Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how out of is written in decimal fraction “1 10” form? What do you notice about how out of is written in decimal form? “1 10” How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimal student recording sheet. Designs” Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how out of is written in decimal fraction “29 100” form? What do you notice about how out of is written in decimal form? “29 100” How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimal student recording sheet. Designs” PART 2 First, students will follow the directions below from the Designs: Part student recording sheet. “Decimal 2” Create tenths and hundredths designs and label them accurately. Next, students will follow the directions below for the Designs: Part 2, student recording “Decimal Table” sheet. Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how out of is written in decimal form using tenths? “2 10” What do you notice about how out of is written in decimal form using hundredths? “20 100” How are they alike? How are they different? Complete the table below. Fill in the last four rows of the table from the Designs: Part “Decimal 2” student recording sheet. FORMATIVE ASSESSMENT QUESTIONS Part 1: How many squares are shaded out of 10 (or 100)? How many squares total are in the figure? What decimal fraction represents the shaded part? How do you know? What decimal represents the shaded part? How do you know? How would you read the decimal fraction (or decimal) you have written? Part 2:
Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “1 out of 10” is written in decimal fraction form? What do you notice about how “1 out of 10” is written in decimal form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimal Designs” student recording sheet. Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “29 out of 100” is written in decimal fraction form? What do you notice about how “29 out of 100” is written in decimal form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimal Designs” student recording sheet. PART 2 First, students will follow the directions below from the “Decimal Designs: Part 2” student recording sheet. Create tenths and hundredths designs and label them accurately. Next, students will follow the directions below for the “Decimal Designs: Part 2, Table” student recording sheet. Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “2 out of 10” is written in decimal form using tenths? What do you notice about how “20 out of 100” is written in decimal form using hundredths? How are they alike? How are they different? Complete the table below. Fill in the last four rows of the table from the “Decimal Designs: Part 2” student recording sheet. FORMATIVE ASSESSMENT QUESTIONS Part 1: How many squares are shaded out of 10 (or 100)? How many squares total are in the figure? What decimal fraction represents the shaded part? How do you know? What decimal represents the shaded part? How do you know? How would you read the decimal fraction (or decimal) you have written? Part 2:
4th-Math-Unit-5.docx