T:
S:
(Write 2 ones and 3 tenths.) Write the number in

digits on your place value chart.
(Write the digit 2 in the ones place and the digit 3 in
the tenths place.)
T:
(Write 2.3 = ___ .) Write the number as a mixed

number.
S:
(Write 2.3 =
T:
(Write 2.3 =
= .) Write the number as a
fraction greater than 1.
S:
(Write 2.3 =
.)
.)
Continue this process for the following possible sequence: 4 ones 23 hundredths, 1 ten 7 tenths, and 3 tens 4
ones 12 hundredths.
Rename the Decimal (2 minutes)

T:
(Write 3.1.) Write the decimal as a mixed number.
S:
(Write
T:
(Write 3.1 =
S:
(Write 3.1 =
.)
T:
(Write 3.1 =
S:
(Write 3.1 =
.)
.)
Continue this process for the following possible suggestions: 9.8, 10.4, and 64.3.
Lesson 9:
Date:

1/28/14
6.C.4
Lesson 9 46

Kellys dog weighs 14 kilograms 24 grams. Marys dog weighs 14 kilograms 05 grams. Hae Jungs dog weighs
4,720 grams.
a. Order the weight of the dogs in grams from least to greatest.
b. How much more does the heaviest dog weigh than the lightest dog?
Note: This Application Problem reviews decomposition of a number with mixed units. Students will need to
convert the weight of Kellys dog to 14,024 grams. The weight of Marys dog may help them avoid the
common error of 1,424 grams because of its inclusion of 205 grams. If there is time, you might show a place
value chart from ten thousands to hundredths to model the whole number conversion of the weights to
grams and to then compare it to the conversion of ones to tenths and tenths to hundredths that was just
revisited during Fluency Practice.

Materials: (T) 2 meter sticks, 2 rolls of different color masking
tape (e.g., yellow and blue), metric scale, 4
graduated cylinders, bags of rice, water, food
coloring, document camera (S) Personal white
board, measurement recording template
Materials Note:
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
If a document camera, overhead
projector, SMART board, or other tool
that allows you to present a magnified
image of the meter stick is not
available, consider having students use
pre-marked meter sticks at their desks.
Certain hardware and home
furnishings stores and websites offer
meter sticks or tape for free.
Prepare 2 meter sticks by taping colored masking tape

onto the edge of each meter stick to the following
lengths: 0.67 m (yellow tape), 0.59 m (blue tape). Do
not cover the hash marks or the numbers on the meter
sticks.
Prepare and label 4 bags of rice weighing 0.10 kg (Bag A), 0.65 kg (Bag B), 0.7 kg (Bag C), and 0.46 kg
(Bag D).
Prepare 4 graduated cylinders with water measuring 0.3 liters, 0.15 liters, 0.29 liters, and 0.09 liters.
Lesson 9:
Date:

1/28/14
6.C.5
Lesson 9 46
Use food coloring to ease in the reading of the measures.

Problem 1: Compare pairs of decimal numbers representing length.
T:
S:
T:
T:
S:
T:
T:
S:
T:
S:
(Hold up the meter stick with the yellow tape that measures 0.67 m, then place it under document
camera.) Express the length of this yellow tape as a fraction of a meter.
meter.
On your template, shade in your tape diagram to represent the length of the yellow tape on the
meter stick. Write the length of the tape in decimal form.
(Hold up the meter stick with blue tape that measures 0.59 m, then project the portion of the meter
stick that shows the length of the blue tape under document camera.) Express the length of this
blue tape as a fraction of a meter.
meter.
On your template, shade in your tape diagram to represent the length of the blue tape on the meter
stick. Write the length of the tape in decimal form. Record both lengths in a place value chart.
(Allow students time to complete task.)
Use the words longer than or shorter than to compare these two lengths of tape.
0.67 meter is longer than 0.59 meter. 0.59 meter is shorter than 0.67 meter. 67 centimeters is
longer than 59 centimeters, so I know 0.67 meter is longer than 0.59 meter.
Share with a partner. How can the place value chart help you compare these numbers?
We can compare the digits in the largest place first. Both measures have 0 in the ones place, so we
move to the tenths place. The first tape has 6 tenths. Thats greater than 5 tenths. You dont
even need to look at the hundredths place. Once you see that 6 tenths is greater than 5 tenths, you
know that the first tape is longer.
Remove enough tape from each meter stick to create the following lengths: 0.4 m and 0.34 m. Repeat the
process.
Lesson 9:
Date:

1/28/14
6.C.6
Lesson 9 46
Problem 2: Compare pairs of decimal numbers representing mass.

T:
(Place Rice Bag A on scale.) What is the mass of this bag of rice?
S:
Zero point one kilogram.
T:
Record the mass in the table on your template.
kilogram.
kilogram (see image below).
Repeat this process for the remaining bags.

T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
(Leave Bag D, weighing 0.46 kg, on the scale.) Which

bags are heavier than Bag D? How do you know?
NOTES ON
Bags B and C were heavier than Bag D. Bag B was
TERMINOLOGY:
0.65 kg and Bag C was 0.7 kg. Those numbers are both
Mass is a fundamental measure of the
larger than 0.46 kg, so the bags are heavier. I look
amount of matter in an object. While
at my chart, from left to right. In the tenths column, I
weight is a measurement that depends
could see that Bag A was lighter. It had only 1 tenth.
upon the force of gravity (one would
Bags B and C were heavier than D because they both
weigh less on the moon than one does
had more tenths.
on earth), mass does not depend upon
the force of gravity. Both words are
Lets look at Bags B and C. Make a statement
used here, but it is not important for
comparing their mass.
students to recognize the distinction at
0.65 kilograms is lighter than 0.7 kilograms. 0.7
this time.
kilograms is heavier than 0.65 kilograms.
How do you know?
I could just see that the bag was fuller and feel that the bag has more mass. At first I thought 65
hundredths was more because it looks like you are comparing 65 and 7 and 65 is greater than 7. But,
then we saw that it was 7 tenths, which is more than 6 tenths. I realized that 7 tenths is 70
hundredths and that is greater than 65
hundredths.
With your partner, make another statement to
compare the bags. You can compare just two
items, or you can compare more than two
items.
(Responses will vary.)
Based on these comparisons, what is the mass
of the bags in order from heaviest to lightest?
0.7 kg, 0.65 kg, 0.46 kg, 0.1kg.
(Select a student volunteer.) Arrange the bags from heaviest to lightest. Looking at the bags, does it
appear that we have properly ordered the bags from heaviest to lightest? Do they match the order
we determined?
Yes.
Lesson 9:
Date:

1/28/14
6.C.7
Lesson 9 46
Problem 3: Compare pairs of decimal numbers representing volume.

T:
S:
T:
(Place all four graduated cylinders in front of the class.) Express the volume of the liquid in tenths or
hundredths liter. (Use the document camera to project the side of Cylinder A so students can see
the liter measurements. If this is not possible, select a student to read the volume aloud.)
liter.
liter.
Record this volume in the table on your template.
Repeat the process for the remaining water samples.

T:
S:
S:
T:
S:
T:
S:
If we want to order these samples from least volume to greatest volume, what would the order be?
Talk with your partner, and record your thinking on your template. (Circulate to encourage use of
the place value chart as students compare the measurements.)
(Complete the task.)
0.09 liters, 0.15 liters, 0.29 liters, 0.3 liters.
How did you determine the order?
The place value chart made it easy to
compare the decimals. We compared the
digits in the largest place first. That was the
tenths. In 0.3, there are 3 tenths. That is
more than the others. 0.29 comes next
followed by 0.15 and 0.09.
(Select a student volunteer to order cylinders
from least volume to greatest volume.) Lets
look at the cylinders. Do they appear to match
the order we determined?
Yes!


Lesson Objective: Use the place value chart and metric
measurement to compare decimals and answer
comparison questions.
Lesson 9:
Date:

1/28/14
6.C.8
Lesson 9 46
lesson.
How do the tape diagrams in Problem 1 support

your statements? Make a statement comparing a
length from Part (a) to a length from Part (b).
Share one of your statements for Problem 2(c).
Explain your reasoning.
How did the place value chart help to compare
and order the different measurements in
Problem 3?
How is comparing decimal measurements of
length, mass, and volume similar? How is it
different?
todays lesson?

the students.
Lesson 9:
Date:

1/28/14
6.C.9
Name
Date
1. Express the lengths of the shaded parts in decimal form. Write a sentence that compares the two
lengths. Use the expression shorter than or longer than in your sentence.
a.
b.
c. List all four lengths from least to greatest.
2.
a. Examine the mass of each item as shown below on the 1 kilogram scales. Put an X over the items that
are heavier than the avocado.
0.2 kg
0.12 kg
Lesson 9:
Date:
0.6 kg
0.61 kg

1/28/14
6.C.10
b. Express the mass of each item on the place value chart.
c. Complete the statements below using the words heavier than or lighter than in your statements.
The avocado is _________________________ the apple.
The bunch of bananas is __________________________ the potato.
3. Record the volume of water in each cylinder on the place value chart below.
A
1L
1L
0.6 liter
Cylinders
A
1L
0.3 liter
ones (Liters)
0.9 liter
tenths
1L
1L
0.19 liter
0.97 liter
hundredths
F
1L
0.48 liter
Compare the values using >, <, or =.

a.
0.9 L _____ 0.6 L
b.
0.48 L _____ 0.6 L
c.
0.3 L _____ 0.19 L
d.
Write the volume of water in each

beaker in order from least to
greatest.
B
C
D
E
F
Lesson 9:
Date:

1/28/14
6.C.11
Name
Date
1.
a. Doug measures the lengths of three strings and shades tape diagrams to represent the length of each
string, as shown below. Express, in decimal form, the length of each string.
String 1
String 2
String 3
b. List the lengths of the strings in order from greatest to least.
2. Compare the values below using >, <, or =.

a. 0.8 kg _____ 0.6 kg
b. 0.36 kg _____ 0.5 kg
c. 0.4 kg _____ 0.47 kg
Lesson 9:
Date:

1/28/14
6.C.12
Name
Date
1. Express the lengths of the shaded parts in decimal form. Write a sentence that compares the two
lengths. Use the expression shorter than or longer than in your sentence.
a.
b.
c. List all four lengths from least to greatest.
2.
a. Examine the mass of each item as shown below on the 1 kilogram scales. Put an X over the items that
are heavier than the volleyball.
0.15 kg
0.62 kg
Lesson 9:
Date:
0.43 kg
0.25 kg

1/28/14
6.C.13
b. Express the mass of each item on the place value chart.
c. Complete the statements below using the words heavier than or lighter than in your statements.
The soccer ball is _________________________ the baseball.
The volleyball is __________________________ the basketball.
3. Record the volume of water in each cylinder on the place value chart below.
A
1L
0.7 liter
Cylinder
1L
0.62 liter
ones (liters)
1L
1L
0.28 liter
tenths
hundredths
F
1L
1L
0.4 liter
0.85 liter
0.2 liter
Compare the values using >, <, or =.
a.
0.4 L _____ 0.2 L
b.
0.62 L _____ 0.7 L
c.
0.2 L _____ 0.28 L
d.
Write the volume of water in each

beaker in order from least to greatest.
Lesson 9:
Date:

1/28/14
6.C.14
Measurement Recording Template
Lesson 9:
Date:

1/28/14
6.C.15
Lesson 10 46
Lesson 10
Objective: Use area models and the number line to compare decimal
numbers, and record comparisons using <, >, and =.
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(10 minutes)
(5 minutes)
(35 minutes)
(10 minutes)
(60 minutes)

Decompose Larger Units 4.NF.5
(3 minutes)
Decimal Fraction Equivalence 4.NF.5
(5 minutes)
(2 minutes)
Decompose Larger Units (3 minutes)

T:
S:
T:
S:
T:
S:
(Write 2.) Say the number in unit form.

2 ones.
Draw 2 ones in your place value chart.
(Draw 2 ones disks.)
(Write 2 ones = __ tenths.) Regroup 2
ones for tenths.
(Cross out the ones disks and draw 20
tenths disks. Write 2 ones = 20 tenths.)
Continue this process using the following possible sequence:
Regroup 2 ones 5 tenths for tenths.

Regroup 2 tenths for hundredths.
Regroup 2 tenths 4 hundredths for hundredths.
Lesson 10:
Date:
Use area models and the number line to compare decimal numbers
and record comparisons using <, >, and =.
1/28/14
6.C.16
Lesson 10 46
Decimal Fraction Equivalence (5 minutes)

Materials: (S) Personal white boards, place value chart
T:
S:
T:
(Write 5 ones 7 tenths.) Write the number in digits

on your place value chart.
(Write the digit 5 in the ones place and the digit 7 in
the tenths place.)
(Write 5.7 = __ .) Write the number as a mixed
number.
S:
(Write 5.7 =
.)
T:
(Write 5.7 =
.) Write the number as a fraction greater than 1.
S:
(Write 5.7 =
.)
T:
Read this number as written on the chart.
S:
5 and 7 tenths.
T:
Express the answer as ones and hundredths.
S:
5 and 70 hundredths.
Continue this process for the following possible sequence: 3 ones 8 tenths, 1 ten 9 tenths, and 2 tens 3 ones
3 tenths.

T:
S:
(Write
T:
(Write 5.2 =
S:
(Write 5.2 =
.)
T:
(Write 5.2 =
S:
(Write 5.2 =
.)
.)
Continue this process for the following possible sequence: 9.6, 10.6, and 78.9.
Lesson 10:
Date:
1/28/14
6.C.17
Lesson 10 46

In science class, Emilys 1 liter beaker contains 0.3 liters of water. Alis beaker contains 0.8 liters of water, and
Katies beaker contains 0.63 liters of water. Who can pour all of her water into Emilys beaker without going
over 1 liter, Ali or Katie?
Note: This Application Problem reviews comparison of metric measurements from G4M6Lesson 9.
Students contextualize and compare volumes of water with measurements of tenths and hundredths.
Students may try to use addition and subtraction, but encourage them to use what they know about
completing the whole and benchmark numbers.

Materials: (T) Area model template, number line template (S) Personal white board, area model template,
number line template
Problem 1: Compare pairs of decimal numbers using an area model. Record comparison using <, >, and =.
T:
T:
T:
S:
T:
MP.6 S:
T:
S:
(Write 0.15 on the board.) On your area model template, shade your first area model to represent
this decimal.
(Write 0.51 on the board.) In the second area model, represent this decimal number.
What statements using the phrases greater than and less than can we make to compare these
decimals?
0.51 is greater than 0.15. 0.15 is less than 0.51.
How does the area model help you compare 0.15 and 0.51?
The shaded part of 0.51 covers a lot more area than the shaded part for 0.15. I only shaded 1 full
column and 1 half of a column to represent 0.15, but I shaded 5 full columns plus another small part
of the next column for 0.51 so 0.51 is greater than 0.15. I have
15 hundredths shaded on the first area model, but I have 51
hundredths shaded on the second area model.
(Write <, >, and = on the board.) Use the appropriate
comparison symbol to write both statements on your
template.
0.51 > 0.15. 0.15 < 0.51.
Lesson 10:
Date:
1/28/14
6.C.18
Lesson 10 46
Repeat the process using the following sequence:
0.37 and 0.3

0.27 and 0.7
0.7 and 0.70
0.06 and 0.6
Problem 2: Compare decimal numbers on a number line. Record comparison using <, >, and =.
T:
T:
S:
T:
T:
S:
T:
S:
T:
S:
T:
S:
Look at your first number line. Label the end points as 4 and 3 tenths and 4 and 6 tenths.
Label the other tenths that can be labeled on this number line.
(Label 4.4 and 4.5.)
(Write 4.50 and 4.38 on the board.) Plot and label these two points on the number line.
How did you locate the points?
I went to 4.5. Since there are no hundredths, you just stop there. 4.5 is the same as 4.50. To
locate 4.38, I started at 4.3. Then, I went 8 hundredths more to get to 4.38. I knew 4.38 was 2
hundredths less than 4.4, so I went to 4.4 and counted back 2 hundredths.
What statements can we make to compare these decimals?
4.5 is greater than 4.38. 4.38 is less than 4.5.
(Write <, >, and = on the board.) Use the appropriate comparison symbol to write both statements
on your template.
4.5 > 4.38. 4.38 < 4.5.
4.38 has three digits. 4.5 only has two digits. At a quick glance, it appears that 4.38 would have a
greater value. Talk with your partner. Why does 4.5 have a greater value even though it has fewer
digits?
4.5 has more tenths than 4.38. Tenths are bigger than hundredths. Make the tenths into
hundredths. 4 and 5 tenths renamed is 4 and 50 hundredths. Now, its obvious that it is greater.
Four point five is four point five, zero. Now, it has three digits, too. 4.5 is halfway between 4 and
5, and 4.38 is part of the way between 4 and 4.5, so 4.38 is less than 4.5.
Repeat the process with the number line using the following sequence. Have students label the blank
number line to best match each number pair. Ask students to consider what the end points should be in
order to represent both numbers on the same number line.
6.37 ____ 6.3

2.68 ____ 2.8
10.1 ____ 10.10
10.2 ____ 10.02
Lesson 10:
Date:
1/28/14
6.C.19
Lesson 10 46
Problem 3: Compare decimal numbers using <, >, and =.

Project the following sequence of numbers, and ask students to compare using <, >, and =. With each pair of
numbers, ask students to share their reasoning with a partner. They may use the area model, a number line,
a place value chart, or other reasonable strategies.
6.24 ____ 5.24

13.24 ____ 13.42
0.48 ____ 2.1
2.17 ____ 2.7
3.3 ____3.30
7.9 ____ 7.09
8.02 ____
5.3 ____ 5 ones and 3 hundredths

5.2 ____ 52 tenths
4 ones and 6 tenths ____ 4 ones and 60 hundredths
0.25 ____
____ 2.73
4 tenths ____ 45 hundredths
2.31 ____ 23 tenths and 5 hundredths
The sequence above engages students with practice that addresses common misconceptions and becomes
increasingly more complex. For instance, the sequence opens with two examples that have the same number
of digits and simply requires students to attend to the value of each place. In the next four examples, the
pairs being compared have differing numbers of digits. Students come to understand that the value of the
number is not dependent on the number of digits. The sequence of the examples then goes on to numbers
written in different forms. Students may choose to model the numbers, convert into common units, or
rewrite in the same form.
Lesson 10:
Date:
1/28/14
6.C.20
Lesson 10 46

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students solve these problems using the RDW
approach used for Application Problems.

Lesson Objective: Use area models and the number line
to compare decimal numbers, and record comparisons
using <, >, and =.
lesson.
Compare your area model for Problem 1(d) with

your partners area model. Explain why it was
possible to shade both models without
decomposing one to hundredths.
Find an example on your Problem Set where a
decimal number with only three digits has a
greater value than a decimal number with four
digits. Explain why this is so.
During our lesson, we saw that 0.27 is less than
0.7. Explain why this is so. How can looking at
the numbers quickly instead of considering the
size of the unit lead to mistakes when comparing?
How can we rename 0.7 to compare it easily to
0.27?Which model helped you compare numbers
most easily? Was it easier to represent particular
problems with certain types of models?
todays lesson?
Lesson 10:
Date:
1/28/14
6.C.21
Lesson 10 46

Lesson 10:
Date:
1/28/14
6.C.22
Name
Date
1. Shade the area models below, decomposing tenths as needed, to represent the pairs of decimal numbers.
Fill in the blank with <, >, or = to compare the decimal numbers.
a. 0.23 ________ 0.4
b. 0.6 ________ 0.38
c. 0.09 ________ 0.9
d. 0.70 ________ 0.7
2. Locate and label the points for each of the decimal numbers on the number line.
a. 10.03 ________ 10.3
10.0
10.1
10.2
10.3
12.7
12.8
12.9
b. 12.68 ________ 12.8
12.6
Lesson 10:
Date:
1/28/14
6.C.23
3. Use the symbols <, >, or = to compare.

a. 3.42 ______ 3.75
b. 4.21 _____ 4.12
c. 2.15 _____ 3.15
d. 4.04 ______ 6.02
e. 12.7 _____ 12.70
f. 1.9 ______ 1.21
4. Use the symbols <, >, or = to compare. Use pictures as needed to solve.
a. 23 tenths _____ 2.3
b. 1.04 _____ 1 one and 4 tenths
c. 6.07 _______
d. 0.45 _____
e.
f. 6 tenths ______ 66 hundredths
_____ 1.72
Lesson 10:
Date:
1/28/14
6.C.24
Name
Date
1. Ryan says that 0.6 is less than 0.60 because it has fewer digits. Jessie says that 0.6 is greater than 0.60.
Who is right? Why? Use the area models below to help explain your answer.
0.6 ________ 0.60

a. 3.9 _____ 3.09
b. 2.4 _____ 2 ones and 4 hundredths
c. 7.84 _____ 78 tenths and 4 hundredths
Lesson 10:
Date:
1/28/14
6.C.25
Name
Date
1. Shade the parts of the area models below, decomposing tenths as needed, to represent the pairs of
decimal numbers. Fill in the blank with <, >, or = to compare the decimal numbers.
a. 0.19 ________ 0.3
b. 0.6 ________ 0.06
c. 1.8 ________ 1.53
d. 0.38 ________ 0.7
2. Locate and label the points for each of the decimal numbers on the number line.
a. 7.2 ________ 7.02
7.0
7.1
7.2
7.3
18.2
18.3
18.4
b. 18.19 ________ 18.3
18.1
Lesson 10:
Date:
1/28/14
6.C.26

a. 2.68 ______ 2.54
b. 6.37 _____ 6.73
c. 9.28 _____ 7.28
d. 3.02 ______ 3.2
e. 13.1 _____ 13.10
f. 5.8 ______ 5.92
4. Use the symbols <, >, or = to compare. Use pictures as needed to solve.
a. 57 tenths _____ 5.7
b. 6.2 _____ 6 ones and 2 hundredths
c. 33 tenths _______ 33 hundredths
d. 8.39 _____
e.
f. 3 tenths ______ 22 hundredths
_____ 2.36
Lesson 10:
Date:
1/28/14
6.C.27
Area Model Template
_______________________
_______________________
_______________________
_______________________
_______________________
Lesson 10:
Date:
1/28/14
6.C.28
Number Line Template
Lesson 10:
Date:
1/28/14
6.C.29
Lesson 11 46
Lesson 11
Objective: Compare and order mixed numbers in various forms.
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(5 minutes)
(35 minutes)
(10 minutes)
Total Time
(60 minutes)

Expanded Form 4.NBT.2
(3 minutes)
(4 minutes)
Compare Decimal Numbers 4.NF.7
(3 minutes)
Expanded Form (3 minutes)

T:
S:
T:
S:
13
.) Write 6 and 13
100
13
1
3
(Write 6
= 6 + + .)
100
10 100
(Write 6
hundredths in expanded fraction form without multiplication.
Write 6 and 13 hundredths in expanded decimal form.

(Write 6.13 = 6 + 0.1 + 0.03.)
Repeat the process for 54
73
.
100
T:
S:
T:
(Write 8.53.) Write 8 and 53 hundredths in expanded decimal form.

(Write 8.53 = 8 + 0.5 + 0.03.)
Write 8 and 53 hundredths in expanded fraction form.
S:
(Write 8
53
=8
100
5
10
3
.)
100
Lesson 11:
Date:

1/28/14
6.C.30
Lesson 11 46

T:
S:
(Write 9
T:
(Write 9.4 = 9
S:
(Write 9.4 =
T:
(Write 9.4 = 9
94
.)
10
S:
(Write 9.4 =
4
.)
10
4
10
4
9
10
4
10
4
9
10
= 10.) Complete the number sentence.

=
94
10
94
10
100
940
.)
100
Continue the process for the following possible sequence: 12.3, 4.27, and 53.8.
Compare Decimal Numbers (3 minutes)

NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:

T:
S:
(Write 2.5 __ 2.50.) Complete the number sentence,

filling in a greater than, less than, or equal sign.
(Write 2.5 = 2.50.)
Continue the process for the following possible sequence: 6.74

__ 6.7, 4.16 __ 4.61, 3.89 __ 3.9, 8.64 __ 8.46, 10.04 __ 10.4,
and 13.28 __ 13.8.
The Compare Decimal Numbers fluency

activity gives students working below
grade level and others useful practice
using the < (less than) and > (greater
than) symbols, which are easily
confused. Mnemonic devices such as
imagining the < symbol to be an
alligator mouth that eats the larger
amount can be effective. To enhance
the practice, ask students to read aloud
the comparison statements.
While sewing, Kikanza cut 3 strips of colored fabric: a yellow 2.8-foot strip, an orange 2.08-foot strip, and a
red 2.25-foot strip.
She put the shortest strip away in a drawer and
placed the other two strips side by side on a table.
Draw a tape diagram comparing the lengths of the
strips on the table. Which measurement is longer?
Note: Students apply their comparison skills from
G4M6Lesson 10 by not including the orange strip
in the drawing, recognizing it is the shortest. This
also introduces students to a partwhole tape
diagram with decimals without calculations.
Lesson 11:
Date:

1/28/14
6.C.31
Lesson 11 46

Materials: (T) Number line template (S) Personal white board, number line template, decimal fraction flash
cards (1 set per group)
Note: The onset of Problem 1 asks students to work in small groups. Each group needs one set of flash cards.
Recommended group size is three students.
Problem 1: Arrange mixed numbers, fractions, and decimals on a number line.
T:
In your small groups, work together to arrange your decimal number flash cards in order from least
to greatest.
Allow three to five minutes for students to work. Students may renumber the cards if they wish. Do not
correct their ordering yet, but do ask students to provide reasoning for their ordering choices.
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
T:
S:
We want to plot all of these numbers on the number line. (Project the first number line on the
number line template.)
What is the smallest number in this set?
13 hundredths.
What is the greatest number in this set?
4 tenths.
Talk with your group to determine what the most appropriate endpoints are.
(Determine the endpoints.)
Turn to another group and compare your endpoints. Discuss how you chose your endpoints.
Our endpoints are 1 tenth and 4 tenths since the smallest number in this set is 13 hundredths. We
started at the tenth that comes before 13 hundredths.
Work with your group to plot and label each number from the set on the number line.
(Work with group to complete the task.)
Did your group discover an ordering mistake when it came time to plot the numbers? Explain how
you found the mistake.
(Project three number lines, completed by students, similar to the ones shown on the following
page.) Did these groups represent the numbers using the same form as you did?
No, we changed some of the numbers into decimal form so they are all in the same form. We
wrote all the numbers in fraction form. We left some of them the way they were given to us.
Lesson 11:
Date:

1/28/14
6.C.32
Lesson 11 46
T:
S:
Does the form change the order of the numbers?

No. No matter which form we used, they are in the same position on the number line.
Repeat the process by writing the following sets of numbers on the board:
7.92, 8.1, 7
T:
S:
86 79 802
, ,
100 10 100
5
968 96
, 9.41,
, ,
10
100 10
9.7, 9.63
Look at your number line. How are your numbers arranged? In what order are they?
The numbers go from least to greatest. The smallest numbers come first. Whenever you read
numbers on a number line, they always go in order, smallest numbers on the left and larger numbers
on the right.
Problem 2: Arrange mixed numbers, fractions, and decimals in order from greatest to least.
18
,
10
81 190
, ,
100 100
(Write
T:
Turn your personal board over. Instead of using the number line to order the numbers from least to
greatest, work with your group to arrange the numbers in order from greatest to least using decimal
form. Use the > symbol between the numbers as you list them from greatest to least.
(Work with group to complete the task.)
List the numbers in order from greatest to least. (Accept numbers in any correct form.)
1.9 > 1.82 > 1.81 > 1.8 > 1.08 > 0.18.
How did you decide on the order of the numbers?
We changed all of the numbers to decimal form or fraction form because its easier for us to
S:
T:
S:
T:
S:
1.08,
18
,
100
T:
Lesson 11:
Date:
1.82.)

1/28/14
6.C.33
Lesson 11 46
compare in the same form. We renamed every number to hundredths. We left the numbers
in tenths and hundredths and used place value to compare: first the ones, then the tenths, then the
hundredths. We compared the decimals or fractions first. Then, we found where the mixed
numbers would go.
Repeat the process with the following sets of numbers:
5
10
14 , 15.5,
61
,
100
154
,
100
15.05, 14
6
1 816
,8 , ,
10
10 100
40
100
86, 8.01
Problem 3: Compare and order mixed numbers in the context of a word problem.
T:
(Project the following word problem.) During a triple jump contest, Hae Jung jumped 8.76 meters.
7
880
Marianne jumped 8 meters. Beth jumped
meters. Lily jumped 8.07 meters. In what place did
10
100
each student rank?
T: Use what you know to answer this question on your board and demonstrate your reasoning. (Allow
students time to work.)
T: In what place did each student rank?
S: Beth came in first. Hae Jung came in second. Marianne placed third. Lily placed fourth.
T: How did you solve this problem?
S: I changed all of the numbers to decimal form. I changed all the numbers to fractions. I used
hundredths so that they were all the same unit. I changed everything to a mixed number so I
could compare the ones first. I realized I had one fraction with tenths, so I made that 70 hundredths
so it would be easier to compare.
Possible Extension: Give six blank flash cards or index cards to each group. Ask them to record decimal
numbers using various forms that another group will order. Pair up groups, trade cards, and then have the
groups check the work of their partnered group.

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students solve these problems using the RDW
approach used for Application Problems.

Lesson Objective: Compare and order mixed numbers in various forms.
Lesson 11:
Date:

1/28/14
6.C.34
Lesson 11 46

lesson.
In Problem 1(a), which numbers were the easiest

for you to plot? Why?
How did the number line help you to order, or to
check the order of, the numbers from least to
greatest? Do you think it could be useful to use
the number line to order numbers from greatest
to least, like in Problem 2? Why or why not?
How could a place value chart help you solve
Problem 2(a)? Create an example to share with
the class. What other models or tools have we
used this year that might help you with Problem
2?
In Problem 2(b), which numbers did you start
ordering first? How did ordering some numbers
help you with the remaining numbers? Use
specific numbers to explain your process.
In Problems 3 and 4, how did you make it easier
to compare the various numbers? Explain your
reasoning.

the students.
Lesson 11:
Date:

1/28/14
6.C.35
Name
Date
1. Plot the following points on the number line.

a. 0.2,
1
10
, 0.33,
12
100
, 0.21,
32
100
0.1
b. 3.62, 3.7, 3
0.3
0.4
3.7
3.8
3.9
85 38 364
, ,
100 10 100
3.6
c. 6
0.2
3
628 62
, 6.31,
, ,
10
100 10
6.43, 6.40
6.3
6.2
Lesson 11:
Date:
6.4
6.5

1/28/14
6.C.36
2. Arrange the following numbers in order from greatest to least using decimal form. Use the > symbol
between each number.
a.
27
,
10
2.07,
27
,
100
71 227
, ,
100 100
2.72
_______________________________________________________________________________________
3
10
b. 12 , 13.2,
134
,
100
13.02, 12
20
100
_______________________________________________________________________________________
c. 7
34
,
100
4
3 750
,7 , ,
10
10 100
75, 7.2
_______________________________________________________________________________________
3. In the long jump event, Rhonda jumped 1.64 meters. Mary jumped 1
Michelle jumped 1.06 meters. Who jumped the farthest?
4. It snowed 2
3
10
feet in December, 2.14 feet in January, 2
19
feet
100
6
10
meters. Kerri jumped
in February, and 1
1
10
94
100
meter.
feet in March.
During which month did it snow the most? During which month did it snow the least?
Lesson 11:
Date:

1/28/14
6.C.37
Name
Date
1. Plot the following points on the number line using decimal form.
1 one and 1 tenth,
13
,
10
1 one and 20 hundredths,
1.0
1.1
129
,
100
1.11,
102
100
1.2
1.3
5.6,
605
56 516
, 6.15, 6 , ,
100
100 100
6 ones and 5 tenths
Lesson 11:
Date:

1/28/14
6.C.38
Name
Date
1. Plot the following points on the number line using decimal form.
a. 0.6,
5
,
10
0.76,
79
,
100
0.53,
67
100
0.5
0.6
b. 8 ones and 15 hundredths,
27 82
, ,
100 10
12 130
, ,
100 10
13 ones and 3 tenths, 13.21, 13
13.1
13.0
Lesson 11:
Date:
0.8
8.3
8.4
13.2
13.3
8.1
8.2
8.1
c. 13
832
,
100
0.7
3
100

1/28/14
6.C.39
a. 4.03, 4 ones and 33 hundredths,
34
,
100
43 430
, ,
100 100
4.31
_______________________________________________________________________________________
5
10
b. 17 , 17.55,
157
,
10
17 ones and 5 hundredths, 15.71, 15
75
100
_______________________________________________________________________________________
c. 8 ones and 19 hundredths, 9
8
,
10
81,
809
,
100
8.9, 8
1
10
_______________________________________________________________________________________
3. In a paper airplane contest, Matts airplane flew 9.14 meters. Jennas airplane flew 9
airplane flew
904
100
4
10
meters. Bens
meters. Leahs airplane flew 9.1 meters. Whose airplane flew the farthest?
41
11
liters of water on Monday, 1.14 liters on Tuesday, 1.04 liters on Wednesday, liters on
100
10
40
and 1
liters on Friday. Which day did Becky drink the most? Which day did Becky drink the
100
4. Becky drank 1
Thursday,
least?
Lesson 11:
Date:

1/28/14
6.C.40
Decimal Number Flash Cards
3
tenths
0.2
34
100
0.17
13
hundredths
Lesson 11:
Date:

1/28/14
4
10

6.C.41
Number Line Template
Lesson 11:
Date:

1/28/14
6.C.42
GRADE
GRADE 4 MODULE 6
Topic D

4.NF.5, 4.NF.6, 4.NF.3c, 4.MD.1
Focus Standard:
4.NF.5

and use this technique to add two fractions with respective denominators 10 and 100.
For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who
can generate equivalent fractions can develop strategies for adding fractions with unlike
4.NF.6
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram
Instructional Days:
G3M5
G5M2
Multi-Digit Whole Number and Decimal Fraction Operations
-Links to:
Topic D brings together students work with addition of fractions and their work with decimals.
In Lesson 12, students begin at the pictorial level, decomposing tenths using the area model and place value
chart in order to add tenths and hundredths. They progress to using multiplication to generate equivalent
fractions and express the sum in fraction form as a decimal as pictured below.
3
10
3 10
= 10 10
3
4
30
4
34
+
=
+
=
= 0.34
10 100 100 100 100
They next apply what they know about fraction addition to use multiple strategies to solve sums of tenths and
hundredths with totals greater than 1 (see the two examples pictured below), again expressing the solution in
decimal form.
Topic D:
Date:

1/28/14
6.D.1
Topic D 4 6
In Lesson 13, students add ones, tenths, and hundredths in decimal form by converting the addends to mixed
numbers in fraction form, creating like denominators, and applying their understanding of the addition of
mixed numbers. Once the decimal fractions are added (4.NF.5), the number sentence is written in decimal
notation (4.NF.6).
The addition of decimals is a Grade 5 standard. By converting addends in decimal form to fraction form,
Grade 4 students strengthen their understanding both of fraction and decimal equivalence and fraction
addition.
In Lesson 14, students apply this work to solve measurement word problems involving addition. They convert
decimals to fraction form, solve the problem, and write their statement using the decimal form of the
solution as pictured below.
An apple orchard sold 140.5 kilograms of apples in the morning. The orchard sold 15.85 kilograms more
apples in the afternoon than in the morning. How many total kilograms of apples were sold that day?
Topic D:
Date:

1/28/14
6.D.2
Topic D 4 6
A Teaching Sequence Towards Mastery of Addition with Tenths and Hundredths

Objective 1: Apply understanding of fraction equivalence to add tenths and hundredths.
(Lesson 12)
Objective 2: Add decimal numbers by converting to fraction form.
(Lesson 13)
Objective 3: Solve word problems involving the addition of measurements in decimal form.
(Lesson 14)
Topic D:
Date:

1/28/14
6.D.3
Lesson 12 46
Lesson 12
Objective: Apply understanding of fraction equivalence to add tenths and
hundredths.
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(5 minutes)
(33 minutes)
(10 minutes)
(60 minutes)

Add and Subtract 4.NBT.4
(3 minutes)
Compare Decimal Numbers 4.NF.7
(4 minutes)
Order Decimal Numbers 4.NF.7
(5 minutes)
Add and Subtract (3 minutes)

Note: This activity reviews adding and subtracting using the
standard algorithm.
T:
(Write 473 thousands 379 ones + 473 thousands 379

ones.) On your boards, write this addition sentence in
standard form.
S: (Write 473,379 + 473,379.)
T: Add using the standard algorithm.
S: (Write 473,379 + 473,379 = 946,758 using the standard
algorithm.)
Continue the process for 384,917 + 384,917.
T: (Write 700 thousand 1 ten.) On your boards, write this
number in standard form.
S: (Write 700,010.)
T: (Write 199 thousands 856 ones.) Subtract this number
from 700,010 using the standard algorithm.
Lesson 12:
Date:
NOTES ON
MULTIPLE MEANS OF
EXPRESSION:
Challenge students working above
grade level and others to apply efficient
alternative strategies learned since
Grade 1 to solve the Add and Subtract
fluency activity. For example, students
can avoid renaming to solve 700,010
199,856 by subtracting 11 from both
the minuend and the subtrahend (e.g.,
699,999 1 99,845), or by adding 144
to both minuend and subtrahend (e.g.
700,154 200,000). Prompt students
to explore and explain why the
difference is the same using all three
methods.

hundredths.
1/28/14
6.D.4
Lesson 12 46
S: (Write 700,010 199,856 = 500,154 using the standard algorithm.)

Continue the process for 900,080 288,099.
Compare Decimal Numbers (4 minutes)

T:
S:
(Write 3.20 __ 3.2.) Complete the number sentence, filling in a greater than, less than, or equal sign.
(Write 3.20 = 3.2.)
Continue the process for the following possible sequence: 7.8 __ 7.85, 5.72 __ 5.27, 2.9 __ 2.89, 6.24 __
6.42, 10.8 __ 10.08, and 14.39 __ 14.9.
Order Decimal Numbers (5 minutes)

T:
(Write 0.3,
S:
(Write
, and 0.44.) Arrange the numbers in order from least to greatest.
, 0.3, and 0.44.)
Continue with the following possible sequence:
, 3 ones and 9 hundredths,
, 0.54, 0.1, 0.55, 0.66

, 3 and 90 tenths,
, 3.93

On Monday,
inches of rain fell. On Tuesday, it
rained inch. What was the total rainfall for the

two days?
Note: This Application Problem builds from G4
Module 5 work where students learned to add
fractions with related units (wherein one
denominator is a factor of the other) and mixed
numbers. Review of this learning leads to todays
Concept Development where students will convert
tenths to hundredths before adding decimal
numbers.
Lesson 12:
Date:

hundredths.
1/28/14
6.D.5
Lesson 12 46

Materials: (T) Place value chart and area model template (S) Personal white board, place value chart and
area model template
Problem 1: Add tenths and hundredths written in unit form using pictorial models.
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
What is 3 girls + 2 girls?

5 girls.
What is 3 girls + 2 students?
We cant add girls and students. The units dont match.
True. But, lets say the girls are students. Tell me the new number sentence renaming to make like
units.
3 students + 2 students = 5 students.
What is 3 fourths + 2 fourths?
5 fourths.
What is 3 fourths + 1 half? How can you solve? Discuss with your partner.
We have to make like units. We have to rename a half as fourths. We can convert halves to
fourths:
Then, we can add.
T:
Is this true? (Write
S:
T:
S:
T:
Yes!
3 tenths + 4 tenths is?
7 tenths.
3 tenths + 4 hundredths is? How can you solve?
Discuss with a partner.
We have to make like units. We have to rename 3
tenths as 30 hundredths. We can decompose
tenths to hundredths. We can convert tenths to
hundredths:
Then, we can add:
S:
T:
S:
T:
S:
.)
Is this true? (Write 3 tenths + 4 hundredths = 30

hundredths + 4 hundredths.)
Yes!
Model the addition using an area model or place
value chart. Show the conversion of tenths to
hundredths. Discuss with your partner.
I drew an area model showing 3 tenths and 4
hundredths. Then, I decomposed the area into
hundredths to make like units. That meant that I
Lesson 12:
Date:

hundredths.
1/28/14
6.D.6
Lesson 12 46
had 30 hundredths and 4 hundredths to have a total of 34 hundredths. I drew a place value chart
showing 3 tenths and 4 hundredths and then decomposed each tenth into 10 hundredths. That
gave me a total of 34 hundredths.
Repeat the process for 2 tenths + 17 hundredths and 36 hundredths + 6 tenths.
Problem 2: Add tenths and hundredths by converting using multiplication. Express the sum as a decimal.
T:
(Write
S:
T:
No.
Discuss with a partner. How can we solve using
multiplication to make like units?
Multiply both the numerator and denominator of 3
tenths by 10 so that we have like units, hundredths.
Convert 3 tenths to hundredths.
S:
) Are we ready to add?
T:
Write
as a decimal.
S:
0.43.
T:
Is this true? (Write
S:
Yes.
Repeat the process with
0.43.)
and
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
After the initial use of multiplication to
convert tenths to hundredths, many
students may be able to do the
conversion mentally. Encourage this
shortcut, as it is empowering. This is
an important application of students
work with equivalence from G4
Module 5, leading to addition and
subtraction of fractions with unlike
denominators in Grade 5.
If some students still struggle with the
conversion, directly link the
multiplication to the area model and
place value chart.
Problem 3: Add tenths and hundredths with sums greater than

1. Express the sum as a decimal.
T:
(Write
.) Read the expression.
S:
T:
6 tenths + 57 hundredths.
Solve, and then explain your solution to your partner. (The first two solution strategies are pictured
below.)
MP.6
Lesson 12:
Date:

hundredths.
1/28/14
6.D.7
Lesson 12 46
S: I changed 6 tenths to 60 hundredths, and then made 1 by adding 50 hundredths, which I took out of
each addend. That meant 10 hundredths and 7 hundredths were left to be added. The sum is
.
MP.6
I just added 60 hundredths and 57 hundredths to get 117 hundredths, and then decomposed to get
100 hundredths and 17 hundredths. I converted 6 tenths to 60 hundredths, and then took out 40
hundredths from 57 hundredths to make 1 and added on the left over 17 hundredths.
T: Write your answer as a decimal.
S: 1.17.
T:
(Write
T:
Solve, and then share your

solution strategy with a
partner.
I used a number bond to
decompose 64 hundredths
into 10 hundredths and 54
hundredths to make 1.
I added to get 154
hundredths and
decomposed the sum into
100 hundredths and 54 hundredths
or 1 and 54 hundredths.
Write your answer as a decimal.
1.54.
S:
T:
S:
.)
Repeat the process with
and


Lesson Objective: Apply understanding of fraction
equivalence to add tenths and hundredths.
Lesson 12:
Date:

hundredths.
1/28/14
6.D.8
Lesson 12 46
lesson.
How did the work in Problem 1 help to prepare

you to solve Problem 2?
In Problem 3(d), what do you notice about your
answer? Can the answer be written using a unit
other than hundredths? Does that apply to any
solutions in Problem 4?
In Problem 5, if the water and iodine are mixed
together, can we just measure the amount of
iodine in the large beaker? Explain.
What have we learned before that made
converting to like units so easy? What have we
learned before that made adding tenths and
hundredths so easy?
todays lesson?

for future lessons. You may read the questions aloud to the students.
Lesson 12:
Date:

hundredths.
1/28/14
6.D.9
Name
Date
1. Complete the number sentence by expressing each part using hundredths. Model using the place value
chart, as shown in Part (a).
a. 1 tenth + 5 hundredths = ______ hundredths
b. 2 tenths + 1 hundredth = ______ hundredths
c. 1 tenth + 12 hundredths = ______ hundredths
2. Solve by converting all addends to hundredths before solving.
a. 1 tenth + 3 hundredths = ______ hundredths + 3 hundredths = ______ hundredths
b. 5 tenths + 12 hundredths = ______ hundredths + ______ hundredths = ______ hundredths
c. 7 tenths + 27 hundredths = ______ hundredths + ______ hundredths = ______ hundredths
d. 37 hundredths + 7 tenths = ______ hundredths + ______ hundredths = ______ hundredths
Lesson 12:
Date:

hundredths.
1/28/14
6.D.10
3. Find the sum. Convert tenths to hundredths as needed. Write your answer as a decimal.
a.
b.
c.
d.
4. Solve. Write your answer as a decimal.

a.
c.
b.
d.
5. Beaker A has
liter of iodine. It is filled the rest of the way with water up to 1 liter. Beaker B has
liter of iodine. It is filled the rest of the way with water up to 1 liter. If both beakers are emptied into a
large beaker, how much iodine will be in the large beaker?
Lesson 12:
Date:

hundredths.
1/28/14
6.D.11
Name
Date
1. Complete the number sentence by expressing each part using hundredths. Use the place value chart to
model.
1 tenth + 9 hundredths = ______ hundredths
2. Find the sum. Write your answer as a decimal.
Lesson 12:
Date:

hundredths.
1/28/14
6.D.12
Name
Date
1. Complete the number sentence by expressing each part using hundredths. Model using the place value
chart, as shown in Part (a).
a. 1 tenth + 5 hundredths = _____ hundredths
b. 2 tenths + 3 hundredths = _____ hundredths
c. 1 tenth + 14 hundredths = _____ hundredths
2. Solve by converting all addends to hundredths before solving.

a. 1 tenth + 2 hundredths = ______ hundredths + 2 hundredths = ______ hundredths
b. 4 tenths + 11 hundredths = ______ hundredths + ______ hundredths = ______ hundredths
c. 8 tenths + 25 hundredths = ______ hundredths + ______ hundredths = ______ hundredths
d. 43 hundredths + 6 tenths = ______ hundredths + ______ hundredths = ______ hundredths
Lesson 12:
Date:

hundredths.
1/28/14
6.D.13
3. Find the sum. Convert tenths to hundredths as needed. Write your answer as a decimal.
a.
b.
c.
d.
4. Solve. Write your answer as a decimal.

a.
b.
c.
d.
5. Cameron measured
measured
inches of rain water on the first day of April. On the second day of April, he
inches of rain water. How many inches of rain fell on the first two days of April?
Lesson 12:
Date:

hundredths.
1/28/14
6.D.14
Area Model and Place Value Chart Template
Lesson 12:
Date:

hundredths.
1/28/14
6.D.15
Lesson 13 46
Lesson 13
Objective: Add decimal numbers by converting to fraction form.
Fluency Practice
Concept Development
Student Debrief
Total Time
(8 minutes)
(42 minutes)
(10 minutes)
(60 minutes)

Order Decimal Numbers 4.NF.7
(4 minutes)
Write in Decimal and Fraction Notation 4.NF.5
(4 minutes)
Order Decimal Numbers (4 minutes)

NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:

T:
(Write 0.44,
, and 0.5.) Arrange the numbers in
order from least to greatest.

S:
(Write
, 0.44, and 0.5.)
Continue with the following possible sequence:
0.6, 0.55,
, 6 ones and 8 hundredths,

6.86
, 0.87, 0.1, 0.77, 0.88

, 6 and 80 tenths,
Write in Decimal and Fraction Notation (4 minutes)

T:
S:
T:
Adjust the Order Decimal Numbers

fluency activity so that English language
learners gain more practice in oral
comprehension and transcribing.
Rather than writing the numbers on
the board, give directions such as,
Arrange the following numbers in
order from least to greatest44
hundredths, 1 tenth, 5 tenths. If
desired, give an additional direction,
such as, Write some numbers as
decimals and some as fractions.
Students who are challenged by writing
at such a fast pace may enjoy ordering
cards (with decimals and fractions) as
used in G4M6Lesson 11.
(Write 25.34.) Say the number.

Write 25 and 34 hundredths in decimal expanded form without multiplication.
Lesson 13:
Date:

1/28/14
6.D.16
Lesson 13 46
S:
T:
S:
T:
(Write 20 + 5 + 0.3 + 0.04.)

Write 25 and 34 hundredths in decimal expanded form with multiplication.
(Write 25.34 = (2 10) + (5 1) + (3 0.1) + (4 0.01).)
Write 25 and 34 hundredths in fraction expanded form with multiplication.
S:
(Write 25.34 = (2 10) + (5 1) + (3
) + (4
).)

Problem 1: Add two decimal numbers less than 1 by converting to fraction form.
T:
S:
T:
(Write 0.3 + 0.57.) Say the expression.

3 tenths plus 57 hundredths.
Lets use what we know to add. Convert 3 tenths + 57
hundredths to fraction form.
S:
(Write
T:
Solve.
S:
T:
S:
T:

0.87.
Write 0.5 + 0.64. Convert to fraction form.
(Write
T:
Solve.
S:
T:
S:
While converting decimals to fractions

before adding may not seem as quick
as just adding decimals, such as 0.3 and
0.57, doing so strengthens student
understanding of the fraction and
decimal relationship, increases their
ability to think flexibly, and prepares
them for greater success with fractions
and decimals in Grade 5.
)
So,
MP.2 S:
So,
NOTES ON
CONVERTING DECIMALS
TO FRACTIONS TO ADD:
Thats more than 1.
Convert to a mixed number.

1
S:
I solved by decomposing an addend to make 1 using a

number bond. The answer is 1 .
T:
S:
T:

1.14.
Add 0.30 to 0.5.
S:
0.30 =
. 0.5 =
is the same as
. So,
, so the answer is 0.80 or
Lesson 13:
Date:

1/28/14
6.D.17
Lesson 13 46
0.8.
MP.2
S:
I converted hundredths to tenths instead before adding!
. So,
Repeat the process with the following possible suggestions: 0.2 + 0.31 and 0.29 + 0.8.
Problem 2: Add two decimal numbers involving whole numbers and like fractional units by converting to
fractional form.
T:
(Write 6.8 + 5.7.) Rewrite this expression as the sum of two mixed numbers.
S:
(Write
T:
What do you know about mixed number addition to

help you solve this problem?
I can add the whole numbers and then add the tenths.
I can add ones to ones and then add the fractions
because they have the same denominator.
Solve with your partner.
S:
T:
S:
T:
S:
T:
.)
( 5
5
(
) 11 = 1
(Another possible solution is shown to the right.)
Rewrite your number sentence in decimal form.
6.8 + 5.7 = 12.5.
(Write 4.28 + 2.97.) Rewrite this expression as the
sum of two mixed numbers.
S:
(Write
T:
Solve with your partner. (One possible solution is

shown to the right.)
4.28 + 2.97 = 7.25.
T:
S:
.)
Problem 3: Add two decimal numbers involving whole numbers, tenths, and hundredths with unlike units by
converting to fractional form.
T:
(Write 3.5 + 2.49.) Convert this expression to fraction

form as the sum of two mixed numbers.
S:
(Write
T:
What do you know about mixed number addition to

help you solve this problem?
I can add ones to ones and then add the fractions after
I change them to like units. I have to change the
tenths to hundredths to add the fractions.
Solve with your partner.
S:
T:
.)
Lesson 13:
Date:

1/28/14
6.D.18
Lesson 13 46
S:
T:
S:
T:

3.5 + 2.49 = 5.99.
(Write 5.6 + 4.53.) Rewrite this expression as the sum of mixed numbers in fraction form.
S:
(Write 5
T:
Work with a partner to solve. After you have found the sum in fraction form, rewrite the decimal
number sentence.
T:
(Allow students time to work, then present two or three alternate solutions as exemplified below.)
Analyze and discuss the following solutions strategies with your partner.
S:
The first solution shows adding like units and decomposing the sum of the hundredths into 1 and 13
hundredths. The second solution shows decomposing
to take out to make 1. They then
added 9 ones with the 1 they made from 6 tenths and 4 tenths to get 10 ones and 13 hundredths.
The third solution shows converting tenths to hundredths in one step. Then, they decomposed
the hundredths to make 1 from 60 hundredths and 40 hundredths. 6 ones and 4 ones is 10 ones
with 13 hundredths. All of them show the same decimal number sentence.
T:
Yes, remember there are multiple solution strategies that we learned when adding fractions that we
can use here when adding decimal fractions.
.)
Repeat with 3.82 + 19.6.

Lesson 13:
Date:

1/28/14
6.D.19
Lesson 13 46

Lesson Objective: Add decimal numbers by converting
to fraction form.
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
lesson.
You may choose to use any combination of the
questions below to lead the discussion.
Explain to your partner the process of adding

two mixed numbers. Why do we need to
convert to like units?
What other conversion could you have used for
Problems 2(a) and 2(c)?
For Problems 2(b) and 2(d), explain how in the
solution you could make 1 before adding the
hundredths together.
What was the added complexity of Problem 2
of the Problem Set? How did your prior
knowledge of adding mixed numbers from G4
Module 5 help to make this task easier?

the Exit Ticket. A review of their work will help you
assess the students understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the
questions aloud to the students.
Lesson 13:
Date:

1/28/14
6.D.20
Name
Date
1. Solve. Convert tenths to hundredths before finding the sum. Rewrite the complete number sentence in
decimal form. Problems 1(a) and 1(b) are partially completed for you.
a.
= ______
b.
+5
d.
=2
+ 5
= ______
2.1 + 0.03 = ______
c.
2. Solve. Then, rewrite the complete number sentence in decimal form.

a.
c.
b.
d.
Lesson 13:
Date:

1/28/14
6.D.21
3. Solve by rewriting the number sentence in fraction form. After solving, rewrite the complete number
sentence in decimal form.
a. 6.4 + 5.3
b. 6.62 + 2.98
c. 2.1 + 0.94
d. 2.1 + 5.94
e. 5.7 + 4.92
f.
g. 4.8 + 3.27
h. 17.6 + 3.59
Lesson 13:
Date:
5.68 + 4.9

1/28/14
6.D.22
Name
Date
b. 8.29 + 5.9
a. 7.3 + 0.95
Lesson 13:
Date:

1/28/14
6.D.23
Name
Date
1. Solve. Convert tenths to hundredths before finding the sum. Rewrite the complete number sentence in
decimal form. Problems 1(a) and 1(b) are partially completed for you.
b.
________
a.
+
=
+
= ________
5.2 + 0.07 = ______
c. 6
d. 6
2. Solve. Then rewrite the complete number sentence in decimal form.

a.
b.
c.
d.
Lesson 13:
Date:

1/28/14
6.D.24
b. 7.2 + 2.67
a. 2.1 + 0.87 =
c. 7.3 + 1.8
d. 7.3 + 1.86
e. 6.07 + 3.93
f.
g. 8.6 + 4.67
h. 18.62 + 14.7
Lesson 13:
Date:
6.87 + 3.9

1/28/14
6.D.25
Lesson 14 46
Lesson 14
Objective: Solve word problems involving the addition of measurements in
decimal form.
Fluency Practice
Concept Development
Student Debrief
Total Time
(12 minutes)
(38 minutes)
(10 minutes)
(60 minutes)

State the Value of the Coins 4.MD.2
(2 minutes)
Add Decimals 4.NF.5
(5 minutes)
Write in Decimal and Fraction Notation 4.NF.5
(5 minutes)
State the Value of the Coins (2 minutes)

Note: This fluency activity prepares students for G4M6Lessons 1516.
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
(Write 1 dime = __.) Whats the value of 1 dime?

10.
2 dimes?
20.
3 dimes?
30.
8 dimes?
80.
(Write 10 dimes = __ dollar.) Write the number sentence.
(Write 10 dimes = 1 dollar.)
(Write 20 dimes = __ dollars.) Write the number sentence.
(Write 20 dimes = 2 dollars.)
(Write 1 penny = __.) Whats the value of 1 penny?
1.
Lesson 14:
Date:
Solve word problems involving the addition of measurements in

decimal form.
1/28/14
6.D.26
Lesson 14 46
T:
S:
T:
S:
T:
S:
T:
S:
2 pennies?
2.
3 pennies?
3.
9 pennies?
9.
(Write 7 pennies = __.) Write the number sentence.
(Write 7 pennies = 7.)
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Add Decimals (5 minutes)

English language learners and others

may benefit from a posted reminder,
such as a poster, personal dictionary,
or word wall, that defines and provides
examples of standard form, fraction
form, unit form, and decimal form.
Examples may provide clarity for the
Add Decimals fluency activity.

T:
S:
(Write 4 tens + 2 ones.) Say the addition sentence in

standard form.
40 + 2 = 42.
T:
(Write
.) Write the number sentence.
S:
(Write
.)
T:
(Write
.) Write the number sentence in decimal form.
S:
(Write 0.4 + 0.02 = 0.42.)
Continue the process for the following possible suggestions:

+
, and
Write in Decimal and Fraction Notation (5 minutes)

T:
S:
T:
S:
T:
S:
T:
(Write 36.79.) Say the number.

Write 36 and 79 hundredths in decimal expanded form.
(Write 36.79 = 30 + 6 + 0.7 + 0.09.)
(Write 36.79 = (_ 10) + (_ 1) + (_ 0.1) + (_ 0.01).) Complete the number sentence.
(Write 36.79 = (3 10) + (6 1) + (7 0.1) + (9 0.01).)
Write 36 and 79 hundredths in fraction expanded form.
S:
(Write
= (3 10) + (6 1) + (7
Lesson 14:
Date:
) + (9
).)

decimal form.
1/28/14
6.D.27
Lesson 14 46

Materials: (S) Personal white board, Problem Set
Suggested Delivery of Instruction for Solving Lesson 14s Word Problems

1. Model the problem.
Have two pairs of students model the problem at the board while the others work independently or in pairs
at their seats. Review the following questions before beginning the first problem:
Can you draw something?

What can you draw?
What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of
students share only their labeled diagrams. For about one minute, have the demonstrating students receive
and respond to feedback and questions from their peers.
2. Calculate to solve and write a statement.
Give everyone two minutes to finish work on that question,
sharing their work and thinking with a peer. All should then
write their equations and statements of the answer.
3. Assess the solution for reasonableness.
Give students one to two minutes to assess and explain the
reasonableness of their solution.
Problem 1
Barrel A contains 2.7 liters of water. Barrel B contains 3.09 liters
of water. Together, how much water do the two barrels
contain?
Lesson 14:
Date:
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
In todays lesson, students apply their
skill with adding decimals by first
converting them to fraction form. The
first two problems are single-step
problems. Encourage the students to
use the RDW process because, in doing
so, they again realize that partwhole
relationships are the same whether the
parts are whole numbers, fractions, or
mixed numbers.

decimal form.
1/28/14
6.D.28
Lesson 14 46
The first problem of the day starts at a simple level to give students the opportunity to simply apply their skill
with converting decimal numbers to fraction form to solve a word problem. Students solve this problem by
converting 2.7 liters and 3.09 liters to fractional form, converting tenths to hundredths, and adding the mixed
numbers. Remind students to convert their answers to decimal form when writing their statements.
Problem 2
Alissa ran a distance of 15.8 kilometers one week and 17.34 kilometers the following week. How far did she
run in the two weeks?
Problem 2 invites various solution strategies as the sum of the fractions is greater than 1 and the whole
numbers are larger. In Solution A, students add like units and decompose by drawing a number bond to show
as 1
and then adding 32. In Solutions B and C, students use different methods of breaking apart
in order to add up to make 1.
Lesson 14:
Date:

decimal form.
1/28/14
6.D.29
Lesson 14 46
Problem 3
An apple orchard sold 140.5 kilograms of apples in the morning and 15.85 kilograms more apples in the
afternoon than in the morning. How many total kilograms of apples were sold that day?
This problem brings the additional complexity of two steps. Students solve this problem by converting 140.5
kilograms and 15.85 kilograms to fractional form, converting tenths to hundredths, and adding the mixed
numbers. Remind students to convert their answers to decimal form and to include the labeled units in their
answer. Solution A shows solving for the number of kilograms sold in the afternoon and then solving for the
total number of kilograms sold in the day by adding the kilograms of apples from the morning with those
from the afternoon. In Solution B, the number of kilograms sold in the morning is multiplied by 2 and then
the additional kilograms sold in the afternoon are added.
Lesson 14:
Date:

decimal form.
1/28/14
6.D.30
Lesson 14 46
Problem 4
A team of three ran a relay race. The final runners time was the fastest, measuring 29.2 seconds. The middle
runners time was 1.8 seconds slower than the final runners. The starting runners time was . seconds
slower than the middle runners. What was the teams total time for the race?
This problem involves two additional challenges. First, the students must realize that when a runner goes
slower, there is more time added on. Second, to find the starting runners time, students must add on the 9
tenths second to the middle runners time. Notice the difference in Solution A and Bs models. In Solution A,
the student finds the time of each individual runner, first adding 1.89 seconds to 29.2 seconds and then
adding 0.9 seconds to that sum in order to find the time of the starting runner. On the other hand, Solution B
shows how a student solves by thinking of the starting runner in relationship to the final runner and so is able
to discern the 3 units of 29.2 seconds, multiplies 29.2 by 3, adds 1
1
and adds the two sums
together.
Lesson 14:
Date:

decimal form.
1/28/14
6.D.31
Lesson 14 46

Lesson Objective: Solve word problems involving the
addition of measurements in decimal form.
lesson.
What was the added complexity of Problem 3?

What about Problem 4?
Explain the strategies that you used to solve
Problems 3 and 4.

presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.
Lesson 14:
Date:

decimal form.
1/28/14
6.D.32
Name
Date
1. Barrel A contains 2.7 liters of water. Barrel B contains 3.09 liters of water. Together, how much water do
the two barrels contain?
2. Alissa ran a distance of 15.8 kilometers one week and 17.34 kilometers the following week. How far did
she run in the two weeks?
Lesson 14:
Date:

decimal form.
1/28/14
6.D.33
3. An apple orchard sold 140.5 kilograms of apples in the morning and 15.85 kilograms more apples in the
afternoon than in the morning. How many total kilograms of apples were sold that day?
4. A team of three ran a relay race. The final runners time was the fastest, measuring 2 .2 seconds. The
middle runners time was 1.8 seconds slower than the final runners. The starting runners time was .
seconds slower than the middle runners. What was the teams total time for the race?
Lesson 14:
Date:

decimal form.
1/28/14
6.D.34
Name
Date
1. Elise ran 6.43 kilometers on Saturday and 5.6 kilometers on Sunday. How many total kilometers did she
run on Saturday and Sunday?
Lesson 14:
Date:

decimal form.
1/28/14
6.D.35
Name
Date
1. The snowfall in Year 1 was 2.03 meters. The snowfall in Year 2 was 1.6 meters. How many total meters
of snow fell in Years 1 and 2?
2. A deli sliced 22.6 kilograms of roast beef one week and 13.54 kilograms the next. How many total
kilograms of roast beef did the deli slice in the two weeks?
Lesson 14:
Date:

decimal form.
1/28/14
6.D.36
3. The school cafeteria served 125.6 liters of milk on Monday and 5.34 more liters of milk on Tuesday than
on Monday. How many total liters of milk were served on Monday and Tuesday?
4. Max, Maria, and Armen were a team in a relay race. Max ran his part in 17.3 seconds. Maria was 0.7
seconds slower than Max. Armen was 1.5 seconds slower than Maria. What was the total time for the
team?
Lesson 14:
Date:

decimal form.
1/28/14
6.D.37
GRADE
GRADE 4 MODULE 6
Topic E

4.MD.2, 4.NF.5, 4.NF.6
Focus Standard:
4.MD.2
Instructional Days:
G2M7
Problem Solving with Length, Money, and Data
G3M5
G5M2
Multi-Digit Whole Number and Decimal Fraction Operations
-Links to:
Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.
In Topic E, students work with money amounts as decimal numbers, applying what they have come to
understand about decimals.
Students recognize 1 penny as
dollar, 1 dime
as dollar, and 1 quarter as

dollar in Lesson
15. They apply their understanding of tenths
and hundredths to express money amounts in
both fraction and decimal forms. Students use
this understanding to decompose varying
configurations and forms of dollars, quarters,
dimes, and pennies, and express each as a decimal
fraction and decimal number. They then expand
this skill to include money amounts greater than a
dollar in decimal form.
In Lesson 16, students continue their work with money and
apply their understanding that only like units can be added.
They solve word problems involving money using all four
operations (4.MD.2). Addition and subtraction word
problems are computed using dollars and cents in unit form.
Multiplication and division word problems are computed
Topic E:
Date:

1/28/14
6.E.1
Topic E 4 6
using cents in unit form. All answers are converted from unit form into decimal form, using the dollar symbol
as the unit.
Jack has 2 quarters and 7 dimes. Jim has 1 dollar, 3 quarters, and 6 pennies. How much money do they have
together? Write your answer as a decimal.
A Teaching Sequence Towards Mastery of Money Amounts as Decimal Numbers

Objective 1: Express money amounts given in various forms as decimal numbers.
(Lesson 15)
Objective 2: Solve word problems involving money.
(Lesson 16)
Topic E:
Date:

1/28/14
6.E.2
Lesson 15 46
Lesson 15
Objective: Express money amounts given in various forms as decimal
numbers.
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(10 minutes)
(4 minutes)
(36 minutes)
(10 minutes)
(60 minutes)

Add Fractions 4.NF.5
(5 minutes)
State the Value of the Coins 4.MD.2
(5 minutes)
Add Fractions (5 minutes)

T:
S:
(Write 90 + 7 = ___.) Say the addition sentence in unit form.

9 tens + 7 ones = 97 ones.
T:
(Write
S:
9 tenths + 7 hundredths = 97 hundredths.
.) Say the addition sentence in unit form.
Continue the process with the following possible sequence: 40 + 8 and

T:
S:
(Write 70 + 18 = ___.) Say the addition sentence in unit form.

7 tens + 18 ones = 88 ones.
T:
(Write
S:
7 tenths + 18 hundredths = 88 hundredths.
; 20 + 9 and
.) Say the addition sentence in unit form.
Continue the process with the following possible sequence: 60 + 13 and
Lesson 15:
Date:
; 30 + 29 and
Express money amounts given in various forms as decimal numbers.

1/28/14
6.E.3
Lesson 15 46
State the Value of the Coins (5 minutes)

Note: This fluency activity prepares students for G4M6Lessons 1516.
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
(Write 10 = 1 ________.) What coin has a value of 10 cents?

1 dime.
90 is the same as how many dimes?
9 dimes
(Write 25 = 1 ________.) What coin has a value of 25 cents?
1 quarter.
50 is the same as how many quarters?
2 quarters.
3 quarters.
4 quarters.
What is the value of 2 quarters?
50 cents.
What is the total value of 2 quarters and 2 dimes?
70 cents.
What is the total value of 2 quarters and 6 dimes?
110 cents.
Continue the process with the following possible sequence: 1 quarter 5 dimes, 3 quarters 2 dimes, 2 quarters
7 dimes, and 3 quarters 2 dimes 1 penny.

At the end of the day, Cameron counted the money in his pockets. He counted 7 pennies, 2 dimes, and 2
quarters. Tell the amount of money, in cents, that was in Camerons pockets.
Lesson 15:
Date:

1/28/14
6.E.4
Lesson 15 46
Note: This Application Problem builds on the previous learning of money from G2Module 7 where students
solved word problems involving money. In the last two lessons of this module, students will extend their
prior work with money amounts to think of the number of dollars and cents units and record money amounts
using decimals.
NOTES ON
MULTIPLE MEANS FOR
ACTION AND
EXPRESSION:

Problem 1: Express pennies, dimes, and quarters as fractional
parts of a dollar.
T:
S:
T:
How many pennies are in 1 dollar?

100 pennies.
dollar is equal to how many cents?
S:
1 cent.
T:
(Write 1 =
T:
We can write 1 hundredth dollar using a decimal.

Write
in decimal form.
S:
(Write 0.01.)
T:
Place the dollar sign before the ones. (Write 1 =

dollar = $0.01.) (Point to the number sentence.) We
can read $0.01 as 1 cent.
(Show 7 pennies.) 7 pennies is how many cents?
7 cents.
What fraction of a dollar is 7 cents?
MP.2
T:
S:
T:
S:
Depending on the needs of English

language learners and students
working below grade level, try to
couple the language at the beginning
of this vignette with a visual model,
such as the array of pennies on the
Problem Set or an area model.
dollar.)
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION
To support students working below
grade level to write equivalent number
sentences, offer a sentence frame such
as,
___ =
dollar= $__.__ __
dollar.
T:
Write a number sentence to show the value of 7 pennies as cents, as a fraction of a dollar, and in
decimal form.
S:
(Write 7 =
dollar = $0.07.)
Repeat writing equivalent number sentences for 31, 80, and 100 pennies.
T:
S:
T:
S:
T:
S:
A dime also represents a fractional part of a dollar. How many dimes are in a dollar?
10 dimes.
Draw a tape diagram to show how many dimes are needed to make 1 dollar.
(Draw.)
What fraction of a dollar is 1 dime?
dollar.
Lesson 15:
Date:

1/28/14
6.E.5
Lesson 15 46
T:
dollar is equal to how many cents?
S:
10 cents.
T:
(Write 10 =
dollar.) Write
S:
(Write 10 =
dollar = $0.10.)
dollar as an equivalent decimal using the dollar sign to tell the unit.
Repeat writing equivalent number sentences for 8 dimes and 10 dimes.

T:
With your partner, draw a tape diagram to show how

many quarters equal 1 dollar. Write a number
sentence to show the equivalence of the value of 1
quarter written as cents, as a fraction of a dollar, and
as a decimal.
Many students will write dollar, which is correct. To write the

value of 1 quarter as a decimal, remind students to write an
equivalent fraction using 100 as the denominator so that
students show 25 =
dollar = $0.25.
Problem 2: Express the total value of combinations of pennies,

dimes, and quarters in fraction and decimal form.
T:
S:
T:
S:
T:
S:
(Write 7 dimes, 2 pennies.) What is the value of 7

dimes 2 pennies expressed in cents?
72 cents.
What number sentence did you use to find that value?
70 + 2 = 72. (7 10) + 2 = 72.
What fraction of a dollar is 72 cents?
NOTE ON
READING FRACTIONS
OF A UNIT:
How do we read fractions and
decimals? Make sure to offer English
language learners and others valuable
practice reading fractions and decimals
correctly. Read
dollar as one
hundredth dollar, rather than one
hundredth of a dollar. Model and
guide students to consistently make
the decimalfraction connection by
reading numbers such as 0.33 as
thirty-three hundredths rather than
zero point thirty-three.
dollar.
T:
On your board, express
S:
$0.72.
dollar in decimal form using the dollar sign.
Repeat with 2 quarters, 3 dimes, 6 pennies.

T:
S:
T:
S:
T:
S:
T:
(Write 3 quarters, 4 dimes.) What is the value of 3 quarters 4 dimes expressed in cents? (Allow
students time to work.)
115 cents.
How did you find that value?
I counted by 25 three times and then counted up by 10 four times. (3 25) + (4 10) = 115.
75 + 40 = 115.
Do we have more or less than a dollar?
More.
What fraction of a dollar is 115?
Lesson 15:
Date:

1/28/14
6.E.6
Lesson 15 46
S:
dollars.
T:
Express
S:
$1.15.
dollars.
dollars as a decimal, using the dollar sign to express the unit.
Repeat the process with 5 quarters and 7 pennies.

T:
S:
What did we do when finding the value of a set of coins?

We multiplied by 25 to find the value of the quarters and by 10 to find the value of the dimes.
We just used multiplication and addition with whole numbers, and then we expressed our answer as
a fraction of a dollar and in decimal form with the dollar sign.
Problem 3: Find the sum of two sets of bills and cents using whole number calculations and unit form.
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
(Write 6 dollars 1 dime 7 pennies + 8 dollars 1 quarter.) Lets rewrite each addend as dollars and
cents.
6 dollars 17 cents + 8 dollars 25 cents.
Lets add like units to find the sum. 6 dollars + 8 dollars is?
14 dollars.
17 cents + 25 cents is?
42 cents.
Write the complete
number sentence on your
board.
6 dollars 17 cents + 8 dollars 25 cents = 14 dollars 42 cents.
Write your sum in decimal form using the dollar sign to
designate the unit.
$14.42.
(Write 5 dollars 3 dimes 17 pennies + 4 dollars 3 quarters
2 dimes.) Work with a partner to write an expression
showing each addend in unit form as dollars and cents.
5 dollars 47 cents + 4 dollars 95 cents.
Add dollars with dollars, cents with cents to find the
sum.
9 dollars 142 cents. 10 dollars 42 cents.
Why are we getting two different answers? Talk to
your partner.
142 cents is the same as 1 dollar 42 cents. We changed
9 dollars to 10 dollars (Solution A). We completed
the dollar. 95 cents + 47 cents is the same as 95 + 5 +
42 or 100 + 42, which is 1 dollar and 42 cents (Solution
B). We added to get 142 cents and then
Lesson 15:
Date:

1/28/14
6.E.7
Lesson 15 46
decomposed the cents into one dollar and 42 cents (Solution A).
Give students additional practice as necessary. This final component will be directly applied in G4M6
Lesson 16 to word problems.
10 dollars 1 quarter 3 dimes + 3 dollars 5

dimes 14 pennies
15 dollars 7 dimes 6 pennies + 2 quarters 23

pennies


Lesson Objective: Express money amounts given in
various forms as decimal numbers.
lesson.
How is money related to decimals and fractions?

How is it different? Think about why we would
write money in expanded form.
I have dollar in my pocket. Use what you know

about equivalent fractions to determine how
many cents I have. What are some possible
combinations of coins that may be in my pocket?
Dont forget about nickels!
Lesson 15:
Date:

1/28/14
6.E.8
Lesson 15 46
Are $1 and $1.00 equal? Are $0.1 and $0.10 equal? Are all these forms correct? Which form may
not be used frequently and why?
How did the Application Problem prepare you for todays lesson?
How might dimes be expressed as fractions differently than as tenths of a dollar? Use an example
from Problems 610.
How can the fraction of a dollar for Problem 13 be simplified?
When adding fractions and whole numbers, we sometimes complete the next whole or the next
hundred to simplify the addition. How, in Problem 20, could you decompose 8 dimes to simplify the
addition?

Lesson 15:
Date:

1/28/14
6.E.9
Name
Date
1. 100 pennies = $___.______
100 =
dollar
2. 1 penny = $___.______
1 =
dollar
3. 6 pennies = $___.______
6 =
dollar
4. 10 pennies = $___.______
10 =
dollar
5. 26 pennies = $___.______
26 =
dollar
6. 10 dimes = $___.______
100 =
7. 1 dime = $___.______
10 =
dollar
8. 3 dimes = $___.______
30 =
dollar
9. 5 dimes = $___.______
50 =
dollar
10. 6 dimes = $___.______
60 =
dollar
11. 4 quarters = $___.______
100 =
12. 1 quarter = $___.______
25 =
dollar
13. 2 quarters = $___.______
50 =
dollar
14. 3 quarters = $___.______
75 =
dollar
Lesson 15:
Date:
dollar
dollar

1/28/14
6.E.10
Solve. Give the total amount of money in fraction and decimal form.
15. 3 dimes and 8 pennies
17. 3 quarters, 3 dimes, and 5 pennies
18. 236 cents is what fraction of a dollar?
Solve. Express the answer as a decimal.

19. 2 dollars 17 pennies + 4 dollars 2 quarters
20. 3 dollars 8 dimes + 1 dollar 2 quarters 5 pennies
21. 9 dollars 9 dimes + 4 dollars 3 quarters 16 pennies
Lesson 15:
Date:

1/28/14
6.E.11
Name
Date
1. 2 quarters and 3 dimes
2. 1 quarter, 7 dimes, and 23 pennies
Solve. Express the answer as a decimal.

3. 2 dollars 1 quarter 14 pennies + 3 dollars 2 quarter 3 dimes
Lesson 15:
Date:

1/28/14
6.E.12
Name
Date
1. 100 pennies = $___.______
100 =
dollar
2. 1 penny = $___.______
1 =
dollar
3. 3 pennies = $___.______
3 =
dollar
4. 20 pennies = $___.______
20 =
dollar
5. 37 pennies = $___.______
37 =
dollar
6. 10 dimes = $___.______
100 =
7. 2 dimes = $___.______
20 =
dollar
8. 4 dimes = $___.______
40 =
dollar
9. 6 dimes = $___.______
60 =
dollar
10. 9 dimes = $___.______
90 =
dollar
11. 3 quarters = $___.______
75 =
dollar
12. 2 quarters = $___.______
50 =
dollar
13. 4 quarters = $___.______
100 =
14. 1 quarter = $___.______
25 =
Lesson 15:
Date:
dollar
dollar
dollar

1/28/14
6.E.13
16. 3 quarters and 13 pennies
17. 3 quarters, 7 dimes, and 16 pennies
18. 187 cents is what fraction of a dollar?
Solve. Express the answer in decimal form.

19. 1 dollar 2 dimes 13 pennies + 2 dollars 3 quarters
20. 2 dollars 6 dimes + 2 dollars 2 quarters 16 pennies
21. 8 dollars 8 dimes + 7 dollars 1 quarter 8 dimes
Lesson 15:
Date:

1/28/14
6.E.14
Lesson 16 46
Lesson 16
Objective: Solve word problems involving money.
Fluency Practice
Concept Development
Student Debrief
Total Time
(12 minutes)
(38 minutes)
(10 minutes)
(60 minutes)

Sprint: Add Decimal Fractions 4.NF.5
(9 minutes)
State the Value of a Set of Coins 4.MD.2
(3 minutes)
Sprint: Add Decimal Fractions (9 minutes)

Materials: (S) Add Decimals Sprint
Note: This Sprint reviews G4M6Lesson 13.
State the Value of a Set of Coins (3 minutes)

T:
S:
T:
(Write 2 quarters and 4 dimes.) Whats the value of 2 quarters and 4 dimes?
90.
Write 90 cents as a fraction of a dollar.
S:
(Write
T:
S:
T:
S:
T:
S:
T:
Write 90 cents in decimal form using the dollar symbol.

(Write $0.90.)
(Write $1.30.)
Whats the value in cents of 3 quarters and 7 dimes?
145.
Write 145 cents as a fraction of a dollar.
S:
(Write
dollar.)
dollar.)
Lesson 16:
Date:

1/28/14
6.E.15
Lesson 16 46
T:
S:

(Write $1.45)
Continue the process for 1 quarter 9 dimes 12 pennies, 3 quarters 5 dimes 20 pennies.

Materials: (S) Problem Set
Suggested Delivery of Instruction for Solving Lesson 16s Word Problems

Note: G4M6Lesson 15 closed with students finding sums of dollar and cents amounts in unit form. If this
lesson needs to begin with a short segment revisiting that process, do so.
1. Model the problem.
Have two pairs of students model the problem at the board
while the others work independently or in pairs at their seats.
Review the following questions before beginning the first
problem:
Can you draw something?
What can you draw?
What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After
two minutes, have the two pairs of students share only their
labeled diagrams. For about one minute, have the demonstrating
students receive and respond to feedback and questions from
their peers.
2. Calculate to solve and write a statement.
Give everyone two minutes to finish work on that question,
sharing their work and thinking with a peer.
All should then write their equations and statements of the
answer.
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Give everyone a fair chance to be
successful by providing appropriate
scaffolds. Demonstrating students may
use translators, interpreters, or
sentence frames to present and
respond to feedback. Models shared
may include concrete manipulatives,
computer software, or other adaptive
materials.
If the pace of the lesson is a
consideration, prep presenters
beforehand. The first problem may be
most approachable for students
working below grade level.
3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solution.
Lesson 16:
Date:

1/28/14
6.E.16
Lesson 16 46
Problem 1
Miguel had 1 dollar bill, 2 dimes, and 7 pennies. John had 2 dollar bills, 3 quarters, and 9 pennies. How much
money did the two boys have in all?
Students use their knowledge of mixed metric unit addition from G4Module 2 to add together amounts of
money. Each amount is expressed using the units of dollars and cents. Students know that 100 cents is equal
to 1 dollar. Solution A shows a student decomposing 111 cents after finding the sum of the dollars and cents.
Solution B shows a student decomposing Miguels 27 cents to make 1 dollar before finding the total sum.
Problem 2
Suilin needed 7 dollars 13 cents to buy a book. In her wallet, she found 3 dollar bills, 4 dimes, and 14 pennies.
How much more money does Suilin need to buy the book?
Lesson 16:
Date:

1/28/14
6.E.17
Lesson 16 46
Students solve using unit form as they do not learn addition and subtraction of decimals until Grade 5. Solution
A shows unbundling 1 dollar as 100 cents, making 113 cents to subtract 54 cents from. Solution B decomposed
the cents in the subtrahend to more easily subtract from 1 dollar or 100 cents. Solution C adds up using the
arrow way. Each solution shows conversion of the mixed unit into a decimal for dollars and cents.
Problem 3
Vanessa has 6 dimes and 2 pennies. Joachim has 1 dollar, 3
dimes, and 5 pennies. Jimmy has 5 dollars and 7 pennies. They
want to put their money together to buy a game that costs
$8.00. Do they have enough money to buy the game? If not,
how much more money do they need?
Lesson 16:
Date:
NOTES ON
MULTIPLE MEANS FOR
ACTION AND
EXPRESSION:
Scaffold solving Problem 3 for students
working below grade level by
facilitating their management of
information from the word problem. A
labeled tape diagram, table, place
value chart, or another organizational
aid may help learners with cognitive
disabilities keep information organized.

1/28/14
6.E.18
Lesson 16 46
In this multi-step problem, students may first find the sum of three money amounts and then subtract to find
out how much more money they need as shown in Solution A. Solution B shows the arrow way, subtracting
each persons money one at a time.
Problem 4
A pen costs $2.29. A calculator costs 3 times as much as a pen. How much do a pen and a calculator cost
together?
In this multiplicative comparison word problem, students have to contemplate how to multiply money when
they have not learned how to multiply with decimals. Solution A shows a student first solving for the cost of
the calculator, then multiplying to find the total number of cents, and finally adding the cost of the pen after
expressing the amount of each item as dollars and cents. Solution B is a more efficient method, solving for
both items concurrently using cents. Solution C uses a compensation strategy to simplify the multiplication.
Instead of a unit size of $2.29, we add 1 penny to each of the 4 units in the problem, find 4 groups of $2.30,
and then subtract off the 4 pennies we added in.
Lesson 16:
Date:

1/28/14
6.E.19
Lesson 16 46
Problem 5
Krista has 7 dollars and 32 cents. Malory has 2 dollars and 4 cents. How much money does Krista need to
give Malory so that each of them has the same amount of money?
This challenging multi-step word problem requires students to divide money, similarly to Problem 4 with
multiplication, by finding the total amount of cents since decimal division is a Grade 5 standard. Solution A
divides the difference of money the girls have. Solution B divides the total amount of money, requiring an
additional step either by finding how much more money Malory needs or subtracting from the money Krista
has.
Lesson 16:
Date:

1/28/14
6.E.20
Lesson 16 46

Lesson Objective: Solve word problems involving money.
lesson.
Why does money relate so closely to our study of

fractions and decimals?
How could you use rounding to find the
reasonableness of your answer to Problem 4?
With your partner, estimate the cost of a pen and
a calculator. Are your answers reasonable?
In Problem 5, we saw two different tape diagrams
drawn. How can the way you draw affect which
strategy you choose to solve?
Problem 5 can be challenging at first read. Think
of an alternative scenario that may help a
younger student solve a similar problem.
(Consider using smaller numbers like 9 and 5, and
a context like pieces of candy.)
Lesson 16:
Date:

1/28/14
6.E.21
Lesson 16 46

Lesson 16:
Date:

1/28/14
6.E.22
Lesson 16:
Date:
Lesson 16 Sprint 46

1/28/14
6.E.23
Lesson 16:
Date:
Lesson 16 Sprint 46

1/28/14
6.E.24
Name
Date
Use the RDW process to solve. Write your answer as a decimal.

1. Miguel had 1 dollar bill, 2 dimes, and 7 pennies. John had 2 dollar bills, 3 quarters, and 9 pennies. How
much money did the two boys have in all?
2. Suilin needed 7 dollars 13 cents to buy a book. In her wallet, she found 3 dollar bills, 4 dimes, and 14
pennies. How much more money does Suilin need to buy the book?
3. Vanessa has 6 dimes and 2 pennies. Joachim has 1 dollar, 3 dimes, and 5 pennies. Jimmy has 5 dollars
and 7 pennies. They want to put their money together to buy a game that cost $8.00. Do they have
enough money to buy the game? If not, how much more money do they need?
Lesson 16:
Date:

1/28/14
6.E.25
4. A pen costs $2.29. A calculator costs 3 times as much as a pen. How much do a pen and a calculator cost
together?
5. Krista has 7 dollars and 32 cents. Malory has 2 dollars and 4 cents. How much money does Krista need to
give Malory so that each of them has the same amount of money?
Lesson 16:
Date:

1/28/14
6.E.26
Name
Date
1. Davids mother told him that he could keep all the money he found under the sofa cushions in their house.
David found 6 quarters, 4 dimes, and 26 pennies. How much money did David find altogether?
Lesson 16:
Date:

1/28/14
6.E.27
Name
Date

1. Maria had 2 dollars, 3 dimes, and 4 pennies. Lisa had 1 dollar and 5 quarters. How much money did the
two girls have in all?
2. Meiling needed 5 dollars 35 cents to buy a ticket to a show. In her wallet, she found 2 dollar bills, 11
dimes, and 5 pennies. How much more money does Meiling need to buy the ticket?
3. Joe had 5 dimes and 4 pennies. Jamal had 2 dollars, 4 dimes, and 5 pennies. Jimmy had 6 dollars and 4
dimes. They wanted to put their money together to buy a book that costs $10.00. Did they have
enough? If not, how much more did they need?
Lesson 16:
Date:

1/28/14
6.E.28
4. A package of mechanical pencils costs $4.99. A package of pens costs twice as much as a package of
pencils. How much does a package of pens and a package of pencils cost together?
5. Carlos has 8 dollars and 48 cents. Alissa has 4 dollars and 14 cents. How much money does Carlos need
to give Alissa so that each of them has the same amount of money?
Lesson 16:
Date:

1/28/14
6.E.29
46
Mid-Module Assessment Task Lesson
Name
Date
1. Write the following fractions as equivalent decimals. Then model each decimal with the given
representation.
a.
2
10
= _______
b.
3
100
c.
4
10
= _______
d.
46
=
100
f.
e. 7
6
10
= _______
g. 4
7
10
= _____
_______
64
=
100
_______
3.6
3.7
h. 5
Module 6:
Date:
= _______
72
100
= _____
Decimal Fractions
1/28/14
6.S.1
46
2. Decompose tenths into hundredths using the area model. Express the equivalence of tenths and
hundredths with fractions and with decimals.
a. 3 tenths
b. 1 and 7 tenths
3. Use number bonds to complete Parts (a) and (b) below:

a. Decompose 3.24 by units.
Module 6:
Date:
b. Compose 0.03, 0.5, and 2 as one decimal

number.
Decimal Fractions
1/28/14
6.S.2
46
4. Model the following equivalence on the place value chart using number disks.
20 hundredths = 2 tenths
5. Complete the following chart.
Unit Form
a.
b.
Fraction
Decimal Expanded
Form
Decimal
1 tenth
6 hundredths
7
10
c.
6.34
(1 10) + (6 1) +
(5 0.01)
d.
e.
(2 10) + (3 1) + 7
Module 6:
Date:
1
+ 8
10
100
Decimal Fractions
1/28/14
6.S.3
46
6. Maya puts groceries into bags. The items and their weights in kilograms are given below.
Bread
Bananas
Cheese
Carrots
Grapes
Eggs
0.25
0.34
0.56
25
100
56
100
34
100
a. Plot the weight of each item on the number line below.
b. Write a number sentence using decimals to record the weight of the bananas in expanded form.
c. Write a number sentence using fractions to record the weight of the grapes in expanded form.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.4
46
Maya packs the eggs and cheese into one of the bags. Both items weigh
d. Use the area model to show that
90
100
can be renamed as tenths.
90
100
kilogram.
e. Use division to show how
90
100
can be renamed as tenths.
Maya places the bread into the bag with the eggs and cheese. Together, all three items weigh 1 and 15
hundredths kilograms.
f.
Use a model and words to explain how 1 and 15 hundredths can be written as a decimal and as a
fraction.
The items in both bags weigh a total of 2
30
kilograms.
100
g. Explain using a model and words how many tenths are in 2
Module 6:
Date:
30
.
100
Decimal Fractions
1/28/14
6.S.5
46
Mid-Module Assessment Task

Standards Addressed
Topics AB

4.NF.5

and use this technique to add two fractions with respective denominators 10 and 100. For
4.NF.6
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.6
46
A Progression Toward Mastery
Assessment
Task Item
and
Standards
Assessed
1
4.NF.6
2
4.NF.5
4.NF.6
3
4.NF.6
STEP 1
Little evidence of
reasoning without
a correct answer.
STEP 2
Evidence of some
reasoning without
a correct answer.
(1 Point)
(2 Points)
The student correctly

completes three or
fewer parts of the
question with little to
no modeling.

solves at least four
parts of the question
providing evidence of
some reasoning.
The student is unable

to correctly answer any
of the parts.
The student was

unable to correctly
compose or
decompose.
Module 6:
Date:
The student answers

one part correctly.
The student answers

one part correctly.
STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
(3 Points)
STEP 4
Evidence of solid
reasoning with a
correct answer.

solves six or seven of
the eight parts of the
question. Or, the
student correctly
answers all eight parts
but incorrectly models
on no more than two
parts.

writes the equivalent
fractions and correctly
models using the given
representation:
(4 Points)
a.
0.2
b.
0.03
c.
0.4
d.
0.46
e.
7.6
f.
3.64
g.
4.7
h.
5.72

represents the
decomposition or
correctly writes an
equivalent equation in
one of the questions.
Or, the student
correctly writes
equivalent statements
for all parts but
incorrectly
decomposes in just one
part.
The student correctly:
The student
decomposes 3.24 into
just two bonds (3, 0.24)
and answers Part (b)
correctly.
Decomposes the
models into
hundredths, shading
the correct amount.
Expresses the
equivalence using
fractions and
decimals:
3
30
a.
=
10 100
and 0.3 = 0.30.
7
70
b. 1 = 1
10
100
and 1.7 = 1.70.
a.
Decomposes 3.24
into number
bonds: 3, 0.2,
0.04.
b.
Composes 2.53.
Decimal Fractions
1/28/14
6.S.7
46

4
4.NF.5
The student shows

little understanding of
the number disks and
equivalence.
The student models

equivalence but does
not use number disks.
The student shows

some understanding of
the number disks and
supplements with a
written explanation.

uses number disks to
show the equivalence
of 20 hundredths and 2
tenths in the place
value chart.
5
4.NF.5
4.NF.6

answers fewer than 10
of the expressions in
the chart.

answers 10 to 14 of the
expressions in the
chart.

answers 15 to 19 of the
expressions in the
chart.

answers each
expression.
(Note: Unit form may
have more than one
correct answer.)
a.
1 tenth 6
hundredths;
(1
10
16
100
1
)+(6
100
(1 0.1) + (6
0.01); 0.16.
b.
;
);
2 ones 7 tenths; 2
7
; (2 1) + (7
10
1
c.
); (2 1) + (7
10
0.1); 2.7.
6 ones 3 tenths 4
34
hundredths; 6 ;
(6 1)+(3
1
10
100
)+
(4 ); (6
100
1)+(3 0.1) + (4
0.01); 6.34.
d.
1 ten 6 ones 5
hundredths;
5
16 ; (1 10)
100
+(6 1) + (5 );
100
(1 10) + (6 1) +
(5 0.01); 16.05.
e.
2 tens 3 ones 7
tenths 8
hundredths;
78
23 ; (2 10)+(3
100
1) +(7
1
10
) + (8
); (2 10) +(3
100
1) + (7 0.1) + (8
0.01); 23.78.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.8
46

6
4.NF.5
4.NF.6

answers fewer than
three problems.

answers three or four
of the seven problems
some reasoning.

answers five or six of
the seven problems.
Or, the student
answers all parts
correctly but without
solid evidence or
reasoning on fewer
than two problems.

a.
Plots each item on

the number line.
b.
Responds 0.3 +
0.04 = 0.34 or
(30.1) +
(40.01) = 0.34.
c.
Responds
6
10
56
100
56
100
1
10
or
5 + 6
d.
e.
f.
g.
100
100
Represents
90
9
= in the
100 10
area models.
Responds
90
90 10
=
=
100
100 10
10
Models and
explains that 1
and 15
hundredths
15
equals 1
and
100
1.15.
Models and
explains that
there are 23
30
tenths in 2 .
100
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.9
Module 6:
Date:
46
Decimal Fractions
1/28/14
6.S.10
Module 6:
Date:
46
Decimal Fractions
1/28/14
6.S.11
Module 6:
Date:
46
Decimal Fractions
1/28/14
6.S.12
Module 6:
Date:
46
Decimal Fractions
1/28/14
6.S.13
Module 6:
Date:
46
Decimal Fractions
1/28/14
6.S.14
46
End-of-Module Assessment Task Lesson
23
Name
Date
1. Decompose each fraction into hundredths using area models. Then write the equivalent number
sentence using decimals.
a.
b.
Decompose each fraction into hundredths. Then write the equivalent statement for each part using
decimals.
c.
d.
2. Several points are plotted on the number lines below. Identify the decimal number associated with each
point.
A
0.5
A. ______
1.5
B. ______
C. ______
3.65
3.7
D. ______
3.75
E. _______
Module 6:
Date:
F
3.8
3.85
F. ______
Decimal Fractions
1/28/14
6.S.15
46
23
3. Use the symbols >, =, < to compare the following. Justify your conclusions using pictures, numbers, or
words.
a. 0.02
c. 17 tenths
0.22
b. 0.6
1.7
0.60
d. 1.04
e. 0.38
f. 4.05
g. 3 tenths + 2 hundredths
1 tenth + 13 hundredths
h. 8 hundredths + 7 tenths
6 tenths + 17 hundredths
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.16
46
23
4. Solve.
a. Express your solution as a fraction of a meter.
0.3 m + 1.45 m
b. Express your solution as a fraction of a liter.
1.7 L + 0.82 L
c. Express your solution as a fraction of a dollar.
4 dimes 1 penny + 77 pennies
5. Solve.
a.
b.
c.
d.
e.
f.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.17
46
23
6. Answer the following questions about a track meet.

a. Jim and Joe ran in a relay race. Jim had a time of 9.8 seconds. Joe had a time of 10.32 seconds.
Together, how long did it take them to complete the race? Record your answer as a decimal.
b. The times of the 5 fastest runners were 7.11 seconds, 7.06 seconds, 7.6 seconds, 7.90 seconds, and
7.75 seconds. Locate these times on the number line. Record the times as decimals and fractions.
One has been completed for you.
7.11
7
11
100
c. Natalie threw a discus 32.04 meters. She threw 3.8 meters farther on her next throw. Write a
statement to compare the two distances that Natalie threw the discus using >, <, or =.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.18
46
23
d. At the concession stand, Marta spent 89 cents on a bottle of water and 5 dimes on a bag of chips.
Shade the area models to represent the cost of each item.
e. Write a number sentence in fraction form to find the total cost of a water bottle and a bag of chips.
After solving, write the complete number sentence in decimal form.
f.
Brian and Sonya each have a cup. They mark their cups to show tenths. Brian and Sonya each fill
their cups with 0.7 units of juice. However, Brian has more juice in his container. Explain how this is
possible.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.19
46
23
End-of-Module Assessment Task

Standards Addressed
Topics AE

4.NF.5

and use this technique to add two fractions with respective denominators 10 and 100. For
4.NF.6
4.NF.7
results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by
using a visual model.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller
unit.
4.MD.2
Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale.
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.20
46
23
Assessment
Task Item
and
Standards
Assessed
1
4.NF.5
4.NF.6
2
4.NF.6
STEP 1
Little evidence of
reasoning without
a correct answer.
STEP 2
Evidence of some
reasoning without
a correct answer.
(1 Point)
(2 Points)
The student answers

fewer than two parts
correctly.
The student answers

two parts correctly.

answers two or fewer
parts of the question.

answers three parts of
the question.
STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
(3 Points)
STEP 4
Evidence of solid
reasoning with a
correct answer.

answers three of the
four parts of the
question showing solid
reasoning. Or, the
student answers all
parts correctly without
correctly modeling on
the place value charts.

uses the area models to
represent:
a.
= ; 0.8 = 0.80

answers four or five

answers:
e.
3
4.NF.6
4.NF.7
The student answers

four or fewer parts of
the question correctly
with little to no
reasoning.
Module 6:
Date:

answers four or five
some reasoning.

answers six or seven
with solid reasoning for
each part correct. Or,
the student correctly
solves all parts but
does not provide solid
reasoning for one or
two parts.
(4 Points)
b.
; 1.8 = 1.80
c.
; 0.2 = 0.20
d.
a.
0.4
b.
1.1
c.
1.8
d.
3.67
e.
3.78
f.
3.82
; 0.5 = 0.50

answers and reasons
correctly using pictures,
numbers, or words for
each part:
a.
<
b.
c.
d.
<
e.
<
f.
g.
>
h.
>
Decimal Fractions
1/28/14
6.S.21
46
23

4
4.NF.5
5
4.NF.5

answers one or no
parts.

answers two or fewer

answers two parts of
the question, but does
not include the units
nor provide ample
evidence of reasoning.

of the six parts of the
question.

answers two of the
three parts of the
question providing
solid evidence or
reasoning. Or, the
student solves all three
parts correctly,
providing only some or
partially correct
reasoning.
answers five of the six

answers:
a.
meters
b.
liters
c.
dollars

answers:
a.
b.
6
4.NF.5
4.NF.6
4.NF.7
4.MD.2

answers fewer than
three problems
providing little to no
reasoning.

of the six problems
providing some
reasoning.

answers five of the six
problems with solid
reasoning. Or, the
student the answers all
six parts correctly, but
provides less than solid
evidence in no more
than two parts.
c.
or 1
d.
or 1
e.
or 1
f.
or 1

a.
Answers 20.12
seconds.
b.
Plots the times on

the number line
and records each
time as a decimal
and fraction.
c.
Answers
m<
m; or 32.04
m < 35.84 m.
d.
e.
Shades each area

model
representing each
item.
+
=
;
Module 6:
Date:
Decimal Fractions
1/28/14
6.S.22
46
23

$1.39
f.
Module 6:
Date:
Reasons that
Brians container
of juice is larger,
and, therefore,
each tenth unit will
fill more juice that
Sonyas container.
Comparing is only
valid when the unit
whole is the same.
Their unit wholes,
the containers,
were of different
sizes.
Decimal Fractions
1/28/14
6.S.23
Module 6:
Date:
46
23
Decimal Fractions
1/28/14
6.S.24
Module 6:
Date:
46
23
Decimal Fractions
1/28/14
6.S.25
Module 6:
Date:
46
23
Decimal Fractions
1/28/14
6.S.26
Module 6:
Date:
46
23
Decimal Fractions
1/28/14
6.S.27
Module 6:
Date:
46
23
Decimal Fractions
1/28/14
6.S.28

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New York State Common Core

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

Focus Grade Level Standards

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

4.MD.1 is addressed in Modules 2 and 7; 4.MD.3 is addressed in Module 3.

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

Focus Standards for Mathematical Practice

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

Overview of Module Topics and Lesson Objectives

Use metric measurement and area models to represent tenths

Represent mixed numbers with units of tens, ones, and tenths

Tenths and Hundredths

Model the equivalence of tenths and hundredths using the

Use the area model and number line to represent mixed

Model mixed numbers with units of hundreds, tens, ones,

Use understanding of fraction equivalence to investigate

Mid-Module Assessment: Topics AB (assessment 1 day, return day,

Use area models and the number line to compare decimal

Compare and order mixed numbers in various forms.

Addition with Tenths and Hundredths

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

Add decimal numbers by converting to fraction form.

Solve word problems involving the addition of measurements

Money Amounts as Decimal Numbers

Solve word problems involving money.

End-of-Module Assessment: Topics AE (assessment 1 day, return day,

Total Number of Instructional Days

Decimal fraction (fraction with a denominator of 10, 100, 1,000, etc.)

Fraction expanded form (e.g., (

Familiar Terms and Symbols2

Expanded form (e.g., 100 + 30 + 5 = 135)

Fraction (numerical quantity that is not a whole number, e.g., )

These are terms and symbols students have seen previously.

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

Suggested Tools and Representations

1-liter container with milliliters marks

Constructed response with rubric

Constructed response with rubric

New York State Common Core

Coherence -Links from:

Place Value and Problem Solving with Units of Measure

Fractions as Numbers on the Number Line

Place Value and Decimal Fractions

NYS COMMON CORE MATHEMATICS CURRICULUM

A Teaching Sequence Towards Mastery of Exploration of Tenths

NYS COMMON CORE MATHEMATICS CURRICULUM

Fluency Practice (12 minutes)