In this interactive activity, students will be led through steps to change fractions to decimals, then put the decimal numbers in order by comparing their magnitude. Students will learn to compare two decimals to the hundredths place by reasoning about their size. There are teaching activities as well as practice activities available. There is a handout that reviews the strategies taught during the activity that can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):

Mathematics MA2019 (2019) Grade: 5

4. Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

b. Compare two decimals to thousandths based on the meaning of the digits in each place, using >, =, and < to record the results of comparisons.

Unpacked Content

Evidence Of Student Attainment:

Students:

Given a decimal number in one form (words, base-ten numerals, expanded), identify the number in another form.

Read decimals with number names.

Example: Read 4.023 as "four and 23 thousandths."

Write decimals using base-ten numerals and expanded form.

Example: 4.023 as 4 x 1 + 2 x 1/100 + 3 x 1/1000 or 4 x 1 + 2 x 0.01 + 3 x 0.001.

Use place value understanding to compare two decimals.

Teacher Vocabulary:

Compare

Decimal

Thousandths

Hundredths

Tenths

Symbol

Greater than

Less than

Equal

Place value strategy

Expanded form

Expanded notation

Knowledge:

Students know:

How to read and write whole numbers in standard form, word form, and expanded form.

How to compare two whole numbers using place value understanding.

Prior place value understanding with whole numbers is extended and applied to decimal values.

Recognize and model decimal place value using visual representations to compare.

Skills:

Students are able to:

Read and write decimal values in word form, standard form, and expanded form.

Compare decimals to thousandths using <, >, or = .

Understanding:

Students understand that:

the adjacent place value relationship in the base ten system extends to decimals and is used to write decimals in expanded form and compare decimals.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.5.4.1: Recognize decimals as parts of a whole.
M.5.4.2: Compare whole numbers.
M.5.4.3: Write whole numbers in words and expanded form.
M.5.4.4: Read whole numbers.
M.5.4.5: Define expanded notation and standard form.
M.5.4.6: Convert a number written in expanded to standard form.
M.5.4.7: Define hundredths and thousandths.
M.5.4.8: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons.
M.5.4.9: Identify comparison symbols. Examples: >, =, and <.

Prior Knowledge Skills:

Read and write decimal values in word form, standard form, and expanded form.

Compare decimals to thousandths using <, >, or = .

Understand rounding decimals using place value.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.5.3 Compare base-10 models up to 99 and whole numbers up to 100 to determine symbols (<, >, =).

Mathematics MA2019 (2019) Grade: 5

11. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

a. Model and interpret a fraction as division of the numerator by the denominator (^{a}/_{b}= a ÷ b)

b. Use visual fraction models, drawings, or equations to represent word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers

Unpacked Content

Evidence Of Student Attainment:

Students:

Solve problems involving division of whole numbers leading to quotients of a fraction or mixed number.

Example: Given that 3 cookies are shared equally with 6 people, find what fraction of the cookies each person receives. Each person receives 3/6 of a cookie or 1/2 of a cookie. Example: Given that 3 cookies are shared equally with 2 people, find what fraction of the cookies each person receives. Each person receives 3/2 cookies or 1 1/2 cookies.

Model and interpret a fraction as division.

Use models, drawings, or equations to represent word problems.

Teacher Vocabulary:

Fraction

Numerator

Denominator

Division

Remainder

Dividend

Divisor

Knowledge:

Students know:

Contextual situations for division.

Strategies to equipartition.

Skills:

Students are able to:

Solve word problems involving division of whole numbers leading to quotients with fractions.

Use fraction models, drawings, equations to represent word problems.

Model and interpret a fraction as division.

Understanding:

Students understand that:

a ÷ b is a division expression and can be written as a/b showing division of the numerator by the denominator (including cases where the value of a < b).

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.5.11.1: Define a mixed number.
M.5.11.2: Generate equivalent fractions.
M.5.11.3: Recognize a fraction as a number on the number line; represent fractions on a number line diagram.

Prior Knowledge Skills:

Find products of a fraction times a whole number and products of a fraction times a fraction.

Use area models, linear models or set models to represent products.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.5.11 Using vocalization, sign language, augmentative communication or assistive technology, identify models of thirds (e.g., 1/3. 2/3, 3/3) and tenths (e.g., 1/10, 2/10, 3/10, 4/10, 5/10, 6/10, 7/10, 8/10, 9/10, 10/10).

Tags:

compare, decimals, denominator, equivalent, fraction, least common denominator, mixed number, numerator