ALEX Resources

   View Standards     Standard(s): [MA2019] (4) 17 :

17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.

a. Use fraction equivalency to add two fractions with denominators of 10 and 100.

Students will work in groups to solve a task involving a 10x10 grid.  They will be asked to represent the same amount in both tenths and hundredths, making connections between equivalent fractions with 10 and 100 as the denominator.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (4) 17 :

17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.

a. Use fraction equivalency to add two fractions with denominators of 10 and 100.

Students will go on a “shopping trip” to buy items with prices written both as decimals and fractions with 10 or 100 as the denominator.  After they have decided which five items to “buy,” they will calculate the total cost of their items by adding fractions with 10 and 100 as the denominator.  The students will use a visual model to represent the equivalence between fractions with different denominators.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (4) 17 :

17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.

a. Use fraction equivalency to add two fractions with denominators of 10 and 100.

Students will play a game to practice adding fractions with denominators of 10 and 100 by creating equivalent fractions.  For each question they get right, the students will get to choose a playing card from a deck.  At the end of the game, they can trade in their cards for a prize.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (4) 17 :

17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.

a. Use fraction equivalency to add two fractions with denominators of 10 and 100.

[MA2019] (4) 18 :

18. Use models and decimal notation to represent fractions with denominators of 10 and 100.

In Topic A, students use their understanding of fractions to explore tenths. In Lesson 1, students use metric measurement and see tenths in relation to one whole in the context of 1 kilogram, 1 meter, and 1 centimeter.

Students will:

• use metric measurement to model the decomposition of one whole into tenths.
• use metric measurement and area models to represent tenths as fractions greater than 1 and decimal numbers.
• represent mixed numbers with units of tens, ones, and tenths with number disks, on the number line, and in expanded form.

   View Standards     Standard(s): [MA2019] (4) 17 :

17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.

a. Use fraction equivalency to add two fractions with denominators of 10 and 100.

[MA2019] (4) 18 :

18. Use models and decimal notation to represent fractions with denominators of 10 and 100.

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.

Students will:

• use meters to model the decomposition of one whole into hundredths. Represent and count hundredths.
• model the equivalence of tenths and hundredths using the area model and number disks.
• use the area model and number line to represent mixed numbers with units of ones, tenths, and hundredths in fraction and decimal forms.
• model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in expanded form and on the place value chart.
• use understanding of fraction equivalence to investigate decimal numbers on the place value chart expressed in different units.