Fractions Decimals Percents Models

Convert fraction to a decimal

¹⁸/₁₀₀

Tags

CCSS.4.NF.C.6

Name the decimal that is pictured: 

• 0.0

• 0.01

• 0.1

• 0.001

Tags

CCSS.4.NF.C.6

• 2.0

• 0.2

• 0.02

• 2.2

Tags

CCSS.4.NF.C.6

• 4.34

• 43.4

• 0.434

• 0.0434

Tags

CCSS.4.NF.C.6

Represent 8.284 in expanded form

• 8 + 2 + 8 + 4

• 8 + 0.2 + 0.08 + 0.004

• 8 + 200 + 80 + 4

• 8000+ 0.2 + 0.08 + 0.004

Tags

CCSS.5.NBT.A.3A

• 0.04

• 0.004

• 4000

Tags

CCSS.4.NF.C.6

The shaded model represents the decimal-

• 0.08

• 0.8

• 0.92

• 8

Tags

CCSS.4.NF.C.6

What are ways to ensure that students understand a connection between fractions and decimals?

• Flip the fraction, double the numerator and then divide the numerator by the denominator

• Flip the first fraction, divide the numerator by the denominator and split the quotient in half

• Say decimal fractions correctly, Use visual models for decimal fractions, and Include multiple names and formats.

Tags

CCSS.8.NS.A.2

What are some common challenges/ misconceptions students may experience when comparing and ordering decimals?

• Student do not have any challenges/ misconceptions when comparing and ordering decimals

• (1) Longer is larger, (2) Shorter is larger, (3) Internal zero, (4) Less than zero, (5) Reciprocal thinking, and (6) Equality.

• (1) Decimals and fractions are the same, (2) fractions can be found easily while decimals are more challenging

Tags

CCSS.5.NBT.A.3B

True or false, if students can express fractions and decimals as tenths, the term percent can be substituted for the term tenths?

• True, percent literally means, "out of ten"

• False, it is if students can express fractions and decimals as hundredths, the term percent can be substituted for the term hundredth

• False, percent literally means, "out of a thousand"