Students will work with decimals. The activities focus on developing a better understanding of the meaning of decimals and on being able to translate between decimals and their fraction equivalents. Students will use decimals to measure lengths in meters, decimeters, centimeters, and millimeters. Students will then connect the meterstick representation to base-ten pieces, fraction circle pieces, and number lines. These models will help students compare and do simple computations with decimals.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1. | Name variables (manipulated, responding, and fixed) in an investigation. |
| E2. | Make a point graph using ordered pairs with decimal values. |
| E3. | Make predictions and generalizations from line graphs involving decimal values. |
| E4.* | Measure length to the nearest meter and hundredth of a meter. |
| E5.* | Represent decimals using area models, number lines, and base-ten pieces. |
| E6.* | Use words and numbers to read and write decimals to the hundredths. |
| E7. | Make connections among representations of decimals including symbols, words, area models, base-ten pieces, and number lines. |
| E8.* | Compare and order decimals to the hundredths using models. |
| E9. | Add and subtract decimals to the hundredths using models. |
| E10. | Demonstrate fluency with the division facts related to the last six multiplication facts (24 ÷ 4, 24 ÷ 6, 28 ÷ 4, 28 ÷ 7, 32 ÷ 4, 32 ÷ 8, 42 ÷ 6, 42 ÷ 7, 48 ÷ 6, 48 ÷ 8, 56 ÷ 7, 56 ÷ 8). |
| E11. | Determine the unknown number in a multiplication or division sentence relating three whole numbers for the last six facts. |
| * Denotes Benchmark Expectation | |