A STORY OF UNITS

4
GRA DE
Mathematics Curriculum
GRADE 4 • MODULE 6

Topic A
Exploration of Tenths
4.NF.6, 4.NBT.1, 4.MD.1

Focus Standard: 4.NF.6 Us e decimal notation for fra ctions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Instructional Days: 3
Coherence -Links from: G3–M2 Pl a ce Value and Problem Solvi ng with Units of Measure
G3–M5 Fra cti ons a s Numbers on the Number Li ne
-Links to: G5–M1 Pl a ce Value and Decimal Fractions

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.
1
Using bags of rice, each weighing kilogram, students see that the weight of 10 bags is equal to 1 kilogram.
10
1
Through further exploration and observation of a digital scale, students learn that kilogram can also be
10
2
expressed as 0.1 kilogram, that kilogram can be expressed as 0.2 kilogram, and that all expressions of
10
tenths in fraction form (up to one whole) can be expressed in decimal form as well. Students then use their
knowledge of pairs of 10 to determine how many more tenths are needed to bring a given number of tenths
up to one whole. To bring together this metric measurement experience through a more abstract
representation, tenths are represented on the number line and with tape diagrams as pictured below.
Students express tenths as decimal fractions, are introduced to decimal notation, and write statements of
3
equivalence in unit, fraction, and decimal forms (e.g., 3 tenths = = 0.3) (4.NF.6). Finally, meters and
10
centimeters are decomposed into 10 equal parts in a manner similar to that in which 1 kilogram was
decomposed.

Topic A: Exploration of tenths 11

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 A STORY OF UNITS Topic A 4 6

In Lesson 2, students return to the use of metric measurement, this time to investigate decimal fractions
4 8
greater than 1. They use a centimeter ruler to draw lines that measure, for example, 2 or 6 centimeters,
10 10
and recognize that those numbers can also be expressed in unit form as 24 tenths centimeters or 68 tenths
centimeters. Students represent decimal numbers using the area model and see that numbers containing
ones and fractions (i.e., mixed numbers) can also be expressed using decimal notation (e.g., 2.4 or 6.8); they
4 4
also write more sophisticated statements of equivalence (e.g., 2 = 2 + and 2.4 = 2 + 0.4) (4.NF.6).
10 10

2 ones 4 tenths

In Lesson 3, students work with place value disks and the number line to represent and identify decimal
numbers with tenths as a unit. To explore the place value of each unit in a decimal number with tenths,
students use place value disks to rename groups of 10 tenths as ones. Next, students learn to record the
value of each digit of a mixed number in fraction expanded form, followed by decimal expanded form
4 1
(e.g., 2 ones 4 tenths = 2 = (2 × 1) + (4 × ) and 2.4 = (2 × 1) + (4 × 0.1)). Finally, students model the value
10 10
of decimal fractions within a mixed number by plotting decimal numbers on the number line.

A Teaching Sequence Toward Mastery of Exploration of Tenths

Objective 1: Use metric measurement to model the decomposition of one whole into tenths.
(Lesson 1)

Objective 2: Use metric measurement and area models to represent tenths as fractions greater than 1
and decimal numbers.
(Lesson 2)

Objective 3: Represent mixed numbers with units of tens, ones, and tenths with place value disks, on
the number line, and in expanded form.
(Lesson 3)

Topic A: Exploration of tenths 12

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 A STORY OF UNITS Lesson 1 4 6

Lesson 1
Objective: Use metric measurement to model the decomposition of one
whole into tenths.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Concept Development (38 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Divide by 10 3.NBT.3 (4 minutes)

 Sprint: Divide by 10 3.NBT.3 (8 minutes)

Divide by 10 (4 minutes)
Materials: (S) Personal white board

Note: This fluency activity prepares students for today’s lesson.

T: (Project a tape diagram with a value of 20 partitioned into 10 units.) Say the whole.
S: 20.
T: How many units is 20 divided into?
S: 10.
T: Say the division sentence.
S: 20 ÷ 10 = 2.
T: (Write 2 inside each unit. Write 20 ÷ 10 = 2 beneath the diagram.)
Continue with the following possible sequence: 200 ÷ 10, 240 ÷ 10, 400 ÷ 10, 430 ÷ 10, 850 ÷ 10, 8,500 ÷ 10,
8,570 ÷ 10, and 6,280 ÷ 10.

Sprint: Divide by 10 (8 minutes)

Materials: (S) Divide by 10 Sprint

Note: This Sprint prepares students for today’s lesson.

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 A STORY OF UNITS Lesson 1 4 6

Concept Development (38 minutes)

Materials: (T) 10 0.1-kilogram bags of rice, digital scale, 1-meter strip of paper, sticky notes, meter stick
(S) Meter stick (per pair), blank meter strip of paper, centimeter ruler, markers or crayons, blank
paper

Note: In preparing this lesson’s materials, consider the following. If a digital scale is not available, a pan
balance can be used with 100-gram weights labeled as 0.1 kg. Cash register tape can be used to make meter
strip papers. During Activity 2, use sticky notes to label each of the 10 1-meter strips of paper with one
number: 0.1 m, 0.2 m, 0.3 m, …, 1.0 m.

Activity 1: Compose and decompose 1 kilogram, representing tenths in fraction form and decimal form.
T: (Place 10 bags of rice on the scale.) Here are 10 equal bags of rice. Together, all of this rice weighs
1 kilogram.
T: Let’s draw a tape diagram to show the total amount of rice. Draw the tape as long as you can on
your blank paper. What is our total amount?
S: 1 kilogram.
T: Let’s write 1 kg above the tape diagram to show that the whole tape represents 1 kilogram.
T: How can we represent the 10 equal bags on the tape diagram?
S: Make 10 equal parts.
T: Partition your tape diagram to show 10 equal parts. Each of these parts represents what fraction of
the whole?
S: 1 tenth! (Divide the tape diagram into 10 equal
MP.2 parts.)
T: (Remove all bags from the scale. Hold 1 bag in
front of the class.) What fractional part of
1 kilogram is 1 bag? Point to the part this 1 bag
represents on your tape diagram.
1
S: . (Point to 1 part.)
10
T: Let’s write the weight of this bag on your tape diagram. What is the weight of 1 bag?
1
S: kilogram.
10
1
T/S: (Write kg.)
10
T: (Place the second bag of rice in front of the class.) What is the weight of 2 bags?
2
S: kilogram.
10
Continue to count by tenths to compose 1 kilogram.
T: Let’s make a number line the same length as the tape diagram, and mark the tenths to match the
parts of the tape diagram. Label the endpoints 0 and 1.
1
T: Let’s see what kilogram looks like on the scale. (Place 1 bag on the scale.) It says zero point one
10
kilogram.

Lesson 1: Use metric measurement to model the decomposition of one whole 14

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 A STORY OF UNITS Lesson 1 4 6

T: (Write 0.1 on the number line.) This is a decimal number. We read this decimal as 1 tenth, just like
1
the fraction . The decimal form is written as zero point one. The dot in a decimal number is called
10
1
a decimal point. (Write 1 tenth = = 0.1.) 1 tenth is written in unit form, as a decimal fraction, and
10
as a decimal number. They are all equal.
T: Write 1 tenth in decimal form on your number line, just
like I did.
S: (Write 0.1 on the number line.)
T: Let’s see how the number in decimal form changes as we
add more bags or tenths of a kilogram.
T: We can express the weight of 1 bag two ways: zero point
one kilogram, or 1 tenth kilogram. Tell me the weight of
2 bags using both ways. Start with the decimal point
way.
S: Zero point two kilogram. 2 tenths kilogram.
T: (Invite a few students to the front of the room. Distribute two to three bags to each student.) As we
add each bag, count and see how the scale shows the weight in decimal form, and record it on your
number line.
S/T: Zero point two kilogram, 2 tenths kilogram, zero point
three kilogram, 3 tenths kilogram, …, zero point nine NOTES ON
kilogram, 9 tenths kilogram, one point zero kilogram, MULTIPLE MEANS
1 kilogram! OF ENGAGEMENT:
T: Notice the scale uses decimal form for 10 tenths. Students who a re not i nvited to place
10 tenths is equal to how many ones and how many wei ghts on the s cale may enjoy shading
tenths? uni ts or placing counters i n the ta pe
S: 1 one and 0 tenths. di a gram for each bag placed on the
s ca le.
T: So, we record that as 1 point 0. Revise your number
line.
T: (Take off 2 bags to show 0.8 kg.) How many tenths are on the scale now?
S: 8 tenths kilogram.
T: Record the weight of 8 bags in fraction form and decimal form. Use an equal sign.
8
S: (Write kg = 0.8 kg.)
10
T: I have 2 bags in my hand. Write the weight of this amount of rice in fraction form and decimal form.
Use an equal sign.
2
S: (Write kg = 0.2 kg.)
10
2 8
T: When I put together kilogram and kilogram, I have…?
10 10
S: 1 kilogram!
T: (Write 0.2 kilogram + 0.8 kilogram = 1 kilogram.) What other pairs of tenths would make 1 kilogram
when put together?
3 7 6 4
S: kilogram and kilogram.  kilogram and kilogram.
10 10 10 10
As students share out pairs, write the number sentences using decimal form.

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 A STORY OF UNITS Lesson 1 4 6

Activity 2: Decompose 1 meter, representing tenths in fraction form and decimal form.
Give each pair of students a meter stick and two strips of Meter Stick
paper that are each 1 meter long. Ask them to use their
meter sticks to divide each paper strip into 10 equal parts.
Have them then shade with markers or crayons to show
different numbers of tenths. As they work, collect strips to 2 Examples of Shaded Paper Strips:
make an ordered set on the board, starting with
1 meter to show 10 tenths, 9 tenths, etc. Generate and 4 tenths s haded
record the partner each strip needs to make 1 meter next to 0.4 meter + 0.6 meter = 1 meter
each strip (e.g., 0.9 meter + 0.1 meter = 1 meter). Have
students then generate two or three equivalent number
9 tenths s haded
sentences showing the equality of fraction form and 0.9 meter + 0.1 meter = 1 meter
1
decimal form (e.g., meter = 0.1 meter).
10

Activity 3: Decompose 1 centimeter, representing tenths in fraction form and decimal form.
T: Now that we have practiced decomposing a meter into
tenths, let’s use that same thinking to decompose a
NOTES ON
centimeter into tenths.
MULTIPLE MEANS
T: Take out your centimeter ruler, and draw a OF REPRESENTATION:
1-centimeter line on the blank paper.
Students with low vi sion or other
S: (Draw.) perceptual challenges may find
T: Each centimeter has been partitioned into equal parts. dra wi ng a 1-centimeter l ine and
deci phering millimeters difficult.
How many equal parts are there from 0 to 1
A centi meter s tencil that students can
centimeter?
ea sily tra ce may be beneficial.
S: 10 parts. In a ddition to havi ng students interact
T: What fraction of a centimeter is one part? wi th a to-scale centimeter (such a s a
cube), i t may help to project teacher
S: 1 tenth. modeling with a n overhead projector
T: How many units of 1 tenth equal 1 centimeter? or document ca mera, i f a vailable.
S: 10 tenths.
10
T: Label your line. 1 cm = cm.
10
T: Below your line, make a line that
9
measures centimeter. Label
10
your line in fraction form and
decimal form.
9
S: (Draw a line 0.9 cm in length. Write cm = 0.9 cm.)
10
T: How many more tenths of a centimeter do we need to have 1 centimeter?
S: We would need 0.1 cm more.
9 1
T: (Write cm + cm = 1 cm and 0.9 cm + 0.1 cm = 1 cm.)
10 10

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 A STORY OF UNITS Lesson 1 4 6

8
T: Now, draw a line below these lines that measures centimeter. Label this new line in fraction and
10
decimal form. Write an addition sentence in both fraction and decimal form to show how many
more tenths of a centimeter you need to get to 1 centimeter.
8 8 2
S: (Draw and label cm and 0.8 cm. Write cm + cm = 1 cm and 0.8 cm + 0.2 cm = 1 cm.)
10 10 10
1
T: Continue writing more pairs as you work, making a line that is centimeter shorter each time.
10

Select students to share so that the fraction form and decimal form of the number sentence are presented to
the class.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an intentional reduction of scaffolding that invokes
MP.5, Use Appropriate Tools Strategically. Students should solve these problems using the RDW approach
used for Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the purposeful
sequencing of the Problem Set guide the selections so that
problems continue to be scaffolded. Balance word
problems with other problem types to ensure a range of
practice. Consider assigning incomplete problems for
homework or at another time during the day.

Student Debrief (10 minutes)

Lesson Objective: Use metric measurement to model the

decomposition of one whole into tenths.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.
 In Problem 2, 8 tenths liter was represented. How is that different from the 8 tenths kilogram in
Problem 3? How is representing 8 tenths liter similar to representing 8 tenths kilogram?

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 A STORY OF UNITS Lesson 1 4 6

 In Problem 2, we measured liters of water. What

other type of material might we be measuring
when we measure 6 tenths of a liter? Where
have you seen or used liters in your everyday
life?
 Look at Problem 5. How is getting to
1 centimeter similar to getting to 10, as you did in
earlier grades? How did getting to 10 help you in
the past? How do you think getting to 1 might
help you now?
 What relationship does 1 tenth have to 1?
3
 How did your work with decimal fractions like ,
10
7 9
, or prepare you for this lesson?
10 10
 Today, we studied decimal numbers, and we
wrote them in fraction form and decimal form.
How are the two forms alike? How are they
different?
 What purpose does a decimal point serve?
 During Fluency Practice, you divided numbers by
10. How did today’s work of dividing one whole
into parts relate to your fluency work? When you
divide 20 by 10, what is your equal unit? When
you divide 1 into 10 equal parts, what is your equal
unit?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

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 A STORY OF UNITS Lesson 1 Sprint 4 6

A
Number Correct:

Divide by 10

1. 20 ÷ 10 = 23. 50 ÷ 10 =

2. 30 ÷ 10 = 24. 850 ÷ 10 =

3. 40 ÷ 10 = 25. 1,850 ÷ 10 =

4. 80 ÷ 10 = 26. 70 ÷ 10 =

5. 50 ÷ 10 = 27. 270 ÷ 10 =

6. 90 ÷ 10 = 28. 4,270 ÷ 10 =

7. 70 ÷ 10 = 29. 90 ÷ 10 =

8. 60 ÷ 10 = 30. 590 ÷ 10 =

9. 10 ÷ 10 = 31. 7,590 ÷ 10 =

10. 100 ÷ 10 = 32. 120 ÷ 10 =

11. 20 ÷ 10 = 33. 1,200 ÷ 10 =

12. 120 ÷ 10 = 34. 2,000 ÷ 10 =

13. 50 ÷ 10 = 35. 240 ÷ 10 =

14. 150 ÷ 10 = 36. 2,400 ÷ 10 =

15. 80 ÷ 10 = 37. 4,000 ÷ 10 =

16. 180 ÷ 10 = 38. 690 ÷ 10 =

17. 280 ÷ 10 = 39. 6,900 ÷ 10 =

18. 380 ÷ 10 = 40. 9,000 ÷ 10 =

19. 680 ÷ 10 = 41. 940 ÷ 10 =

20. 640 ÷ 10 = 42. 5,280 ÷ 10 =

21. 870 ÷ 10 = 43. 6,700 ÷ 10 =

22. 430 ÷ 10 = 44. 7,000 ÷ 10 =

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 A STORY OF UNITS Lesson 1 Sprint 4 6

B
Number Correct:
Improvement:
Divide by 10

1. 10 ÷ 10 = 23. 40 ÷ 10 =

2. 20 ÷ 10 = 24. 840 ÷ 10 =

3. 30 ÷ 10 = 25. 1,840 ÷ 10 =

4. 70 ÷ 10 = 26. 80 ÷ 10 =

5. 40 ÷ 10 = 27. 280 ÷ 10 =

6. 80 ÷ 10 = 28. 4,280 ÷ 10 =

7. 60 ÷ 10 = 29. 60 ÷ 10 =

8. 50 ÷ 10 = 30. 560 ÷ 10 =

9. 90 ÷ 10 = 31. 7,560 ÷ 10 =

10. 100 ÷ 10 = 32. 130 ÷ 10 =

11. 30 ÷ 10 = 33. 1,300 ÷ 10 =

12. 130 ÷ 10 = 34. 3,000 ÷ 10 =

13. 60 ÷ 10 = 35. 250 ÷ 10 =

14. 160 ÷ 10 = 36. 2,500 ÷ 10 =

15. 90 ÷ 10 = 37. 5,000 ÷ 10 =

16. 190 ÷ 10 = 38. 740 ÷ 10 =

17. 290 ÷ 10 = 39. 7,400 ÷ 10 =

18. 390 ÷ 10 = 40. 4,000 ÷ 10 =

19. 690 ÷ 10 = 41. 910 ÷ 10 =

20. 650 ÷ 10 = 42. 5,820 ÷ 10 =

21. 860 ÷ 10 = 43. 7,600 ÷ 10 =

22. 420 ÷ 10 = 44. 6,000 ÷ 10 =

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 A STORY OF UNITS Lesson 1 Problem Set 4 6

Name Date

1. Shade the first 7 units of the tape diagram. Count by tenths to label the number line using a fraction and
a decimal for each point. Circle the decimal that represents the shaded part.

0 0.1 ____ ____ ____ ____ ____ ____ ____ ____ 1

1
10

2. Write the total amount of water in fraction form and decimal form. Shade the last bottle to show the
correct amount.

1L 1L 1L

L= L L= L L = 0.9 L
0.5 L 0.5 L 0.5 L

3. Write the total weight of the food on each scale in fraction form or decimal form.

0.4 kg __ kg

8
kg kg kg
10

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 A STORY OF UNITS Lesson 1 Problem Set 4 6

4. Write the length of the bug in centimeters. (The drawing is not to scale.)

Fraction form: __________ cm

Decimal form: __________ cm

How far does the bug need to walk before its nose is
cm at the 1 cm mark? _________ cm

5. Fill in the blank to make the sentence true in both fraction form and decimal form.
a. 8
cm + ______ cm = 1 cm 0.8 cm + ______ cm = 1.0 cm
10

b. 2
cm + ______ cm = 1 cm 0.2 cm + ______ cm = 1.0 cm
10

c. 6
cm + ______ cm = 1 cm 0.6 cm + ______ cm = 1.0 cm
10

6. Match each amount expressed in unit form to its equivalent fraction and decimal forms.

5
3 tenths 0.2
10

9
5 tenths 10
0.6

2
6 tenths 0.3
10

3
9 tenths 0.5
10

6
2 tenths 0.9
10

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 A STORY OF UNITS Lesson 1 Exit Ticket 4 6

Name Date

1. Fill in the blank to make the sentence true in both fraction form and decimal form.

a. 9
cm + ______ cm = 1 cm 0.9 cm + ______ cm = 1.0 cm
10

b. 4 0.4 cm + ______ cm = 1.0 cm

cm + ______ cm = 1 cm
10

2. Match each amount expressed in unit form to its fraction form and decimal form.

5
3 tenths
10
0.8

8
8 tenths 10
0.3

3
5 tenths 10
0.5

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 A STORY OF UNITS Lesson 1 Homework 4 6

Name Date

Shade the first 4 units of the tape diagram. Count by tenths to label the number line using a fraction and a
decimal for each point. Circle the decimal that represents the shaded part.

0 0.1 ____ ____ ____ ____ ____ ____ ____ ____ 1

1
10

2. Write the total amount of water in fraction form and decimal form. Shade the last bottle to show the
correct amount.

1L 1L 1L

L= L L= L L = 0.3 L
0.5 L 0.5 L 0.5 L

3. Write the total weight of the food on each scale in fraction form or decimal form.

6
kg 10 kg

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into tenths.

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 A STORY OF UNITS Lesson 1 Homework 4 6

4. Write the length of the bug in centimeters. (The drawing is not to scale.)

Fraction form: __________ cm

Decimal form: __________ cm

If the bug walks 0.5 cm farther, where will its nose

cm be? _________ cm

5. Fill in the blank to make the sentence true in both fraction and decimal form.

a. 4 0.4 cm + ______ cm = 1.0 cm

cm + ______ cm = 1 cm
10

b. 3
cm + ______ cm = 1 cm 0.3 cm + ______ cm = 1.0 cm
10

c. 8
cm + ______ cm = 1 cm 0.8 cm + ______ cm = 1.0 cm
10

6. Match each amount expressed in unit form to its equivalent fraction and decimal.

4
2 tenths
10
0.4

7
4 tenths 0.6
10

5
6 tenths 0.2
10

2
7 tenths 0.5
10

6
5 tenths 0.7
10

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 A STORY OF UNITS Lesson 2 4•6

Lesson 2
Objective: Use metric measurement and area models to represent tenths
as fractions greater than 1 and decimal numbers.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (4 minutes)
 Concept Development (34 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Divide by 10 4.NF.6 (4 minutes)

 Write the Decimal or Fraction 4.NF.6 (3 minutes)
 Count by Tenths 4.NF.6 (5 minutes)

Divide by 10 (4 minutes)
Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 1.

T: (Project a tape diagram with a value of 100 partitioned into 10 units.) Say the whole.
S: 100.
T: How many units is 100 divided into?
S: 10.
T: Say the division sentence.
S: 100 ÷ 10 = 10.
T: (Write 10 inside each unit. Write 100 ÷ 10 = 10 beneath the diagram.)
T: (Write 10 ÷ 10.) Draw a tape diagram showing 10 ÷ 10.
S: (Draw a tape diagram partitioned into 10 units. Write 10 at the top. Write 1 inside each unit.
Beneath the tape diagram, write 10 ÷ 10 = 1.)

Lesson 2: Use metric measurement and area models to represent tenths as 26

fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 4•6

Write the Decimal or Fraction (3 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 1.

1
T: (Write .) Say the fraction.
10
S: 1 tenth.
1
T: (Write = __.__.) Complete the number sentence.
10
1
S: (Write = 0.1.)
10
2 7 9
Continue with the following possible sequence: , , and .
10 10 10

T: (Write 0.3 = .) Complete the number sentence.

3
S: (Write 0.3 = .)
10

Continue with the following possible sequence: 0.4, 0.8, and 0.6.
10
T: (Write .) Say the fraction.
10
S: 10 tenths.
T: Complete the number sentence, writing 10 tenths as a whole number.
10
S: (Write = 1.)
10

Count by Tenths (5 minutes)

Note: This fluency activity reviews Lesson 1.
T: Count by ones to 10, starting at zero.
S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by tenths to 10 tenths, starting at zero tenths.
0 1 2 3 4 5 6 7 8 9 10
S: , , , , , , , , , , .
10 10 10 10 10 10 10 10 10 10 10
T: 1 one is the same as how many tenths?
S: 10 tenths.
T: Let’s count to 10 tenths again. This time, when you come to 1, say one.
0 1 2 3 4 5 6 7 8 9
S: , , , , , , , , , , 1.
10 10 10 10 10 10 10 10 10 10
T: Count by tenths again. This time, stop when I raise my hand.
0 1 2 3
S: , , , .
10 10 10 10
T: (Raise hand.) Say 3 tenths using digits. For example, 1 tenth would be said as zero point one.
S: Zero point three.

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fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 4•6

T: Continue counting using fraction form.

4 5 6 7
S: , , , .
10 10 10 10
T: (Raise hand.) Say 7 tenths using digits.
S: Zero point seven.
T: Continue counting in fraction form.
8 9
S: , , 1.
10 10

Use the same process to count down to zero tenths.

T: Count by twos to 10 starting at zero.
S: 0, 2, 4, 6, 8, 10.
T: Count by 2 tenths to 10 tenths, starting at zero.
0 2 4 6 8 10
S: , , , , , .
10 10 10 10 10 10
T: Count by 2 tenths again. This time, when you come to the whole number, say it.
0 2 4 6 8
S: , , , , , 1.
10 10 10 10 10
T: Count backward by 2 tenths, starting at 1.
8 6 4 2 0
S: 1, , , , , .
10 10 10 10 10

Application Problem (4 minutes)

8
Yesterday, Ben’s bamboo plant grew 0.5 centimeter. Today it grew another centimeter. How many
10
centimeters did Ben’s bamboo plant grow in 2 days?

Note: This Application Problem builds from Module 5, in which students added fractions with like units.
To do so, students use what they learned in Lesson 1 to convert a decimal number to fraction form to add.

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fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 4•6

Concept Development (34 minutes)

Materials: (T) Centimeter ruler, tenths area model (Template), document camera (S) Centimeter ruler,
pencil, blank paper, tenths area model (Template), personal white board

Problem 1: Draw line segments of given lengths, and express

each segment as a mixed number and a decimal.
NOTES ON
T: (Place a centimeter ruler under the document camera. MULTIPLE MEANS
If a document camera is unavailable, circulate to check OF REPRESENTATION:
students’ work.) Using your pencil and ruler, draw a Some l earners may benefit from using
line that measures 2 centimeters. (Write 2 cm on the a l a rge print or ta ctile ruler that has
board.) ra i sed lines for every centimeter.
S: (Draw a line with the length of 2 centimeters.) Cons ider adhering dried glue or rubber
ba nds to s tudent rulers to help learners
T: Extend the line 6 tenths centimeter. wi th l ow vi sion gauge the centimeter
S: (Extend the 2 centimeters line by 6 tenths centimeter.) a nd millimeter measures. Another
pos sibility i s providing hand-held
T: How many centimeters did you draw initially?
ma gnifying lenses.
S: 2 centimeters.
T: (Label 2 cm below the line, as pictured to the right.)
T: How many tenths of a centimeter did you draw
after drawing 2 centimeters?
S: 6 tenths centimeter.
6
T: (Label centimeter. Complete the expression
10
6
2 cm + cm below the line, as pictured to the
10
right.)
T: Record a number sentence showing the total length of your line as a mixed number.
6 6
S: (Write 2 cm + cm = 2 cm.)
10 10
T: Let’s rewrite this expression in decimal form. (Write 2 cm + 0.6 cm = 2.6 cm.) Rewrite your fraction
addition in decimal form, and explain to your partner the relationship between the two number
sentences and the line you drew. (Allow students time to work.)
6
T: 2 cm is written in decimal form like this: 2.6 cm. We read this as 2 and 6 tenths centimeters.
10
5 8
Repeat the process as necessary with 3 cm and 4 cm. Next, call out lengths verbally (e.g., 1 and 5 tenths
10 10
centimeters). Students quickly draw the line and write the corresponding length in mixed number and
decimal form. Suggested sequence: 1.5 cm, 5.4 cm, 3.9 cm, 9.6 cm, and 8.1 cm.

Problem 2: Use the area model to represent tenths as fractions greater than 1 and as decimal numbers.
T: (Cover up the ruler to show only 1 cm.) How many tenths are in 1?
MP.2
S: 10 tenths.

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 A STORY OF UNITS Lesson 2 4•6

T: (Reveal another centimeter, showing 2 cm.) How many tenths are in 2?

S: 20 tenths.
T: (Reveal 2.6 cm.) How many tenths are in 2 and 6 tenths?
MP.2 S: 26 tenths.
T: Express 26 tenths in fraction form.
26
S: (Write .)
10
20 6 26
T: (Write cm + cm = cm.)
10 10 10
T: (Place the tenths area model template in a personal white board as students do the same, turn the
board horizontally, and project it with a document camera.) How many rectangles are on your
template?
S: 5 rectangles.
T: Each rectangle represents 1 one. How many ones do we have?
S: 5 ones.
T: Each rectangle has been partitioned equally. How many tenths are there in all?
S: 50 tenths.
6
T: (Write 2 .)
10
T: How many ones are in this number?
S: 2 ones.
T: (Begin showing the number bond, taking out 2.) Shade in
2 ones.
S: (Shade in 2 rectangles.)
T: How many tenths do we still need to shade in?
S: 6 tenths.
6
T: (Complete the number bond by writing .) Shade in
10
6 tenths more.
6 6
T: (As students are shading their template, write 2 =2+ .)
10 10
6
T: With your partner, rewrite 2 + , using decimal form to add
10
the tenths.
S: (Write 2 + 0.6.)
T: 2 + 0.6 can be written as …?
S: 2 point 6.
T: (Write 2.6 = 2 + 0.6.) With your partner, draw a number bond,
this time using decimal form.
7 2 2 31 48 26
Students erase their templates. Continue the process with 2 , 2 , 3 , , , and . When appropriate,
10 10 10 10 10 10
conclude each experience by asking how many more are needed to get to the next whole number, as
demonstrated as follows:

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fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 4•6

2
T: You just shaded 3 and wrote this mixed number as 3 + 0.2 = 3.2. Look at your area model.
10
How many tenths do you need to get to 4 ones?
S: 8 tenths.
T: How do you know?
S: I looked at the area model and saw that 8 tenths more have to be shaded in to complete one whole.
 2 tenths plus 8 tenths equals 10 tenths, and that makes one whole.
T: Express 8 tenths as a fraction and decimal.
With the final two or three examples, extend the question by asking how many more tenths are needed to
get to 5.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use metric measurement and area models to represent tenths as fractions greater than 1
and decimal numbers.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Look at Problems 1(a) and 2(a). What do you
notice? How could you apply what you did in
Problem 2(a) to Problem 1(a)? Are there other
similarities within Problems 1 and 2?
 Look at Problem 2(e). How did you know how
much of the rectangles to shade in? What is the
most efficient way to determine how many
rectangles you would need to shade in?

Lesson 2: Use metric measurement and area models to represent tenths as 31

fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 4•6

 Look at Problem 2(e) with your partner. Explain

to each other how you decided how much more
is needed to get to 5.
 How did the Application Problem connect to
today’s lesson with decimal fractions?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing the students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

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fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 Problem Set 4•6

Name Date

1. For each length given below, draw a line segment to match. Express each measurement as an equivalent
mixed number.

a. 2.6 cm

b. 3.4 cm

c. 3.7 cm

d. 4.2 cm

e. 2.5 cm

2. Write the following as equivalent decimals. Then, model and rename the number as shown below.

a. 2 ones and 6 tenths = __________

6 6
2 = 2+ = 2 + 0.6 = 2.6
10 10

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fractions greater than 1 and decimal numbers.

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A STORY OF UNITS Lesson 2 Problem Set 4•6

b. 4 ones and 2 tenths = __________

4
c. 3 = __________
10

5
d. 2 = __________
10

How much more is needed to get to 5? _________________

37
e. = __________
10

How much more is needed to get to 5? _________________

Lesson 2: Use metric measurement and area models to represent tenths as 34

fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 Exit Ticket 4•6

Name Date

1. For the length given below, draw a line segment to match. Express the measurement as an equivalent
mixed number.
4.8 cm

2. Write the following in decimal form and as a mixed number. Shade the area model to match.

a. 3 ones and 7 tenths = __________ = __________

24
b. = __________= __________
10

How much more is needed to get to 5? _________________

Lesson 2: Use metric measurement and area models to represent tenths as 35

fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 Homework 4•6

Name Date

1. For each length given below, draw a line segment to match. Express each measurement as an equivalent
mixed number.

a. 2.6 cm

b. 3.5 cm

c. 1.7 cm

d. 4.3 cm

e. 2.2 cm

2. Write the following in decimal form. Then, model and rename the number as shown below.

a. 2 ones and 4 tenths = __________

4 4
2 = 2+ = 2 + 0.4 = 2.4
10 10

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fractions greater than 1 and decimal numbers.

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A STORY OF UNITS Lesson 2 Homework 4•6

b. 3 ones and 8 tenths = __________

1
c. 4 = __________
10

4
d. 1 = __________
10

How much more is needed to get to 5? _________________

33
e. = __________
10

How much more is needed to get to 5? _________________

Lesson 2: Use metric measurement and area models to represent tenths as 37

fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 2 Template 4•6

tenths area model

Lesson 2: Use metric measurement and area models to represent tenths as 38

fractions greater than 1 and decimal numbers.

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 A STORY OF UNITS Lesson 3 4•6

Lesson 3
Objective: Represent mixed numbers with units of tens, ones, and tenths
with place value disks, on the number line, and in expanded form.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (5 minutes)
 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Write the Decimal or Fraction 4.NF.6 (5 minutes)

 Count by Tenths 4.NF.6 (5 minutes)

Write the Decimal or Fraction (5 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lessons 1–2.

1
T: (Write .) Say the fraction.
10
S: 1 tenth.
1
T: (Write = __.__.) Write 1 tenth as a decimal to complete the number sentence.
10
1
S: (Write = 0.1.)
10
2 7 9
Continue with the following possible sequence: , , and .
10 10 10

T: (Write 0.3 = .) Write zero point three as a fraction to complete the number sentence.
3
S: (Write 0.3 = .)
10

Continue with the following possible sequence: 0.4, 0.8, and 0.6.
10
T: (Write .) 10 tenths equals what whole number?
10
S: 1.

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 39
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

10 30
T: (Write = 1. Beneath it, write .) How many ones is 30 tenths?
10 10
S: 3 ones.
50
T: (Write .) How many ones is 50 tenths?
10
S: 5 ones.
13
T: (Write .) Write 13 tenths as a mixed number.
10
13 3
S: (Write = 1 .)
10 10
13 3 3
T: (Write =1 = __.__.) Write 1 in decimal form.
10 10 10
13 3
S: (Write =1 = 1.3.)
10 10
17 37 34 49
Continue with the following possible sequence: , , , and .
10 10 10 10

T: (Write 2.1.) Write two point one as a mixed number.

1
S: (Write 2.1 = 2 .)
10

Continue with the following possible sequence: 3.1, 5.1, 5.9, and 1.7.

Count by Tenths (5 minutes)

Materials: (T) Personal white board

Note: This fluency activity reviews Lessons 1–2.

T: Count by fives to 50, starting at zero.
0 5 10 15 20 25 30 35 40 45 50
10 10 10 10 10 10 10 10 10 10 10

0 1 2 3 4 5

S: 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.

T: Count by 5 tenths to 50 tenths, starting at 0 tenths. (Write as students count.)
0 5 10 15 20 25 30 35 40 45 50
S: , , , , , , , , , , .
10 10 10 10 10 10 10 10 10 10 10
T: 1 is the same as how many tenths?
S: 10 tenths.
10
T: (Beneath , write 1.)
10

Continue the process, identifying the number of tenths in 2, 3, 4, and 5.

T: Let’s count by 5 tenths again. This time, when you come to a whole number, say the whole number.
Try not to look at the board.
0 5 15 25 35 45
S: , , 1, , 2, , 3, , 4, , 5.
10 10 10 10 10 10

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 40
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

T: Count backward by 5 tenths, starting at 5.

45 35 25 15 5 0
S: 5, , 4, , 3, , 2, , 1, , .
10 10 10 10 10 10
T: Count by 5 tenths again. This time, stop when I raise my hand.
0 5 15
S: , , 1, .
10 10 10
T: (Raise hand.) Say 15 tenths using digits.
S: One point five.
Continue the process counting up to 5 and down from 5, asking students to say the improper fractions using
digits.

Application Problem (5 minutes)

4
Ed bought 4 pieces of salmon weighing a total of 2 kilograms. One piece weighed kg, and two of the pieces
10
5
weighed kg each. What was the weight of the fourth piece of salmon?
10

Note: This Application Problem anticipates decimal fraction addition and reinforces the concept of how many
more to make one.

Concept Development (35 minutes)

Materials: (T/S) Whole number place value disks (tens and ones),
decimal place value disks (tenths), personal white board,
tenths on a number line (Template)

Problem 1: Make groups of 10 tenths to rename as ones. Write the

number in decimal form.
T: With a partner, use place value disks to show 21 units of 1 tenth
in five-group formation.
S: (Lay out 21 disks, all tenths, in five-group formation, as shown.)

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 41
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

T: Talk with your partner. Is there any way we can use fewer disks to show this same value?
S: We can bundle 10 tenths to make one.  There are 2 groups of 10 tenths, so we can show
21 tenths as 2 ones 1 tenth.  In the five-groups, I can see 2 groups of 10 disks. 10 tenths is
1 whole. We have 1 (circling group with finger), 2 (circling group with finger) groups that make
2 ones, and then 1 tenth (touching final 0.1 disk.)
T: Let’s group 10 tenths together and trade them for…?
S: 1 one.
T: How many times can we do this?
S: 1 more time.  2 times. NOTES ON
T: What disks do we have now? MULTIPLE MEANS
S: 2 ones and 1 tenth. FOR ACTION AND
EXPRESSION:
T: Express this number in decimal form.
Be s ure to enunciate /th/ at the end of
S: (Write 2.1.) tenths to hel p English language
T: How many more tenths would we have needed to have l earners distinguish tenths a nd tens.
3 ones? Try to s peak more slowly, pause more
frequently, or couple language wi th a
S: 9 tenths more.  0.9.
ta pe diagram. Check for s tudent
Repeat the process using disks to model 17 tenths. Then, understanding and correct
continue the process having the students draw disks for 24 pronunciation of fra ction names.
tenths. Have students circle the disks being bundled.

Problem 2: Represent mixed numbers with units of tens, ones, and tenths in expanded form.
T: Hold up a place value disk with a value of 1 ten. We say the value of this disk is…?
S: 1 ten.  Ten.
T: (Draw or show 4 tens disks.) The total value of 4 of these is…?
S: 4 tens.  Forty.
T: 4 tens written as a multiplication expression is?
S: 4 × 1 ten.  4 × 10.
T: (Write the expression below the disks, as pictured to
the right.) 4 × 10 is…?
MP.4 S: 40.
T: (Complete the number sentence. Draw or show 2
ones disks.) The total value of these 2 disks is…?
S: 2 ones.  Two.
T: 2 ones written as a multiplication expression is…?
S: 2 × 1.
T: (Write the expression below the disks, as pictured to
the right.) (4 × 10) + (2 × 1) is…?
S: 42.

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 42
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

T: (Complete the number sentence. Draw or show a tenth disk.) This place value disk says zero point
one on it. We say the value of this disk is…?
S: 1 tenth.
T: (Draw or show 6 one-tenth disks
in five-group formation.) The
total value of 6 of these disks is
…?
S: 6 tenths.
T: 6 tenths written as a
multiplication expression is…?
1
S: 6× .
10
T: (Write the expression below the disks, as pictured above.) Discuss the total value of the number
MP.4 represented by the disks with your partner.
6 6
S: Do what is in the parentheses first, and then find the sum. 40 + 2 + is 42 .  4 tens, 2 ones,
10 10
6 tenths.  It is like expanded form.
6
T: We have written 42 in expanded form, writing each term as a multiplication expression. Just like
10
with whole numbers, the expanded form allows us to see the place value unit for each digit.
1 6
T: (Point to (4 × 10) + (2 × 1) + (6 × ) = 42 .) Talk with your partner. How could you write this using
10 10
decimal expanded form instead of fraction expanded form? Explain how you know.
S: (Work with partners, and write (4 × 10) + (2 × 1) + (6 × 0.1) = 42.6.) I know that 1 tenth can be
written as zero point one, and 42 and 6 tenths can be written as forty-two point six.  We looked at
our disks. We had 4 tens, 2 ones, and 6 disks that had 0.1 on them.  We knew it was 42 + 0.6, so
6
that helped us rewrite 42 as 42.6.
10

Continue the process of showing a mixed number with place value disks, and then writing the expanded
fraction form and expanded decimal form for the following numbers: 24 ones 6 tenths, 13 ones 8 tenths, and
68 ones 3 tenths. Challenge students to think how much each number needs to get to the next one.

Problem 3: Use the number line to model mixed numbers with units of ones and tenths.
T: (Distribute the Lesson 3 Template, tenths on a number line, and insert it into personal white boards.)
Label the larger intervals from 0 to 5.
T: The segment between each whole number is divided up into how many equal parts?
S: 10 equal parts.
T: Plot a point on the number line to represent 4 and 1 tenth.
T: In the chart below your number line, let’s plot the same number on a shorter number line
partitioned into tenths. What will the endpoints of this shorter number line be?
S: 4 and 5.

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 43
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

T: (Fill out the chart to show 4.1 plotted on a number line between 4 and 5, in decimal form, as a mixed
number, and in expanded form.)

1 1 1
S: (Write 4 ones and 1 tenth, 4.1, 4 , (4 × 1) + (1 × 0.1) = 4.1.  (4 × 1) + (1 × ) = 4 .)
10 10 10
T: How many more tenths are needed to get to 5? Explain to your partner how you know, and
complete the final column of the chart.
9
S: 9 tenths.  .  0.9.  I know because it takes 10 tenths to make a one. If we have 1 tenth, we
10
need 9 more tenths to make 1.
Repeat the process by naming the following points for students to plot. Then, have them complete and share
their charts. The longer number line with 5 whole number intervals can either be relabeled to show a
broader range of numbers than those included in the chart or omitted for parts (b)–(d) below.
b. 3 tens 2 ones and 5 tenths
c. 4 tens 7 tenths
d. 9 tens 9 tenths

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 44
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach used
for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Represent mixed numbers with units of
tens, ones, and tenths with place value disks, on the
number line, and in expanded form.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Look at Problem 3(b). Today, we showed mixed
numbers in decimal expanded form and fraction
expanded form. How could you represent this
number with place value disks? With an area
model? Draw a line that is 17.5 cm in length.
 Look at Problem 3(a). How would you represent
this number using only tenths? With your
partner, use the number line or centimeter ruler
to prove that 39 tenths is the same as 3 ones and
9 tenths.
 Look at Problems 2(d) and 3(c). How are these
two problems alike?
 In Problems 2(c), 2(d), and 3(e) we have the same
number of tens as tenths. Explain to your
partner the difference in value between the tens
place and the tenths place. Notice that the ones
are sandwiched between the tens and tenths.

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 45
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 4•6

 How did you locate points on the number line?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 46
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 Problem Set 4•6

Name Date

1. Circle groups of tenths to make as many ones as possible.

a. How many tenths in all? Write and draw the same number using ones and
tenths.

Decimal Form: _________

There are _________ tenths. How much more is needed to get to 3? _________

b. How many tenths in all? Write and draw the same number using ones and
tenths.

Decimal Form: _________

There are _________ tenths. How much more is needed to get to 4? _________

2. Draw disks to represent each number using tens, ones, and tenths. Then, show the expanded form of the
number in fraction form and decimal form as shown. The first one has been completed for you.

a. 4 tens 2 ones 6 tenths b. 1 ten 7 ones 5 tenths

Fraction Expanded Form

1 6
(4 × 10) + (2 × 1) + (6 × ) = 42
10 10

Decimal Expanded Form

(4 × 10) + (2 × 1) + (6 × 0.1) = 42.6

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 47
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 Problem Set 4•6

c. 2 tens 3 ones 2 tenths d. 7 tens 4 ones 7 tenths

3. Complete the chart.

How
Mixed
Expanded Form much to
Decimal Number
Point Number Line (fraction or decimal get to
Form (ones and
form) the next
fraction form)
one?

9
a. 3 0.1
10

b.
17 18

c. (7 × 10) + (4 × 1) + (7 × 1 )
10

2
d. 22
10

e. (8 × 10) + (8 × 0.1)

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 48
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 Exit Ticket 4•6

Name Date

1. Circle groups of tenths to make as many ones as possible.

How many tenths in all? Write and draw the same number using ones and
tenths.

Decimal Form: _________

There are _________ tenths. How much more is needed to get to 2? _________

2. Complete the chart.

Mixed
Expanded Form How much to
Decimal Number (ones
Point Number Line (fraction or decimal get to the next
Form and fraction
form) one?
form)

9
a. 12
10

b. 70.7

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 49
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 Homework 4•6

Name Date

1. Circle groups of tenths to make as many ones as possible.

a. How many tenths in all? Write and draw the same number using ones and
tenths.

Decimal Form: _________

There are _________ tenths. How much more is needed to get to 2? _________

b. How many tenths in all? Write and draw the same number using ones and
tenths.

Decimal Form: _________

There are _________ tenths. How much more is needed to get to 3? _______

2. Draw disks to represent each number using tens, ones, and tenths. Then, show the expanded form of the
number in fraction form and decimal form as shown. The first one has been completed for you.

a. 3 tens 4 ones 3 tenths b. 5 tens 3 ones 7 tenths

Fraction Expanded Form

1 3
(3 × 10)+ (4 × 1) + (3 × ) = 34
10 10

Decimal Expanded Form

(3 × 10) + (4 × 1) + (3 × 0.1) = 34.3

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 50
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 Homework 4•6

c. 3 tens 2 ones 3 tenths d. 8 tens 4 ones 8 tenths

3. Complete the chart.

How
Mixed Number Expanded Form much to
Decimal
Point Number Line (ones and (fraction or decimal get to
Form
fraction form) form) the next
one?

6
a. 410

b. 0.5
24 25

c. (6 × 10) + (3 × 1) + (6 × 1 )
10

3
d. 7110

e. (9 × 10) + (9 × 0.1)

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 51
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS Lesson 3 Template 4•6

Mixed How much

Number Expanded Form more is
Decimal
Point Number Line (ones and (fraction or decimal needed to get
Form
fraction form) to the next
form) one?

a.

b.

c.

d.

tenths on a number line

Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with 52
place value disks, on the number line, and in expanded form.

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 A STORY OF UNITS

4
GRA DE
Mathematics Curriculum
GRADE 4 • MODULE 6

Topic B
Tenths and Hundredths
4.NF.5, 4.NF.6, 4.NBT.1, 4.NF.1, 4.NF.7, 4.MD.1

Focus Standards: 4.NF.5 Expres s a fra ction wi th denominator 10 a s a n equivalent fra ction wi th denominator 100,
a nd use this technique to a dd two fra ctions wi th respective denominators 10 a nd 100.
For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who
ca n generate equivalent fra ctions can develop s trategies for a dding fractions with unlike
denominators i n general. But a ddition and s ubtra ction wi th unlike denominators i n
general is not a requirement at this gra de.)
4.NF.6 Us e decimal notation for fra ctions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Instructional Days: 5
Coherence -Links from: G3–M2 Pl a ce Value and Problem Solvi ng with Units of Measure
G3–M5 Fra cti ons a s Numbers on the Number Li ne
-Links to: G5–M1 Pl a ce Value and Decimal Fractions

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. Using a meter stick, they locate 1 tenth meter and then
1 1 2 3 10
locate 1 hundredth meter. They identify 1 centimeter as meter and count , , , up to , and, at
100 100 100 100 100
10 1 1
the concrete level, realize the equivalence of meter and meter. They represent meter as 0.01
100 10 100
25
meter, counting up to or 0.25, both in
100
fraction and decimal form. They then model
the meter with a tape diagram and partition it
into tenths, as they did in Lesson 1. Students
locate 25 centimeters and see that it is equal
to 25 hundredths by counting up,
10 20 21 22 23 24 25
, , , , , , . They represent
100 100 100 100 100 100 100
20 5 25
this as + = and, using decimal
100 100 100
notation, write 0.25. A number bond shows
the decomposition of 0.25 into the fractional
2 5
parts of and .
10 100

Topic B: Tenths and Hundredths 53

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 A STORY OF UNITS Topic B 4 6

In Lesson 5, students relate hundredths to the area model (pictured below), to a tape diagram, and to place
value disks. They see and represent the equivalence of tenths and hundredths pictorially and numerically.

𝟏𝟏 5 𝟐𝟐𝟐𝟐
1 hundredth = 𝟏𝟏𝟏𝟏𝟏𝟏 = 0.01 5 hundredths = 100 = 0.05 25 hundredths = 𝟏𝟏𝟏𝟏𝟏𝟏 = 0.25
1
Students count up from with place value disks just as they
100
did with centimeters in Lesson 4. This time, the 10 hundredths
are traded for 1 tenth, and the equivalence is expressed as
1 10
= = 0.1 = 0.10 (4.NF.5, 4.NF.6). The equivalence of
10 100
tenths and hundredths is also realized through
1 1 × 10 10
multiplication and division (e.g., = = and
10 10 × 10 100
10 10 ÷ 10 1
= = ), establishing that 1 tenth is 10 times as
100 100 ÷ 10 10
much as 1 hundredth. They see, too, that 16 hundredths is
1 tenth and 6 hundredths, and that 25 hundredths is
2 tenths and 5 hundredths.
In Lesson 6, students draw representations of three-digit decimal numbers (with ones, tenths, and
hundredths) with the area model.

Students also further extend their use of the number line to show the ones, tenths, and hundredths as
lengths. Lesson 6 concludes with students coming to understand that tenths and hundredths each hold a
special place within a decimal number, establishing that 3.80 and 3.08 are different and distinguishable
values.

Topic B: Tenths and Hundredths 54

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 A STORY OF UNITS Topic B 4 6

In Lesson 7, decimal numbers to hundredths are

modeled with disks and written on the place value
chart, where each digit’s value is analyzed. The
value of the total number is represented in both
fraction and decimal expanded form as pictured
below.

In the Debrief, students discuss the symmetry of the place value chart around 1, seeing the ones place as the
“mirror” for tens and tenths and hundreds and hundredths, thereby avoiding the misconception of the
oneths place or the decimal point itself as the point of symmetry. This understanding helps students
recognize that, even as we move to the decimal side of the place value chart, a column continues to
represent a unit 10 times as large as that of the column to its right.
In Lesson 8, students use what they know about fractions to represent decimal numbers in terms of different
units. For example, 3.2 might be modeled as 3 ones 2 tenths, 32 tenths, or 320 hundredths. Students show
these renamings in unit form, fraction form, and decimal form.

Topic B: Tenths and Hundredths 55

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 A STORY OF UNITS Topic B 4 6

A Teaching Sequence Toward Mastery of Tenths and Hundredths

Objective 1: Use meters to model the decomposition of one whole into hundredths. Represent and
count hundredths.
(Lesson 4)

Objective 2: Model the equivalence of tenths and hundredths using the area model and place value
disks.
(Lesson 5)

Objective 3: Use the area model and number line to represent mixed numbers with units of ones, tenths,
and hundredths in fraction and decimal forms.
(Lesson 6)

Objective 4: Model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in
expanded form and on the place value chart.
(Lesson 7)

Objective 5: Use understanding of fraction equivalence to investigate decimal numbers on the place
value chart expressed in different units.
(Lesson 8)

Topic B: Tenths and Hundredths 56

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 A STORY OF UNITS Lesson 4 4•6

Lesson 4
Objective: Use meters to model the decomposition of one whole into
hundredths. Represent and count hundredths.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Write Fractions and Decimals 4.NF.6 (9 minutes)

 Count by Tenths 4.NF.6 (3 minutes)

Sprint: Write Fractions and Decimals (9 minutes)

Materials: (S) Write Fractions and Decimals Sprint

Note: This Sprint reviews Lessons 1–3.

Count by Tenths (3 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lessons 1–2.

T: Count by twos to 20, starting at zero. (Write as students count.)

0 2 4 6 8 10 12 14 16 18 20
10 10 10 10 10 10 10 10 10 10 10

0 1 2

S: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.

T: Count by 2 tenths to 20 tenths, starting at 0 tenths. (Write as students count.)
0 2 4 6 8 10 12 14 16 18 20
S: , , , , , , , , , , .
10 10 10 10 10 10 10 10 10 10 10

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 A STORY OF UNITS Lesson 4 4•6

T: 1 is the same as how many tenths?

S: 10 tenths.
10
T: (Beneath , write 1.)
10
Continue the process for 2.
T: Let’s count by 2 tenths again. This time, when you come to a whole number, say the whole number.
Try not to look at the board.
2 4 6 8 12 14 16 18
S: 0, , , , , 1, , , , , 2.
10 10 10 10 10 10 10 10
T: Count backward by 2 tenths, starting at 2.
18 16 14 12 8 6 4 2 0
S: 2, , , , , 1, , , , , .
10 10 10 10 10 10 10 10 10

Application Problem (5 minutes)

2
Ali is knitting a scarf that will be 2 meters long. So far, she has knitted 1 meters.
10

a. How many more meters does Ali need to knit to complete the scarf? Write the answer as a fraction
and as a decimal.
b. How many more centimeters does Ali need to knit to complete the scarf?

Note: This Application Problem reviews mixed decimal fractions and counting on to make 1 more. Revisit the
problem in the Debrief to answer in hundredths meters.

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 58
Represent and count hundredths.

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 A STORY OF UNITS Lesson 4 4•6

Concept Development (33 minutes)

Materials: (T) Meter stick, 1-meter strip of paper partitioned into 10 equal parts by folds or dotted lines
(S) Personal white board, tape diagram in tenths (Template), pencil
𝟏𝟏 𝟏𝟏
Problem 1: Recognize 1 centimeter as of a meter, which can be written as m and as 0.01 m.
𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏

T: This is a meter stick. What is its length?

S: 1 meter.
NOTES ON
T: How many centimeters are in a meter?
MULTIPLE MEANS
S: 100 centimeters.
OF REPRESENTATION:
T: (Write on the board 1 m = 100 cm.) Be s ure to enunciate th a t the end of
T: (Show centimeters on the meter stick.) A meter is hundredths to hel p English language
made of 100 centimeters. What fraction of a meter is l earners distinguish hundredths a nd
hundreds. If possible, speak more
1 centimeter?
s l owly, pause more frequently, or
1
S: meter. coupl e the language with a place va lue
100 cha rt. Check for student understanding
1 1
T: (Write m = 1 cm.) In decimal form, meter can a nd correct pronunciation of fraction
100 100
na mes.
be written as zero point zero one meter. (Write
0.01 m.)
T: 1 hundredth is written as zero
point zero one. How do you
3
think we represent meter
100
in decimal form? Talk with
your partner, and write your
thoughts on your personal
white board.
S: 0.03 meter.
3
T: Yes. meter can be shown as a
100
fraction or in decimal form. (Write
3
m = 0.03 m.)
100
T: (Show the meter strip of paper.) This 1-meter paper strip is partitioned into 10 equal parts.
1 1
Let’s shade meter. How many centimeters equal meter?
10 10
S: 10 centimeters.
1
T: How many hundredths of a meter equal meter?
10
10
S: meter.
100
1 10
T: (Write m= m.) We can write this number as a fraction. We can also write it in decimal form.
10 100
10
(Write 0.1 m = 0.10 m.) This (pointing to the latter) is how you express meter as a decimal.
100

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 59
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 A STORY OF UNITS Lesson 4 4•6

1
T: Let’s decompose meter into 10 smaller units to prove that this number sentence, 0.1 m = 0.10 m,
10
1
is true. (Partition the tenth into 10 parts.) Is each of these new smaller units meter and
100
1 centimeter in length?
S: Yes.
T: Explain to your partner why.
Repeat the process by shading the next tenth of the meter. Partition it into hundredths, and have students
2 20
reason about the truth of the following number sentence: m = m = 0.2 m = 0.20 m.
10 100

Problem 2: Name hundredths as tenths and some hundredths,

stating the number in fraction and decimal form. NOTES ON
T: (Show the meter strip of paper with 2 tenths shaded.) MULTIPLE MEANS
How many tenths of this meter strip of paper are FOR ACTION AND
shaded? EXPRESSION:
2 Some l earners may fi nd partitioning
S: meter.
10 hundredths on the meter s trip
T: Use the tape diagram in tenths template to represent cha l lenging. Alternatively, have
this amount. Lightly shade 2 tenths using a pencil. s tudents model with a n a rea model
2 5 5 (e.g., a 10 by 10 s quare partitioned into
T: (Write m+ m on the board.) Let’s shade in 100 uni t s quares). Or, enlarge the
10 100 100
meter more. What will you have to do first in order to template (a nd ta pe diagrams on the
5 Probl em Set) to ease the ta sk for
shade meter? s tudents working below grade level
100
a nd others. It may be helpful to use
S: Partition the next tenth of a meter into 10 equal parts.
col or to help students read hundredths
S: (Partition the next tenth meter into 10 equal parts, and on the Problem Set.
5
shade meter.)
100
1
T: (Point to the first meter shaded.)
MP.6 10
How many hundredths of a meter
are shaded here?
10
S: meter.
100
1
T: (Point to the second meter shaded.) How many hundredths of a meter are shaded here?
10
10
S: meter.
100
T: How many hundredths of a meter are shaded altogether? Explain your thinking.
25 10 20
S: meter.  I see meter in each of the first two parts that were shaded. That is meter.
100 100 100
5 20 5 25
Then, we shaded meter more. m+ m= m.
100 100 100 100
T: (Write 0.25.) 25 hundredths can be written as a decimal in this way.

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 A STORY OF UNITS Lesson 4 4•6

T: (Make a number bond as shown to the right.) So, 25 hundredths is

made of 2 tenths and…?
S: 5 hundredths.
2 5 25
MP.6 T: (Write + = .) Explain to your partner why this is true.
10 100 100
20 5
S: 2 tenths is the same as 20 hundredths, so it is the same as + . 2
100 100
1 1 10 10 10 5 25
tenths is the same as + , and each tenth is . So, + + = .
10 10 100 100 100 100 100

Have students continue by writing the total as a decimal and in a number bond to represent the tenths and
hundredths fractions that compose the following decimals:
 28 hundredths
 31 hundredths
 41 hundredths
 79 hundredths

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use meters to model the
decomposition of one whole into hundredths. Represent
and count hundredths.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
1 10
 In Problem 2(b), you showed that m = m.
10 100
Write each number in decimal form. What do
you notice?

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 A STORY OF UNITS Lesson 4 4•6

8
 Look at Problem 4(a). You shaded meter on a
10
tape diagram. Can this be named in any other
way? Use a diagram to explain your thinking, and
show that number in decimal form.
 Share your number bond for Problem 3(b). How
could you write this number bond showing both
parts as hundredths? Why is it easier to show as
much of the tape diagram as tenths as you can?
 Look at Problem 3(c). Why did we partition the
fourth tenth into hundredths but left the first
three tenths without partitioning?
 In Problem 5, how did you know how many
tenths you could take out of the hundredths to
make each number bond? Use a specific example
to explain your reasoning.
 How do hundredths enable us to measure and
communicate more precisely than tenths?
 Explain how hundredths are different from
tenths.
 Refer to your solution for the Application
Problem, and rename your answer using
hundredths.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 62
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 A STORY OF UNITS Lesson 4 Sprint 4•6

A
Number Correct: _

Write Fractions and Decimals

2
1. = . 23. 1=
10 10
3
2. = . 24. 2=
10 10
4
3. = . 25. 5=
10 10
8
4. = . 26. 4=
10 10
6
5. = . 27. 4.1 =
10 10

6. 0.1 = 28. 4.2 =

10 10

7. 0.2 = 29. 4.6 =

10 10

8. 0.3 = 30. 2.6 =

10 10

9. 0.7 = 31. 3.6 =

10 10

10. 0.5 = 32. 3.4 =

10 10
5
11. = . 33. 2.3 =
10 10
3
12. 0.8 = 34. 4 = .
10 10
7 20
13. = . 35. = .
10 10

14. 0.4 = 36. 1.8 =

10 10
9 4
15. = . 37. 3 = .
10 10
10 50
16. = . 38. = .
10 10
11
17. = . 39. 4.7 =
10 10
12 8
18. = . 40. 2 = .
10 10
15 30
19. = . 41. = .
10 10
25
20. = . 42. 3.2 =
10 10
45 20
21. = . 43. = .
10 10
38
22. = . 44. 2.1 =
10 10

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 63
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 A STORY OF UNITS Lesson 4 Sprint 4•6

B
Number Correct:
Improvement:
Write Fractions and Decimals
1
1. = . 23. 1=
10 10
2
2. = . 24. 2=
10 10
3
3. = . 25. 4=
10 10
7
4. = . 26. 3=
10 10
5
5. = . 27. 3.1 =
10 10

6. 0.2 = 28. 3.2 =

10 10

7. 0.3 = 29. 3.6 =

10 10

8. 0.4 = 30. 1.6 =

10 10

9. 0.8 = 31. 2.6 =

10 10

10. 0.6 = 32. 4.2 =

10 10
4
11. = . 33. 2.5 =
10 10
4
12. 0.9 = 34. 3 = .
10 10
6 50
13. = . 35. = .
10 10

14. 0.5 = 36. 1.7 =

10 10
9 3
15. = . 37. 4 = .
10 10
10 20
16. = . 38. = .
10 10
11
17. = . 39. 4.6 =
10 10
12 4
18. = . 40. 2 = .
10 10
17 40
19. = . 41. = .
10 10
27
20. = . 42. 2.3 =
10 10
47 30
21. = . 43. = .
10 10
34
22. = . 44. 4.1 =
10 10

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 64
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 A STORY OF UNITS Lesson 4 Problem Set 4•6

Name Date

1. a. What is the length of the shaded part

of the meter stick in centimeters?

b. What fraction of a meter is 1 centimeter?

c. In fraction form, express the length of

the shaded portion of the meter stick.

d. In decimal form, express the length of the shaded portion of the meter stick.

e. What fraction of a meter is 10 centimeters?

2. Fill in the blanks.

1 2 20
a. 1 tenth = ____ hundredths b. m= m c. m= m
10 100 10

3. Use the model to add the shaded parts as shown. Write a number bond with the total written in decimal
form and the parts written as fractions. The first one has been done for you.

a.

1 3 13
m+ m= m = 0.13 m
10 100 100

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 A STORY OF UNITS Lesson 4 Problem Set 4•6

b.

c.

4. On each meter stick, shade in the amount shown. Then, write the equivalent decimal.

8
a. m
10

7
b. m
100

19
c. m
100

5. Draw a number bond, pulling out the tenths from the hundredths as in Problem 3. Write the total as the
equivalent decimal.
19 28
a. m b. m
100 100

77 94
c. d.
100 100

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 A STORY OF UNITS Lesson 4 Exit Ticket 4•6

Name Date

1. Shade in the amount shown. Then, write the equivalent decimal.

6
m
10

2. Draw a number bond, pulling out the tenths from the hundredths. Write the total as the equivalent
decimal.
62
a. m
100

27
b.
100

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 67
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 A STORY OF UNITS Lesson 4 Homework 4•6

Name Date

1. a. What is the length of the shaded

part of the meter stick in
centimeters?

b. What fraction of a meter is 3 centimeters?

c. In fraction form, express the length

of the shaded portion of the meter
stick.

d. In decimal form, express the length of the shaded portion of the meter stick.

e. What fraction of a meter is 30 centimeters?

2. Fill in the blanks.

4 40
a. 5 tenths = ____ hundredths b.
5
m= m c. m= m
10 100 10

3. Use the model to add the shaded parts as shown. Write a number bond with the total written in decimal
form and the parts written as fractions. The first one has been done for you.

a.

1 3 13
m+ m= m = 0.13 m
10 100 100

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 A STORY OF UNITS Lesson 4 Homework 4•6

b.

c.

4. On each meter stick, shade in the amount shown. Then, write the equivalent decimal.
9
a. m
10

15
b. m
100

41
c. m
100

5. Draw a number bond, pulling out the tenths from the hundredths, as in Problem 3 of the Homework.
Write the total as the equivalent decimal.
23 38
a. m b. m
100 100

82 76
c. d.
100 100

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 69
Represent and count hundredths.

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 A STORY OF UNITS Lesson 4 Template 4•6

tape diagram in tenths

Lesson 4: Use meters to model the decomposition of one whole into hundredths. 70
Represent and count hundredths.

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 A STORY OF UNITS Lesson 5 4•6

Lesson 5
Objective: Model the equivalence of tenths and hundredths using the area
model and place value disks.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (6 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Divide by 10 4.NF.7 (3 minutes)

 Write the Decimal or Fraction 4.NF.5 (4 minutes)
 Count by Tenths and Hundredths 4.NF.6 (5 minutes)

Divide by 10 (3 minutes)
Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 4.

T: (Project one 1 hundred disk. Beneath it, write 100 = 10 ___.) 100 is the same as 10 of what unit?
Write the number sentence.
S: (Write 100 = 10 tens.)
T: (Write 100 = 10 tens.)
1
Continue with the following possible sequence: 10 = 10 ones, 1 = 10 tenths, and = 10 hundredths.
10

Write the Decimal or Fraction (4 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 4.

1
T: (Write .) Say the fraction.
100
S: 1 hundredth.

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1
T: (Write = __.__.) Complete the number sentence.
100
1
S: (Write = 0.01.)
100
2 3 7 17
Continue with the following possible sequence: , , , and .
100 100 100 100
17 10
T: (Write = + = 0.17.) Complete the number sentence.
100 100 100
17 10 7
S: (Write = + = 0.17.)
100 100 100
13 19
Continue with the following possible sequence: and .
100 100

T: (Write 0.05 = .) Complete the number sentence.

5
S: (Write 0.05 = .)
100

Continue with the following possible sequence: 0.15, 0.03, and 0.13.
100
T: (Write .) Say the fraction.
100

S: 100 hundredths.
T: Complete the number sentence, writing 100 hundredths as a whole number.
100
S: (Write = 1.)
100

Count by Tenths and Hundredths (5 minutes)

Note: This fluency activity reviews Lessons 1 and 4.

T: 1 is the same as how many tenths? NOTES ON

MULTIPLE MEANS
S: 10 tenths.
OF REPRESENTATION:
T: Let’s count to 10 tenths. When you come to 1, say 1. Di s tinguish tenths from tens for English
0 1 2 3 4 5 6 7 8 9 l a nguage l earners and others. Some
S: , , , , , , , , , , 1.
10 10 10 10 10 10 10 10 10 10 s tudents may not be a ble to
T: Count by hundredths to 10 hundredths, starting at di fferentiate the th s ound at the end of
the fra ction words from the s s ound a t
0 hundredths.
the end of tens. If possible, couple
0 1 2 3 4 5 6 7 8 9 10
S: , , , , , , , , , , . Count by Tenths and Hundredths with
100 100 100 100 100 100 100 100 100 100 100 a vi s ual aid, such as the fraction form,
T: 10 hundredths is the same as 1 of what unit? deci mal form, or area model.

S: 1 tenth.
T: Let’s count to 10 hundredths again. This time, when you come to 1 tenth, say 1 tenth.
0 1 2 3 4 5 6 7 8 9 1
S: , , , , , , , , , , .
100 100 100 100 100 100 100 100 100 100 10
T: Count by hundredths again. This time, when I raise my hand, stop.
0 1 2 3 4
S: , , , , .
100 100 100 100 100

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 A STORY OF UNITS Lesson 5 4•6

T: (Raise hand.) Say 4 hundredths using digits.

S: Zero point zero 4. NOTES ON
READING DECIMALS:
T: Continue.
5 6 7 8 Students benefit from hearing decimal
S: , , , .
100 100 100 100 numbers read i n both fraction form
T: (Raise hand.) Say 8 hundredths using digits. a nd a s, for example, “zero point zero
ei ght.” Wi thout the latter, i t is hard to
S: Zero point zero 8. veri fy ora lly that s tudents have wri tten
T: Continue. a deci mal correctly. Furthermore, this
ma nner of communicating decimals is
9 1
S: , . us ed a t times in the culture.
100 10
However, saying “zero point zero
T: Count backward by hundredths starting at 1 tenth. ei ght” is the exception rather than the
rul e because “8 hundredths”
Continue interrupting to express the hundredths using digits.
communicates the equality of the
fra cti on a nd decimal forms. The
Application Problem (6 minutes) general rule is that s tudents should
8
rea d 0.08 a nd 100 as 8 hundredths.

The perimeter of a square measures 0.48 m. What is the

measure of each side length in centimeters?

Note: The Application Problem reviews solving for an unknown side length (Module 4) and metric
conversions (Module 2). Division of decimals is a Grade 5 standard, so instead, students might convert to
centimeters (as in Solution A), use their fraction knowledge to decompose 48 hundredths into 4 equal parts
(as in Solution B), or simply think in unit form (i.e., 48 hundredths ÷ 4 = 12 hundredths).

Concept Development (32 minutes)

Materials: (T) Tenths and hundredths area model (Template), tape diagram in tenths (Lesson 4 Template),
decimal place value disks (S) Tenths and hundredths area model (Template), personal white
board

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 A STORY OF UNITS Lesson 5 4•6

Problem 1: Simplify hundredths by division.

T: We can show the equivalence of 10 hundredths and 1 tenth in the same way we showed the
equivalence of 2 fourths and 1 half by using division.
T: Shade 1 tenth of the first area model. Next, shade
10 hundredths on the second area model. Label each area
model. What do you notice?
S: The same amount is shaded for each.  One area is
decomposed into tenths and the other into hundredths, but
the same amount is selected. That means they are
equivalent.
1 10
T: (Write = .) Write the equivalent statement using
10 100
decimals.
S: (Write 0.1 = 0.10.)
T: Show in the next area models how many tenths are equal to
30 hundredths. Write two equivalent statements using
fractions and decimals.
3 30
S: (Shade area models.) = . 0.3 = 0.30.
10 100
T: Let’s show those as equivalent fractions using division.
10 10 ÷ 10 1
(Write = = .) Why did I divide by 10?
100 100 ÷ 10 10
S: It is a common factor of 10 and 100.  Dividing the denominator
by 10 gives us tenths, and we are showing equivalent fractions for
tenths and hundredths.  We can make a larger unit from
10 hundredths.
T: With your partner, use division to find how many tenths are equal
to 30 hundredths.
30 30 ÷ 10 3
S: (Record = = .) 3 tenths.
100 100 ÷ 10 10

MP.8 T: With your partner, use multiplication to find how many

hundredths are in 3 tenths.
3 3 × 10 30
S: (Record = = .) 30 hundredths.
10 10 × 10 100
T: Is there a pattern as you find equivalent fractions for tenths
and hundredths?
S: I multiply the number of tenths by 10 to get the number of
hundredths, and I divide the number of hundredths by 10 to
get the number of tenths.  I can convert tenths to hundredths in my
head by putting a zero at the end of the numerator and denominator. I can convert
hundredths to tenths by removing a zero from the numerator and denominator.  We
are just changing the units, making either larger or smaller units. Both have the same value.
Have students convert 7 tenths to 70 hundredths using multiplication and 70 hundredths to 7 tenths using
division.

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and place value disks.

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 A STORY OF UNITS Lesson 5 4•6

Problem 2: Model hundredths with an area model.

25
T: (Project a tape diagram, as was used in Lesson 4, with shaded.) Say the fractional part that is
100
shaded.
S: 25 hundredths.
T: Say it as a decimal number.
S: 25 hundredths. We say it the same way.
T: Yes. Both the fraction and decimal number represent the same amount. What is different is the
way that they are written. Write 25 hundredths as a fraction and then as a decimal number.
25
S: (Write and 0.25.)
100
T: Just as we can express 25 hundredths in different ways when we write it, we can also represent it in
different ways pictorially, just like we did with tenths and other fractions from Module 5. (Project
25
the area model.) How can we shade ?
100
S: We can draw horizontal lines to make smaller units.  We can decompose each tenth into 10 parts
to make hundredths using horizontal lines.
T: Yes. Decimals like this are just fractions. We are doing exactly the same thing, but we are writing
the number in a different way. Go ahead and make the hundredths.
S: (Partition the area model.)
25
T: Shade . (Allow students time to shade the area.)
100
T: What is a shortcut for shading 25 hundredths?
S: There are 10 hundredths in each column. I shaded 10 hundredths at a time.
10 20
, . Then, I shaded 5 hundredths more.  I shaded 2 columns and then
100 100
5 more units.  A tenth, and a tenth and 5 hundredths.  I shaded two
and a half columns.
T: In total, how many tenths are shaded?
1
S: 2 tenths and part of another tenth.  2 tenths.
2
T: Both are correct: 2 complete tenths are shaded, and another half of a tenth is shaded. In total, how
many hundredths are shaded?
S: 25 hundredths.
52 35
Repeat with and .
100 100

Problem 3: Compose hundredths to tenths using place value disks, and then represent with a number bond.
T: Look at the area model we just drew. 1 tenth equals how many hundredths?
S: 10 hundredths.
T: Write it in decimal form.
S: 0.10.  0.1.

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 A STORY OF UNITS Lesson 5 4•6

T: (Project 16 hundredths with place value disks.) What is the value of each disk? How can you tell?
S: 1 hundredth. I see point zero one on each disk.
T: How many hundredths are there?
S: 16 hundredths.
T: Can we make a tenth? Talk to your partner.
S: 10 hundredths can be traded for 1 tenth.  Yes! We can
1 10
compose 10 hundredths to 1 tenth since = .  It is just
10 100
like place value: 10 ones make 1 ten, or 10 tens make
1 hundred.
T: Circle 10 hundredths to show 1 tenth. What is represented
now?
S: 1 tenth and 6 hundredths.
T: (Draw a number bond to show the parts of 1 tenth and
6 hundredths. Point to the number bond.) 16 hundredths can
be represented as 1 tenth and 6 hundredths.
Repeat with 13 hundredths and 22 hundredths.

Problem 4: Use place value disks to represent a decimal

fraction. Write the equivalent decimal in unit form. NOTES ON
T: (Write
5
.) Draw place value disks to represent this MULTIPLE MEANS
100 FOR ACTION AND
fraction. EXPRESSION:
S: (Draw 5 hundredths disks.) Students working below grade l evel
T: Say it in unit form. a nd English l anguage l earners may
benefit from a dditional practice
S: 5 hundredths.
rea ding and writing decimals. If
T: Write it as a decimal. Be careful that your decimal s tudents a re confusing the decimal
notation shows hundredths. nota tion (for example, modeling 0.5
ra ther than 0.05), couple place va lue
S: (Write 0.05.)
di s ks with the a rea model, a nd have
25
T: (Write .) Draw place value disks to represent this s tudents count a nd recount their disks.
100
fraction.
25
S: That is 25 hundredths!  We can represent with 2 tenth
100
disks and 5 hundredth disks.
T: I hope so, since it takes much too long to draw 25
hundredths. Say the number in unit form, and write it as a
decimal.
S: 25 hundredths.  0.25.
Repeat with 32 hundredths and 64 hundredths.

Lesson 5: Model the equivalence of tenths and hundredths using the area mode 76
and place value disks.

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 A STORY OF UNITS Lesson 5 4•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Model the equivalence of tenths and
hundredths using the area model and place value disks.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 How does solving Problem 1(a) help you solve
Problem 2(a)?
 In Problem 3(a), how does circling groups of
10 hundredths help you find how many tenths are
in the number?
 In Problem 4(a), how did you write 3 hundredths
in decimal form? A student wrote 0.3 (zero point
3). What number did she write? Use your disks
to explain how to properly express 3 hundredths
in decimal form.
 With your partner, compare the answers to
Problem 4 (d) and (f). Did you write the same
equivalent numbers? Why are there several
possibilities for answers in these two problems?
Where have we seen that before?
 How is using the area model to show tenths and
hundredths similar to or different from using
place value disks to show tenths and hundredths? Which model do you prefer and why?

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 A STORY OF UNITS Lesson 5 4•6

 How is exchanging 10 hundredths for 1 tenth like exchanging 10 tens for 1 hundred? How is it
different?
 Use an area model to model both renaming 3 sixths as 1 half and renaming 30 hundredths as
3 tenths. What is happening to the units in both renamings?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

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 A STORY OF UNITS Lesson 5 Problem Set 4•6

Name Date

1. Find the equivalent fraction using multiplication or division. Shade the area models to show the
equivalency. Record it as a decimal.
3× 50 ÷
a. = b. =
10 × 100 100 ÷ 10

2. Complete the number sentences. Shade the equivalent amount on the area model, drawing horizontal
lines to make hundredths.
a. 37 hundredths = _____tenths + ____ hundredths

Fraction form: ______

Decimal form: ______

b. 75 hundredths = ____ tenths + ____ hundredths

Fraction form: ______

Decimal form: ______

3. Circle hundredths to compose as many tenths as you can. Complete the number sentences. Represent
each with a number bond as shown.

a.

____ hundredths = _____ tenth + _____ hundredths

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 A STORY OF UNITS Lesson 5 Problem Set 4•6

b.

____ hundredths = _____ tenths + _____ hundredths

4. Use both tenths and hundredths place value disks to represent each number. Write the equivalent
number in decimal, fraction, and unit form.

3 15
a. = 0. _____ b. = 0. _____
100 100

_____ hundredths _____ tenth _____ hundredths

c. = 0.72 d. = 0.80

_____ hundredths _____ tenths

e. = 0. _____ f. = 0. _____

7 tenths 2 hundredths 80 hundredths

Lesson 5: Model the equivalence of tenths and hundredths using the area mode 80
and place value disks.

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 A STORY OF UNITS Lesson 5 Exit Ticket 4•6

Name Date

Use both tenths and hundredths place value disks to represent each fraction. Write the equivalent decimal,
and fill in the blanks to represent each in unit form.
7
1. = 0.____
100

___ hundredths

34
2. = 0. ____
100

___ tenths ___ hundredths

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and place value disks.

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 A STORY OF UNITS Lesson 5 Homework 4•6

Name Date

1. Find the equivalent fraction using multiplication or division. Shade the area models to show the
equivalency. Record it as a decimal.
4× 60 ÷
a. = b. =
10 × 100 100 ÷ 10

2. Complete the number sentences. Shade the equivalent amount on the area model, drawing horizontal
lines to make hundredths.
a. 36 hundredths = _____ tenths + ____ hundredths

Decimal form: _________

Fraction form: _________

b. 82 hundredths = ____ tenths + ____ hundredths

Decimal form: _________

Fraction form: _________

3. Circle hundredths to compose as many tenths as you can. Complete the number sentences. Represent
each with a number bond as shown.

a.

____ hundredths = _____ tenth + _____ hundredths

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and place value disks.

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 A STORY OF UNITS Lesson 5 Homework 4•6

b.

____ hundredths = _____ tenths + _____ hundredths

4. Use both tenths and hundredths place value disks to represent each number. Write the equivalent
number in decimal, fraction, and unit form.

4 13
a. = 0. _____ b. = 0. _____
100 100

_____ hundredths _____tenth _____ hundredths

c. = 0.41 d. = 0.90

_____ hundredths _____ tenths

e. = 0. _____ f. = 0. _____

6 tenths 3 hundredths 90 hundredths

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and place value disks.

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 A STORY OF UNITS Lesson 5 Template 4•6

tenths and hundredths area model

Lesson 5: Model the equivalence of tenths and hundredths using the area mode 84
and place value disks.

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 A STORY OF UNITS Lesson 6 4•6

Lesson 6
Objective: Use the area model and number line to represent mixed
numbers with units of ones, tenths, and hundredths in fraction and decimal
forms.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Hundredths 4.NF.6 (5 minutes)
 Write the Decimal or Fraction 4.NF.5 (4 minutes)
 Break Apart Hundredths 4.NF.5 (3 minutes)

Count by Hundredths (5 minutes)

Note: This fluency activity reviews Lessons 4–5.

T: Count by fives to 30, starting at zero.

S: 0, 5, 10, 15, 20, 25, 30. 0 5 10 15 20 25 30
T: Count by 5 hundredths to 30 hundredths, 100 100 100 100 100 100 100

starting at 0 hundredths. (Write as 0 1 2 3

students count.) 10 10 10 10
0 5 10 15 20 25 30
S: , , , , , , .
100 100 100 100 100 100 100
T: 1 tenth is the same as how many hundredths?
S: 10 hundredths.
10 1
T: (Beneath , write .)
100 10
2 3
Continue the process for and .
10 10
T: Let’s count by 5 hundredths again. This time, when you come to a tenth, say the tenth. Try not to
look at the board.
0 5 1 15 2 25 3
S: , , , , , , .
100 100 10 100 10 100 10

Lesson 6: Use the area model and number line to represent mixed numbers with 85
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 4•6

T: Count backward by 5 hundredths, starting at 3 tenths.

3 25 2 15 1 5 0
S: , , , , , , .
10 100 10 100 10 100 100

T: Count by 5 hundredths again. This time, when I raise my hand, stop.

0 5 1 15
S: , , , .
100 100 10 100
T: (Raise hand.) Say 15 hundredths using digits.
NOTES ON
S: Zero point one five.
MULTIPLE MEANS
T: Continue.
2 25 3
OF ENGAGEMENT:
S: , , . Students working below grade l evel
10 100 10
a nd others may find it challenging to
T: (Raise hand.) Say 3 tenths in digits. i ntegrate equivalent fractions (such as
1
S: Zero point three. 10
) i nto the Count by Hundredths
T: Count backward starting at 3 tenths. fl uency a ctivity. Ease the task by
3 25 chunking. Count a l ittle a t a ti me, a nd
S: , . repeat the count so that students are
10 100
comforta ble, confident, a nd excited.
T: (Raise hand.) Say 25 hundredths in digits. For exa mple, l ead students to count
1 1
S: Zero point two five. from 100 to 10, repeat a few times, a nd
15
T: Continue. then a dd onto the count 100, a nd so on.
2 15 1
S: , , .
10 100 10
T: (Raise hand.) Say 1 tenth in digits.
S: Zero point one.
T: Continue.
5 0
S: , .
100 100

Write the Decimal or Fraction (4 minutes)

Materials: (T) Hundredths area model (Fluency Template), personal white board (S) Personal white board

Note: This fluency activity reviews Lessons 4–5.

T: (Project the hundredths area model. Shade 3 units.) 1 whole is decomposed into 100 equal units.
Write the fraction of the grid that is shaded.
3
S: (Write .)
100
3
T: (Write = __.__.) Complete the number sentence.
100
3
S: (Write = 0.03.)
100
5 8 4 14
Continue the process for , , , and .
100 100 100 100

Lesson 6: Use the area model and number line to represent mixed numbers with 86
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 4•6

14 10
T: (Write = + = 0.14.) Complete the number sentence.
100 100 100
14 10 4
S: (Write = + = 0.14.)
100 100 100
17 53
Continue with the following possible sequence: and .
100 100
T: (Shade 4 units.) Write the amount of the grid that is shaded as a decimal.
S: (Write 0.04.)
T: (Write 0.04 = .) Complete the number sentence.
100
4
S: (Write 0.04 = .)
100

Continue with the following possible sequence: 0.14, 0.06, and 0.16.
T: (Shade in the entire grid.) Write the amount of the grid that is shaded as a fraction and as a digit.
100
S: (Write = 1.)
100

Break Apart Hundredths (3 minutes)

Materials: (T/S) Personal white board

Note: This fluency activity reviews Lesson 5.

T: (Project 13 hundredths disks.) Say the value.

S: 13 hundredths.
T: Write the value of the disks as a decimal.
S: (Write 0.13.)
T: (Write 0.13 = .) Write 13 hundredths as a fraction.
13
S: (Write 0.13 = .)
100
T: How many hundredths are in 1 tenth?
S: 10 hundredths.
T: Draw place value disks to represent the 13 hundredths after composing 1 tenth.
S: (Draw 1 tenth disk and 3 hundredth disks.)
13
T: (Write 0.13 = = + .) Complete the number sentence.
100 10 100
13 1 3
S: (Write 0.13 = = + .)
100 10 100

Continue with the following possible sequence: 0.21 and 0.14.

Lesson 6: Use the area model and number line to represent mixed numbers with 87
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 4•6

Application Problem (5 minutes)

The table shows the perimeter of four rectangles. Rectangle Perimeter
a. Which rectangle has the smallest perimeter? A 54 cm
b. The perimeter of Rectangle C is how many B
69
m
100
meters less than a kilometer?
c. Compare the perimeters of Rectangles B and D. C 54 m
Which rectangle has the greater perimeter?
D 0.8 m
How much greater?

Note: This Application Problem reviews related metric units (Module 2) and comparing measurements
expressed as fractions and decimals in preparation for work with mixed numbers, metric units, and place
value in today’s Concept Development.

Concept Development (33 minutes)

Materials: (T/S) Area model (Template 1), number line (Template 2), pencil, personal white board

Problem 1: Represent mixed numbers with units of ones, tenths, and hundredths using area models.
22
T: (Write 1 .) How many ones?
100
S: 1 one.
T: How many hundredths more than 1?
S: 22 hundredths.
T: (Distribute Template 1, area model.) Use the area
22
models to shade 1 .
100
S: (Shade the area models.)
T: How many ones are shaded?
S: 1 one.

Lesson 6: Use the area model and number line to represent mixed numbers with 88
units of ones, tenths, and hundredths in fraction and decimal forms.

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T: What fraction of another one is shaded?

S: 22 hundredths.
22
T: Write 1  as a decimal number.
100
S: (Write 1.22.)
38 60 81
Continue with 1  , 1  , and 1  .
100 100 100

Problem 2: Represent mixed numbers with units of ones, tenths, and hundredths on a number line.
T: (Refer to the area models representing 1.22.) We have used tape diagrams, area models, and place
value disks to represent decimal numbers. We can also use a number line. (Distribute Template 2,
number line, and label the intervals of 0, 1, 2, and 3.) To find 1.22 on a number line, we can start
with the largest unit. What is the largest unit?
S: Ones.
T: Start at zero, and slide 1 one. What is remaining?
S: 22 hundredths.
T: What is the next
largest unit?
S: Tenths.
T: How many tenths?
S: 2 tenths.
T: From 1 one, slide 2 tenths. What remains?
S: 2 hundredths.
T: Can we show hundredths? How do we partition tenths into hundredths?
S: Each tenth would be split into 10 parts, just like on a tape diagram or an area model. It’s hard to do
that here because the tenths are so small.
T: Let’s estimate where the hundredths would be. We need to show 2 hundredths. If I imagine each
tenth partitioned into ten parts, where would 2 hundredths be? I will move very slowly. Say,
“Stop!” when I get to 1 and 22 hundredths. (Slide very slowly from 1.2.)
S: Stop! (This should be at a place just beyond 1 and 2 tenths.)
T: Draw an arrow to show this very small slide. Discuss with a partner. How did we move from zero to
1.22?
S: We began with moving 1 one. Then, we moved 2 tenths, and then we moved 2 hundredths.
 We started at zero and went up, beginning with the largest unit, the ones, the tenths, and then
the hundredths.  We slid units from left to right, largest to smallest, but we estimated the
2 hundredths.
T: Draw a point to show where 1.22 is located. Write the number in decimal form.
46
T: Let’s locate 3 on the next number line. Can we label the intervals the same?
100
S: No, because this point will come after 3.

Lesson 6: Use the area model and number line to represent mixed numbers with 89
units of ones, tenths, and hundredths in fraction and decimal forms.

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46 46
T: Start the number line at 3 ones. We will locate more than 3. Decompose into tenths and
100 100
hundredths.
46 4 6
S: = + .
100 10 100
T: Which unit is larger:
tenths or hundredths?
S: Tenths.
T: Let’s count up 4 tenths. Draw an arrow, or keep track NOTES ON
of the movement with your pencil. Now, what unit is MULTIPLE MEANS
left? OF ENGAGEMENT:
S: Hundredths. We have 6 hundredths. 6 hundredths is Students working a bove grade l evel or
one hundredth more than 5 hundredths, so 4 tenths others may present alternative ways of
46
6 hundredths would be just past the midpoint of l oca ting 3 100 on the number line, such
4 tenths and 5 tenths. a s reasoning that half of 100 i s 50 a nd
46 then counting back to 46. Effi ciency
T: Draw a point to show where 3 is located. Write the a nd va riety i n s trategies are a lways
100
number in decimal form. wel come.

S: (Draw and write 3.46.)

Repeat with 2.34 and 3.70.

Problem 3: Match the unit form of a mixed number to its decimal and fraction forms.
T: When we write decimal numbers, the decimal point separates the whole number
part on the left from the decimal fraction part on the right.
T: Write 3 ones 8 tenths as a decimal.
S: (Write 3.8.)
T: The ones and the tenths each have a special place. (Label each place
value.)
MP.6
T: Write 3 ones 8 hundredths in decimal form. Show your partner what
you have written. Are your answers the same?
S: The answer is 3.8.  I disagree. That would be 3 ones 8 tenths. We
want hundredths. It’s 3.08. There are no tenths. We need to put a
zero to show that. It’s just like when we write whole numbers. The
zero holds a place value.
T: Look again at 3 ones 8 tenths.
T: Place a zero to the right of the digit eight. Say
that number in unit form.
S: 3 ones 80 hundredths.
T: Express 80 hundredths as tenths.
S: 8 tenths.

Lesson 6: Use the area model and number line to represent mixed numbers with 90
units of ones, tenths, and hundredths in fraction and decimal forms.

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T: Yes. 0.80 and 0.8 are equivalent. We have shown this using an area model and using division, too,
when the number was in fraction form.
T: Let’s practice writing fractions and decimals. Be mindful of each digit’s place in the number.
T: Write 2 ones 8 hundredths as a mixed number and then as a decimal number.
8
S: 2 , 2.08.
100
T: Write 8 ones 2 hundredths as a mixed number and a decimal number.
2
S: 8  , 8.2. Wait! That decimal is not right. That would be 8 and 2 tenths. It is 8.02. There are
100
8 ones, 0 tenths, and 2 hundredths.
Repeat, as needed, with 9 ones 80 hundredths, 2 ones 2 tenths, and 4 ones 7 hundredths.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use the area model and number line to represent mixed numbers with units of ones,
tenths, and hundredths in fraction and decimal forms.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 How could you count backward to locate 2.47 on
the number line in Problem 1(b)?
 In Problem 2(a), how did you estimate the
location of your point?
 In Problem 3(a), the units are ones and
hundredths. If I had 1.02 liters of water and you
had 1.02 kilograms of rice, how do the
measurement units change the meaning of that
number?

Lesson 6: Use the area model and number line to represent mixed numbers with 91
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 4•6

 In Problem 3(f), express this number in ones and

tenths. Use a model to show that this new
representation is equivalent to 7 ones
70 hundredths.
70
 Simplify 7  using division to show it is equal to
100
7
7  . Explain to your partner how that relates to
10
7.70 = 7.7.
 Explain to your partner why there is one less item
in the left and right columns of Problem 4 than in
the center column.
 Compare. (Write 1.4 meters ______ 1.7 grams.)
Does it make sense to compare meters with
grams? Why not?
 Talk with your partner about the importance of
the number zero. Use the number 100 and the
number 0.01 in your discussion. (Provide Hide
Zero cards to strengthen the conversation.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 6: Use the area model and number line to represent mixed numbers with 92
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Problem Set 4•6

Name Date

1. Shade the area models to represent the number, drawing horizontal lines to make hundredths as needed.
Locate the corresponding point on the number line. Label with a point, and record the mixed number as
a decimal.
15
a. 1  = ___._____
100

47
b. 2  = ___._____
100

2 3

2. Estimate to locate the points on the number lines.

95 52
a. 2  b. 7 
100 100

2 3 7 8

Lesson 6: Use the area model and number line to represent mixed numbers with 93
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Problem Set 4•6

3. Write the equivalent fraction and decimal for each of the following numbers.

a. 1 one 2 hundredths b. 1 one 17 hundredths

c. 2 ones 8 hundredths d. 2 ones 27 hundredths

e. 4 ones 58 hundredths f. 7 ones 70 hundredths

4. Draw lines from dot to dot to match the decimal form to both the unit form and fraction form. All unit
forms and fractions have at least one match, and some have more than one match.

7.30
3
7 ones 13 hundredths 7 
100

7.3
7 ones 3 hundredths 73

7.03
13
7 ones 3 tenths 7 
100

7.13
30
7 tens 3 ones 7 
100

73

Lesson 6: Use the area model and number line to represent mixed numbers with 94
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Exit Ticket 4•6

Name Date

1. Estimate to locate the points on the number lines. Mark the point, and label it as a decimal.
20 75
a. 7  b. 1 
100 100

7 8 1 2

2. Write the equivalent fraction and decimal for each number.

a. 8 ones 24 hundredths b. 2 ones 6 hundredths

Lesson 6: Use the area model and number line to represent mixed numbers with 95
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Homework 4•6

Name Date

1. Shade the area models to represent the number, drawing horizontal lines to make hundredths as needed.
Locate the corresponding point on the number line. Label with a point, and record the mixed number as
a decimal.
35
a. 2  = ___._____
100

17
b. 3  = ___._____
100

3 4

2. Estimate to locate the points on the number lines.

90 25
a. 5  b. 3 
100 100

5 6 3 4

Lesson 6: Use the area model and number line to represent mixed numbers with 96
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Homework 4•6

3. Write the equivalent fraction and decimal for each of the following numbers.

a. 2 ones 2 hundredths b. 2 ones 16 hundredths

c. 3 ones 7 hundredths d. 1 one 18 hundredths

e. 9 ones 62 hundredths f. 6 ones 20 hundredths

4. Draw lines from dot to dot to match the decimal form to both the unit form and fraction form. All unit
forms and fractions have at least one match, and some have more than one match.

4.80
18
4 ones 18 hundredths 4 
100

4.8
4 ones 8 hundredths 48

4.18
8
4 ones 8 tenths 4 
100

4.08
80
4 tens 8 ones 4 
100

48

Lesson 6: Use the area model and number line to represent mixed numbers with 97
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Fluency Template 4•6

hundredths area model

Lesson 6: Use the area model and number line to represent mixed numbers with 98
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Template 1 4•6

area model

Lesson 6: Use the area model and number line to represent mixed numbers with 99
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 6 Template 2 4•6

number line

Lesson 6: Use the area model and number line to represent mixed numbers with 100
units of ones, tenths, and hundredths in fraction and decimal forms.

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 A STORY OF UNITS Lesson 7 4•6

Lesson 7
Objective: Model mixed numbers with units of hundreds, tens, ones,
tenths, and hundredths in expanded form and on the place value chart.

Suggested Lesson Structure

 Fluency Practice (11 minutes)

 Application Problem (5 minutes)
 Concept Development (34 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Count by Hundredths 4.NF.6 (5 minutes)
 Write the Decimal or Fraction 4.NF.5 (3 minutes)
 Write the Mixed Number 4.NF.5 (3 minutes)

Count by Hundredths (5 minutes)

Note: This fluency activity reviews Lessons 4–5.

T: Count by twos to 20, starting at zero.

S: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
T: Count by 2 hundredths to 20 hundredths, starting at 0 hundredths. (Write as students count.)
0 2 4 6 8 10 12 14 16 18 20
S: , , , , , , , , , , .
100 100 100 100 100 100 100 100 100 100 100

0 2 4 6 8 10 12 14 16 18 20
100 100 100 100 100 100 100 100 100 100 100

0 1 2
10 10 10

T: 1 tenth is the same as how many hundredths?

S: 10 hundredths.
10 1
T: (Beneath , write .)
100 10
2
Continue this process for .
10
T: Let’s count by 2 hundredths again. This time, when you come to a tenth, say the tenth. Try not to
look at the board.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 101
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 4•6

0 2 4 6 8 1 12 14 16 18 2
S: , , , , , , , , , , .
100 100 100 100 100 10 100 100 100 100 10

T: Count backward by 2 hundredths, starting at 2 tenths.

2 18 16 14 12 1 8 6 4 2 0
S: , , , , , , , , , , .
10 100 100 100 100 10 100 100 100 100 100

T: Count by 2 hundredths again. This time, when I raise my hand, stop.

0 2 4 6
S: , , , .
100 100 100 100

T: (Raise hand.) Say 6 hundredths using digits.

S: Zero point zero six.
T: Continue.
8 1 12 14
S: , , , .
100 10 100 100
T: (Raise hand.) Say 14 hundredths in digits.
S: Zero point one four.
T: Continue.
16 18 2
S: , , .
100 100 10

T: (Raise hand.) Say 2 tenths in digits.

S: Zero point 2.

Write the Decimal or Fraction (3 minutes)

Materials: (T) Hundredths area model (Lesson 6 Fluency Template) (S) Personal white board

Note: This fluency activity reviews Lessons 4–5.

T: (Project hundredths area model. Shade 7 units.) This 1 square is divided into 100 equal parts.
Write the fraction of the area that is shaded.
7
S: (Write .)
100
7
T: (Write = __.__.) Complete the number
100
sentence.
7
S: (Write = 0.07.)
100
T: (Project 2 hundredths area models as pictured to
the right. Shade one in completely. Shade 7
units in the other area.) Write a fraction to
express the area shaded.
7
S: (Write 1  .)
100

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 102
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 4•6

7
T: (Write 1  = __.__.) Complete the number sentence.
100
7
S: (Write 1  = 1.07.)
100
7 5 5 3 3
Continue with the following possible sequence: 2  , ,1 , , and 2  .
100 100 100 100 100
16
T: (Write 3 =3 + + = 3.16.) Complete the number sentence.
100 10 100
16 1 6
S: (Write 3  =3+ + = 3.16.)
100 10 100
15 47
Continue with the following possible sequence: 2  and 1  .
100 100

Write the Mixed Number (3 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 6.

T: (Write 1 one 7 hundredths.) Write 1 one 7 hundredths as a mixed number.

7
S: (Write 1  .)
100

Continue with the following possible sequence: 1 one 17 hundredths, 3 ones 37 hundredths, 7 ones
64 hundredths, and 9 ones 90 hundredths.

Application Problem (5 minutes)

Materials: (S) Pattern blocks

Use pattern blocks to create at least 1 figure with at least 1 line of symmetry.

Note: This Application Problem reviews the concept of symmetry (Module 4) to prepare students to explore
symmetry in the place value chart in today’s Concept Development.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 103
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 4•6

Concept Development (34 minutes)

NOTES ON
Materials: (T/S) Place value chart (Template), personal white MULTIPLE MEANS
board OF REPRESENTATION:
As l earners begin to write numbers
Problem 1: Use place value disks to model mixed numbers with wi th decimal points, some students
units of hundreds, tens, ones, tenths, and hundredths on the ma y need to be explicitly tol d to write a
place value chart. zero i n the ones place as a placeholder,
for exa mple, i n the number 0.7.
T: (Write 378.73.) Draw place value disks to show 378.73.
S: (Work.)

T: Write 378.73 in unit form.

S: (Write 3 hundreds 7 tens 8 ones 7 tenths 3 hundredths.)

T: (Project a place value chart showing hundreds to hundredths, including a decimal point as modeled
below.) How is this place value chart different from the charts we have used this year?
S: It has a decimal point and places for tenths and hundredths.
T: Let’s show 378.73 on the place value chart. (Distribute the place value chart template, and write
378.73 in the chart.) The digit 3 is written in which places? Tell me the largest place value first.
S: The hundreds and the hundredths.

T: The digit 7 is written in which places? Tell me the largest place value first.
S: The tens and the tenths.
T: How about the 8?
S: The ones.
Repeat this process with 301.56 and 200.09.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 104
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 4•6

Problem 2: Say the value of each digit.

T: (Show the place value chart with the number 378.73.) As with any place value chart, the value of
each digit is determined by the place value unit.
T: Say the value of the digit in the hundreds place.
S: 3 hundreds.
T: Say the value of the digit in the hundredths place.
S: 3 hundredths.
T: These values sound so much alike. Discuss with your partner how to tell them apart.
S: One is hundreds, and one is hundredths. You have to be careful to say th.  One is a whole
number, a hundred, and one is a fraction, a hundredth.  It’s easier to see how different the values
are when you write them as numbers 100 and 0.01.  There are 100 hundredths in one and
100 ones in a hundred. 100 × 100 is 10,000. There are 10,000 hundredths in a hundred.
T: The digit 3 has a greater value in which place?
MP.8 S: The hundreds!
T: Say the value of the digit in the tens place. NOTES ON
MULTIPLE MEANS
S: 7 tens.
OF ENGAGEMENT:
T: Say the value of the digit in the tenths place.
Students working a bove grade l evel
S: 7 tenths. a nd others may enjoy a n i ndependent
T: These values also sound so much alike. Discuss the expl oration of symmetry i n the place
difference with your partner. va l ue chart a round 1. As k students to
s earch for patterns in our newly
S: One is tens, and one is tenths.  One is 10, and one is
expa nded place value chart. Students
a tenth.  It’s easier to see when you write them as
ma y fi nd word patterns, such as tenths
numbers: 10 and 0.1. a nd tens, or pa tterns of ten—
T: The digit 7 would have a greater value in which place? mul tiplyi ng to increase va lues greater
tha n 1 a nd dividing to decrease va lues
S: The tens!
grea ter than 1. Students ca n extend
T: Say the value of the 8. thei r expression of numbers i n
S: 8 ones. expa nded form to include their
obs erva tions of division. This work
rea ches beyond the s cope of Grade 4
s ta ndards.

Repeat this process with 920.37.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 105
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 4•6

Problem 3: Express a decimal number in decimal and fraction expanded form.

T: Work with a partner to write 378.73 in expanded form, representing the value of each digit as a
multiplication expression.
T: So, some of you expanded it in decimal form (point) and some in fraction form (point). How would
you describe to someone what you just did?
S: We took the number apart, one place value at a time.  We decomposed the number by its units.
 There are 5 place values and 5 addends. Each addend is an expression that shows the product of
the number of units and the size of the unit.  When it came to the tenths and hundredths, you
didn’t tell us if you wanted decimal form or fraction form, so we could write it either way.
T: In order from largest to smallest, tell me the place value units for this number.
S: Hundreds, tens, ones, tenths, and hundredths.
T: Which digits represent the number of units, in order from left to right?
S: 3, 7, 8, 7, and 3.
73
T: What do we know about 378 and 378.73?
100
S: One is in fraction form, and the other is in decimal
form.  They are made of the same 5 units.
 They are the same amount. They are just
expressed in different forms.
Repeat this process for 340.83 and 456.08. (Point out that
when there is a digit of 0 within a number, the digit need not
be expressed in expanded form since it adds no value to the
number sentence; however, when expressing the number in
standard form, the zero is included as a placeholder.)

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach used
for Application Problems.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 106
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 4•6

Student Debrief (10 minutes)

Lesson Objective: Model mixed numbers with units of

hundreds, tens, ones, tenths, and hundredths in expanded
form and on the place value chart.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to
lead the discussion.
 How do the place value disks in Problem 1 help to
show the value of each digit? How did the unit
language help you to write the total value of the
place value disks?
 In Problem 2 of the Problem Set, how did the
place value chart help to determine the value of
each digit?
 Look at the place value charts in Problem 2. Ten
is found in the word tenths, and hundred is found
in the word hundredths. We say that these place
values are symmetric. What are they symmetric
around? (Note: They are not symmetric about
the decimal point.) I will shade the ones place to
show the symmetry more dramatically.
 In Problem 3, we can write the expanded
notation of a number in different ways. What is
similar about each of the ways? What is
different?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be aloud to the students.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 107
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 Problem Set 4•6

Name Date

1. Write a decimal number sentence to identify the total value of the place value disks.

a.

2 tens 5 tenths 3 hundredths

________ + _________ + _________ = __________

b.

5 hundreds 4 hundredths
________ + _________ = __________

2. Use the place value chart to answer the following questions. Express the value of the digit in unit form.

hundreds tens ones . tenths hundredths

4 1 6 8 3
a. The digit _______ is in the hundreds place. It has a value of ____________________________.

b. The digit _______ is in the tens place. It has a value of ________________________________.

c. The digit _______ is in the tenths place. It has a value of ______________________________.

d. The digit _______ is in the hundredths place. It has a value of __________________________.

hundreds tens ones . tenths hundredths

5 3 2 1 6
e. The digit _______ is in the hundreds place. It has a value of ____________________________.

f. The digit _______ is in the tens place. It has a value of ________________________________.

g. The digit _______ is in the tenths place. It has a value of ______________________________.

h. The digit _______ is in the hundredths place. It has a value of __________________________.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 108
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 Problem Set 4•6

3. Write each decimal as an equivalent fraction. Then, write each number in expanded form, using both
decimal and fraction notation. The first one has been done for you.
Expanded Form
Decimal and
Fraction Form Fraction Notation Decimal Notation

1 1
(1 × 10) + (5 × 1) + (4 × ) + (3 × ) (1 × 10) + (5 × 1) + (4 × 0.1) + (3 × 0.01)
43 10 100
15.43 = 15
100 4 3
10 + 5 + + 10 + 5 + 0.4 + 0.03
10 100

21.4 = _______

38.09 = ______

50.2 = _______

301.07 = _____

620.80 = _____

800.08 = _____

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 109
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 Exit Ticket 4•6

Name Date

1. Use the place value chart to answer the following questions. Express the value of the digit in unit form.

hundreds tens ones . tenths hundredths

8 2 7 6 4

a. The digit _______ is in the hundreds place. It has a value of ____________________________.

b. The digit _______ is in the tens place. It has a value of ________________________________.

c. The digit _______ is in the tenths place. It has a value of ______________________________.

d. The digit _______ is in the hundredths place. It has a value of __________________________.

2. Complete the following chart.

Expanded Form
Fraction Decimal
Fraction Notation Decimal Notation

8
422
100

1 1
(3 × 100) + (9 × ) + (2 × )
10 100

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 110
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 Homework 4•6

Name Date

1. Write a decimal number sentence to identify the total value of the place value disks.
a.

3 tens 4 tenths 2 hundredths

________ + _________ + _________ = __________

b.

4 hundreds 3 hundredths
________ + _________ = __________

2. Use the place value chart to answer the following questions. Express the value of the digit in unit form.

hundreds tens ones . tenths hundredths

8 2 7 6 4
a. The digit _______ is in the hundreds place. It has a value of ____________________________.

b. The digit _______ is in the tens place. It has a value of ________________________________.

c. The digit _______ is in the tenths place. It has a value of ______________________________.

d. The digit _______ is in the hundredths place. It has a value of __________________________.

hundreds tens ones . tenths hundredths

3 4 5 1 9
e. The digit _______ is in the hundreds place. It has a value of ____________________________.

f. The digit _______ is in the tens place. It has a value of ________________________________.

g. The digit _______ is in the tenths place. It has a value of ______________________________.

h. The digit _______ is in the hundredths place. It has a value of __________________________.

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 111
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 Homework 4•6

3. Write each decimal as an equivalent fraction. Then, write each number in expanded form, using both
decimal and fraction notation. The first one has been done for you.
Expanded Form
Decimal and
Fraction Form Fraction Notation Decimal Notation

1 1
(1 × 10) + (4 × 1) + (2 × ) + (3 × ) (1 × 10) + (4 × 1) + (2 × 0.1) + (3 × 0.01)
23 10 100
14.23 = 14
100 2 3
10 + 4 + + 10 + 4 + 0.2 + 0.03
10 100

25.3 = _______

39.07 = ______

40.6 = _______

208.90 = _____

510.07 = _____

900.09 = _____

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 112
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 7 Template 4•6

hundredths
tenths
.
ones
tens
hundreds

place value chart

Lesson 7: Model mixed numbers with units of hundreds, tens, ones, tenths, and 113
hundredths in expanded form and on the place value chart.

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 A STORY OF UNITS Lesson 8 4•6

Lesson 8
Objective: Use understanding of fraction equivalence to investigate
decimal numbers on the place value chart expressed in different units.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (7 minutes)
 Concept Development (31 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Write Fractions and Decimals 4.NF.5 (9 minutes)

 Expanded Form 4.NF.5 (3 minutes)

Sprint: Write Fractions and Decimals (9 minutes)

Materials: (S) Write Fractions and Decimals Sprint

Note: This Sprint reviews Lessons 4–7.

Expanded Form (3 minutes)

Materials: (T/S) Personal white board

Note: This fluency activity reviews Lesson 7.

17
T: (Write 4 .) Write 4 and 17 hundredths in expanded fraction form without multiplication.
100
17 1 7
S: (Write 4 =4+ + .)
100 10 100
T: Write 4 and 17 hundredths in expanded decimal form.
S: (Write 4.17 = 4 + 0.1 + 0.07.)
64
Repeat the process for 25 .
100
T: (Write 5.93.) Write 5 and 93 hundredths in expanded decimal form.
S: (Write 5.93 = 5 + 0.9 + 0.03.)

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T: Write 5 and 93 hundredths in expanded fraction form.

93 9 3
S: (Write 5 =5 + + .)
100 10 100

Application Problem (7 minutes)

Jashawn had 5 hundred dollar bills and 6 ten dollar bills in his wallet. Alva had 58 ten dollar bills under her
mattress. James had 556 one dollar bills in his piggy bank. They decide to combine their money to buy a
computer. Express the total amount of money they have using the following bills:
a. Hundreds, tens, and ones b. Tens and ones c. Ones

Note: This Application Problem reviews expanded form and patterns of ten in the place value chart, as taught
in Module 1. Reviewing patterns of ten and decomposition of familiar, larger place value units prepares
students for today’s exploration of decomposition and composition of smaller place value units.

Concept Development (31 minutes)

Materials: (T/S) Area model and place value chart (Template), personal white board

Problem 1: Represent numbers in unit form in terms of different units using the area model.
T: (Place the area model and place value chart template into personal white boards.) Show 2 ones
4 tenths shaded on the area model.
T: (Point to the first rectangle.)
How many tenths are in 1?
S: 10 tenths.
T: Record 10 tenths below the first
two rectangles. (Point to the
third rectangle.) How many
tenths are represented?
S: 4 tenths.
T: Record 4 tenths below this rectangle. (Write the addition symbol between the units.) What is
10 tenths plus 10 tenths plus 4 tenths?
S: 24 tenths.

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T: (Write 2.4.) So, 2 and 4 tenths is

equal to 24 tenths, true?
S: True.
T: Shade 2 ones 40 hundredths on
the next set of area models.
T: Record an addition sentence in
unit form that tells how many
hundredths are shaded.
S: (Write 100 hundredths + 100 hundredths + 40 hundredths = 240 hundredths.)
T: What decimal number is 240 hundredths equal to?
S: 2.40.  2.4.
T: How can it be equivalent to both?
S: 4 tenths is equal to 40 hundredths, so 0.4 equals 0.40.

Problem 2: Represent numbers in unit form in terms of different units using place value disks.
T: Represent 2 as tenths. How many tenths are in 2 ones?
10 10 10 20
S: 1= ,2= + = .
10 10 10 10
T: Say the equivalence.
S: 2 ones equals 20 tenths.
T: Show 2 ones 4 tenths on your place value chart using place
value disks. Express the number in unit form as it is shown on
the chart.
S: 2 ones 4 tenths.
T: Decompose the 2 ones, and express them as tenths.
20
S: 2 ones = . There are 20 tenths + 4 tenths = 24 tenths.
10
T: How can I express 24 tenths as hundredths?
MP.6
S: You can decompose the tenths to hundredths and count the
total number of hundredths. That’s too many place value disks
to draw!
T: You are right! Let’s solve without drawing place value disks. 1 tenth
equals how many hundredths?
S: 1 tenth equals 10 hundredths.
T: 2 tenths is equivalent to how many hundredths?
S: 2 tenths equals 20 hundredths.
T: So, 24 tenths equals…? Discuss it with your partner.
S: 240 hundredths. There are 10 times as many hundredths as there are tenths. We showed that
using area models.  We can multiply the numerator and denominator by the same number, just
like with fractions.

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240
T: (Write .) Write the equivalent decimal.
MP.6 100
S: 2.40 or 2.4. NOTES ON
MULTIPLE MEANS
Repeat with 4.3. OF ACTION AND
EXPRESSION:
Problem 3: Decompose mixed numbers to express as smaller
To s ca ffold the conversion of 24 tenths
units.
to 240 hundredths for s tudents
T: (Write 3.6.) Say this decimal. worki ng below grade level, offer a few
S: 3 and 6 tenths. more s teps. After verifyi ng that
2 tenths equals 20 hundredths, ask,
T: How many tenths are in 3 ones? “5 tenths is equivalent to how many
S: 30 tenths. hundredths? (50.) 10 tenths is
T: How many tenths are in 3.6? equivalent to how many hundredths?
(100.) 20 tenths is equivalent to how
S: 36 tenths. ma ny hundredths? (200.) So,
T: In fraction form and unit form, write how many tenths 24 tenths equals…?”
are equal to 3.6.
36
S: 3.6 = 36 tenths = .
10
T: How many hundredths are in 3 ones?
S: 300 hundredths.
T: How many hundredths are in 6 tenths?
S: 60 hundredths.
T: How many hundredths are in 3.6?
S: 360 hundredths.
T: In fraction form and unit form, write how many
hundredths are equal to 3.6.
360
S: 3.6 = 360 hundredths = .
100

Repeat this process with 5.2 and 12.5.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

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Student Debrief (10 minutes)

Lesson Objective: Use understanding of fraction

equivalence to investigate decimal numbers on the place
value chart expressed in different units.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Explain why the area model in Problem 1 is a
good tool for representing the decimal fraction.
How does it help to determine the equivalent
decimal number?
 How did drawing the place value disks in Problem 2 help you to understand decomposing from one
unit to another?
 How did solving Problem 3 help you to solve Problem 4?
 What strategies did you use when completing the chart in Problem 5? Did you complete one column
at a time or one row at a time? Which columns were especially helpful in completing other
columns?
 How is decomposing hundreds to tens or tens to ones similar to decomposing ones to tenths or
tenths to hundredths?
 When decomposing numbers on the place value chart, each column to the right of another shows
10 times as many parts. Explain why this is so. Even though we have 10 times as many parts, we are
really dividing. Explain.
 How did the Application Problem connect to today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 8: Use understanding of fraction equivalence to investigate decimal 118

numbers on the place value chart expressed in different units.

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 A STORY OF UNITS Lesson 8 Sprint 4•6

A
Number Correct: _

Write Fractions and Decimals

3 1 6
1. = . 23. 2+ + = .
10 10 100
3
2. 100
= . 24. 2 + 0.1 + 0.06 = .
23
3. = . 25. 3 + 0.1 + 0.06 = .
100
23
4. 1 = . 26. 3 + 0.1 + 0.04 = .
100
23
5. 4 = . 27. 3 + 0.5 + 0.04 = .
100

6. 0.07 = 28. 2 + 0.3 + 0.08 = .

7. 1.07 = 29. 2 + 0.08 = .
8. 0.7 = 30. 1 + 0.3 = .
9. 1.7 = 31. 10 + 0.3 = .
10. 1.74 = 32. 1 + 0.4 + 0.06 = .
4
11. 100
= . 33. 10 + 0.4 + 0.06 = .
12. 0.6 = 34. 30 + 0.7 + 0.02 = .
7 3
13. = . 35. 2+ + 0.05 = .
100 10
3
14. 0.02 = 36. 4 + 0.5 + = .
100
9 3
15. = . 37. 4+ + 0.5 = .
100 100
10 3
16. = . 38. 0.5 + +4 = .
100 100
10 2
17. 100
+
100
= . 39. 20 + 0.8 + 0.01 = .
1 2 9 2
18. + = . 40. 4+ + = .
10 100 100 10
1 3
19. 10
+
100
= . 41. 0.04 + 2 + 0.7 =
1 4 6 2
20. + = . 42. +8+ = .
10 100 10 100
1 9 5
21. 10
+
100
= . 43. + 8 + 0.9 =
100
1 9 4
22. 3+ + = . 44. 0.9 + 10 + = .
10 100 100

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 A STORY OF UNITS Lesson 8 Sprint 4•6

B
Number Correct:
Improvement:
Write Fractions and Decimals
1 1 4
1. = . 23. 2+ + = .
10 10 100
2
2. 10
= . 24. 2 + 0.1 + 0.04 = .
3
3. = . 25. 3 + 0.1 + 0.04 = .
10
7
4. 10
= . 26. 3 + 0.1 + 0.06 = .
5
5. = . 27. 3 + 0.5 + 0.06 = .
10

6. 0.2 = 28. 2 + 0.4 + 0.09 = .

7. 0.3 = 29. 2 + 0.06 = .
8. 0.4 = 30. 1 + 0.5 = .
9. 0.8 = 31. 10 + 0.5 = .
10. 0.6 = 32. 1 + 0.2 + 0.04 = .
4
11. 10
= . 33. 10 + 0.2 + 0.04 = .
12. 0.9 = 34. 30 + 0.9 + 0.06 = .
6 5
13. 10
= . 35. 2+ + 0.07 = .
10
5
14. 0.5 = 36. 4 + 0.7 + = .
100
9 5
15. 10
= . 37. 4+ + 0.7 = .
100
10 5
16. 10
= . 38. 0.7 + +4 = .
100
11
17. 10
= . 39. 20 + 0.6 + 0.01 = .
12 7 4
18. = . 40. 6+ + = .
10 100 10
17
19. 10
= . 41. 0.06 + 2 + 0.9 =
27 8 4
20. = . 42. +6+ = .
10 10 100
47 3
21. = . 43. + 8 + 0.7 =
10 100
34 6
22. = . 44. 0.7 + 10 + = .
10 100

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numbers on the place value chart expressed in different units.

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 A STORY OF UNITS Lesson 8 Problem Set 4•6

Name Date
250
1. Use the area model to represent . Complete the number sentence.
100
250
a. = ______ tenths = ______ ones ______ tenths = __.____
100

b. In the space below, explain how you determined your answer to part (a).

2. Draw place value disks to represent the following decompositions:

2 ones = ________ tenths 2 tenths = ________ hundredths

ones . tenths hundredths ones . tenths hundredths

1 one 3 tenths = ____ tenths 2 tenths 3 hundredths = ____ hundredths

ones . tenths hundredths ones . tenths hundredths

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 A STORY OF UNITS Lesson 8 Problem Set 4•6

3. Decompose the units to represent each number as tenths.

a. 1 = ____ tenths b. 2 = ____ tenths

c. 1.7 = _____ tenths d. 2.9 = _____ tenths

e. 10.7 = _____ tenths f. 20.9 = _____ tenths

4. Decompose the units to represent each number as hundredths.

a. 1 = _____ hundredths b. 2 = _____ hundredths

c. 1.7 = _____ hundredths d. 2.9 = _____ hundredths

e. 10.7 = _____ hundredths f. 20.9 = _____ hundredths

5. Complete the chart. The first one has been done for you.

Decimal Mixed Number Tenths Hundredths

1 21 tenths 210 hundredths

2.1 2 21 210
10
10 100

4.2

8.4

10.2

75.5

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 A STORY OF UNITS Lesson 8 Exit Ticket 4•6

Name Date

1. a. Draw place value disks to represent the following decomposition:

3 ones 2 tenths = ________ tenths

ones . tenths hundredths

b. 3 ones 2 tenths = ________ hundredths

2. Decompose the units.

a. 2.6 = ____ tenths b. 6.1 = ____ hundredths

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 A STORY OF UNITS Lesson 8 Homework 4•6

Name Date
220
1. Use the area model to represent . Complete the number sentence.
100
220
a. = ______ tenths = ______ ones ______ tenths = __.____
100

b. In the space below, explain how you determined your answer to part (a).

2. Draw place value disks to represent the following decompositions:

3 ones = ________ tenths 3 tenths = ________ hundredths

ones . tenths hundredths ones . tenths hundredths

2 ones 3 tenths = ____ tenths 3 tenths 3 hundredths = ____ hundredths

ones . tenths hundredths ones . tenths hundredths

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3. Decompose the units to represent each number as tenths.

a. 1 = _____ tenths b. 2 = _____ tenths

c. 1.3 = _____ tenths d. 2.6 = _____ tenths

e. 10.3 = _____ tenths f. 20.6 = _____ tenths

4. Decompose the units to represent each number as hundredths.

a. 1 = _____ hundredths b. 2 = _____ hundredths

c. 1.3 = _____ hundredths d. 2.6 = _____ hundredths

e. 10.3 = _____ hundredths f. 20.6 = _____ hundredths

5. Complete the chart. The first one has been done for you.

Decimal Mixed Number Tenths Hundredths

1 41 tenths 410 hundredths

4.1 4 41 410
10
10 100

5.3

9.7

10.9

68.5

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area model and place value chart

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 A STORY OF UNITS

4
GRA DE
Mathematics Curriculum
GRADE 4 • MODULE 6

Topic C
Decimal Comparison
4.NF.7, 4.MD.1, 4.MD.2

Focus Standard: 4.NF.7 Compa re two decimals to hundredths by reasoning about their size. Recognize that
compa risons are va lid only when the two decimals refer to the same whole. Record the
res ults of comparisons with the symbols >, =, or <, a nd jus tify the conclusions, e.g., by
us i ng a vi sual model.
Instructional Days: 3
Coherence -Links from: G3–M5 Fra cti ons a s Numbers on the Number Li ne
-Links to: G5–M1 Pl a ce Value and Decimal Fractions

The focus of Topic C is comparison of decimal numbers. In Lesson 9, students compare pairs of decimal
numbers representing lengths, masses, or volumes by recording them on the place value chart and reasoning
about which measurement is longer than (shorter than, heavier than, lighter than, more than, or less than)
the other. Comparing decimals in the context of measurement supports their justifications of their
conclusions and begins their work with comparison at a more concrete level.

Students move on to more abstract representations in Lesson 10, using area models and the number line to
justify their comparison of decimal numbers (4.NF.7). They record their observations with the <, >, and =
symbols. In both Lessons 9 and 10, the intensive work at the concrete and pictorial levels eradicates the
common misconception that occurs, for example, in the comparison of 7 tenths and 27 hundredths, where
students believe that 0.7 is less than 0.27 simply because it resembles the comparison of 7 ones and 27 ones.
This reinforces the idea that, in any comparison, one must consider the size
of the units.

Topic C: Decimal Comparison 141

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Finally, in Lesson 11, students use their understanding of different ways of expressing equivalent values to
arrange a set of decimal fractions in unit, fraction, and decimal form from greatest to least or least to
greatest.

A Teaching Sequence Toward Mastery of Decimal Comparison

Objective 1: Use the place value chart and metric measurement to compare decimals and answer
comparison questions.
(Lesson 9)

Objective 2: Use area models and the number line to compare decimal numbers, and record
comparisons using <, >, and =.
(Lesson 10)

Objective 3: Compare and order mixed numbers in various forms.

(Lesson 11)

Topic C: Decimal Comparison 142

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 A STORY OF UNITS Lesson 9 4•6

Lesson 9
Objective: Use the place value chart and metric measurement to compare
decimals and answer comparison questions.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (5 minutes)
 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Decompose Larger Units 4.NF.5 (3 minutes)

 Decimal Fraction Equivalence 4.NF.5 (5 minutes)
 Rename the Decimal 4.NF.5 (2 minutes)

Decompose Larger Units (3 minutes)

Materials: (S) Personal white board, place value chart (Lesson 7 Template)

Note: This fluency activity reviews Lesson 8.

T: (Write 1.) Say the number in unit form.
S: 1 one.
T: Draw 1 one on your place value chart.
S: (Draw 1 one disk.)
T: (Write 1 one = tenths.) Rename 1 one
for tenths.
S: (Cross out the one disk, and draw 10 tenth disks.)
Continue this process using the following possible sequence:
 Rename 1 one 2 tenths for tenths.
 Rename 1 tenth for hundredths.
 Rename 1 tenth 2 hundredths for hundredths.
 Rename 2 ones 3 tenths for tenths (leads into the next fluency activity).

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Decimal Fraction Equivalence (5 minutes)

Materials: (S) Personal white board, place value chart (Lesson 7 Template)

Note: This fluency activity reviews Lesson 8. For 4 ones 23 hundredths, 1 ten 7 tenths, and 3 tens 4 ones
12 hundredths, have the students express their answers in tenths and hundredths.
T: (Write 2 ones and 3 tenths.) Write the number in
digits on your place value chart.
S: (Write the digit 2 in the ones place and the digit 3 in
the tenths place.)
T: (Write 2.3 = .) Write the number as a
mixed number.
3
S: (Write 2.3 = 2 .)
10
3
T: (Write 2.3 = 2 = .) Write the number as a fraction
10 10
greater than 1.
3 23
S: (Write 2.3 = 2 = .)
10 10

Continue this process for the following possible sequence: 4 ones 23 hundredths, 1 ten 7 tenths, and 3 tens
4 ones 12 hundredths.

Rename the Decimal (2 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 8.

T: (Write 3.1.) Write the decimal as a mixed number.
1
S: (Write 3 .)
10
1
T: (Write 3.1 = 3 = .) Complete the number sentence.
10 10
1 31
S: (Write 3.1 = 3 = .)
10 10
1 31
T: (Write 3.1 = 3 = = .) Complete the number sentence.
10 10 100
1 31 310
S: (Write 3.1 = 3 = = .)
10 10 100

Continue this process for the following possible sequence: 9.8, 10.4, and 64.3.

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Application Problem (5 minutes)

Kelly’s dog weighs 14 kilograms 24 grams. Mary’s dog weighs 14 kilograms 205 grams. Hae Jung’s dog weighs
4,720 grams.

a. Order the weight of the dogs in grams from least to greatest.

b. How much more does the heaviest dog weigh than the lightest dog?

Note: This Application Problem reviews decomposition of a number with mixed units. Students need to
convert the weight of Kelly’s dog to 14,024 grams. The weight of Mary’s dog may help them avoid the
common error of 1,424 grams because of its inclusion of 205 grams.

Concept Development (35 minutes)

NOTES ON
Materials: (T) 2 meter sticks, 2 rolls of different color masking MULTIPLE MEANS
tape (e.g., yellow and blue), metric scale, OF ACTION AND
4 graduated cylinders, bags of rice, water, food EXPRESSION:
coloring, document camera (S) Personal white
If a document camera, overhead
board, measurement record (Template) projector, i nteractive white board, or
other means of magnifying the i mage
Materials Note: of the meter s tick is not available,
 Prepare 2 meter sticks by taping colored masking tape cons ider havi ng students use pre-
ma rked meter sticks a t their desks.
onto the edge of each meter stick to the following
Certa i n hardware a nd home
lengths: 0.67 m (yellow tape), 0.59 m (blue tape).
furni shings stores a nd websites offer
Do not cover the hash marks or the numbers on the meter s ticks or ta pe for free. A meter
meter sticks. ta pe template is a lso available in Grade
 Prepare and label 4 bags of rice weighing 0.10 kg (Bag 2 Modul e 2 Lesson 6.
A), 0.65 kg (Bag B), 0.7 kg (Bag C), and 0.46 kg (Bag D).

 Prepare and label four graduated cylinders with water measuring 0.3 liter (Cylinder A), 0.15 liter
(Cylinder B), 0.29 liter (Cylinder C), and 0.09 liter (Cylinder D). Use food coloring to help students
read the measurements.

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Problem 1: Compare pairs of decimal numbers representing length.

T: (Hold up the meter stick with the yellow tape that measures 0.67 m, and then place it under the
document camera.) Express the length of this yellow tape as a fraction of a meter.
67
S: meter.
100
T: On the measurement record, shade the tape diagram to represent the length of the yellow tape on
the meter stick. Write the length of the tape in decimal form.
T: (Hold up the meter stick with blue tape that measures 0.59 m, and then project the portion of the
meter stick that shows the length of the blue tape under the document camera.) Express the length
of this blue tape as a fraction of a meter.
59
S: meter.
100
T: On the measurement record, shade the tape diagram to represent the length of the blue tape on the
meter stick. Write the length of the tape in decimal form. Record both lengths in a place value
chart. (Allow students time to complete the task.)
T: Use the words longer than or shorter than to compare these two lengths of tape.
S: 0.67 meter is longer than 0.59 meter.  0.59 meter is shorter than 0.67 meter.
 67 centimeters is longer than 59 centimeters, so I know 0.67 meter is longer than 0.59 meter.

T: Share with a partner. How can the place value chart help you compare these numbers?
S: We can compare the digits in the largest place first. Both measures have 0 in the ones place, so we
move to the tenths place. The first tape has 6 tenths. That’s greater than 5 tenths.  You don’t
even need to look at the hundredths place. Once you see that 6 tenths is greater than 5 tenths, you
know that the first tape is longer.

Remove enough tape from each meter stick to create the following lengths: 0.4 m and 0.34 m. Repeat the
above process.

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Problem 2: Compare pairs of decimal numbers representing mass.

T: (Place Rice Bag A on the scale.) What is the mass of this bag of rice?
1 10
S: Zero point one kilogram.  kilogram.  kilogram (see image below).
10 100
T: Record the mass in the table on the measurement record.
Repeat this process for the remaining bags.
T: (Leave Bag D, weighing 0.46 kg, on the scale.) Which
bags are heavier than Bag D? How do you know? NOTES ON
S: Bags B and C were heavier than Bag D.  Bag B was TERMINOLOGY:
0.65 kg, and Bag C was 0.7 kg. Those numbers are both
Ma s s i s a fundamental measure of the
larger than 0.46 kg, so the bags are heavier.
a mount of matter i n a n object. While
 I looked at my chart, from left to right. In the tenths
wei ght is a measurement that depends
column, I could see that Bag A was lighter. It had only upon the force of gravity (one would
1 tenth. Bags B and C were heavier than D because wei gh l ess on the moon than one does
they both had more tenths. on Ea rth), mass does not depend upon
T: Let’s look at Bags B and C. Make a statement the force of gravity. Both words a re
comparing their mass. us ed here, but it is not important for
s tudents to recognize the distinction i n
S: 0.65 kilogram is lighter than 0.7 kilogram. ma thematics at this time.
 0.7 kilogram is heavier than 0.65 kilogram.
T: How do you know?
S: I could just see that the bag was fuller and feel that
the bag has more mass.  At first, I thought
65 hundredths was more because it looks like you
are comparing 65 and 7, and 65 is greater than 7.
But then we saw that it was 7 tenths, which is more
than 6 tenths.  I realized that 7 tenths is
70 hundredths, and that is greater than 65
hundredths.
T: With your partner, make another statement to
compare the bags. You can compare just two items,
or you can compare more than two items.
S: (Responses will vary.)
T: Based on these comparisons, what is the mass of the bags in order from heaviest to lightest?
S: 0.7 kg, 0.65 kg, 0.46 kg, 0.1 kg.
T: (Select a student volunteer.) Arrange the bags from heaviest to lightest. Looking at the bags, does it
appear that we have properly ordered the bags from heaviest to lightest? Do they match the order
we determined?
S: Yes.

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Problem 3: Compare pairs of decimal numbers representing volume.

T: (Place all four graduated cylinders in front of the class.) Express the volume of the liquid in tenths or
hundredths liter. (Use the document camera to project the side of Cylinder A so students can see
the liter measurements. If this is not possible, select a student to read the volume aloud.)
3 30
S: liter.  liter.
10 100
T: Record this volume in the table on the measurement record.
Repeat the process for the remaining water samples.
T: If we want to order these samples from least volume to greatest volume, what would the order be?
Talk with your partner, and record your thinking on the measurement record. (Circulate to
encourage use of the place value chart as students compare the measurements.)
S: (Complete the task.)
S: 0.09 liter, 0.15 liter, 0.29 liter, 0.3 liter.
T: How did you determine the order?
S: The place value chart made it easy to
compare the decimals.  We compared the
digits in the largest place first. That was the
tenths.  In 0.3, there are 3 tenths. That is
more than the others. 0.29 comes next,
followed by 0.15 and 0.09.
T: (Select a student volunteer to order cylinders from least volume to greatest volume.) Let’s look at
the cylinders. Do they appear to match the order we determined?
S: Yes!

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use the place value chart and metric

measurement to compare decimals and answer
comparison questions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.

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Invite students to review their solutions for the Problem

Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 How do the tape diagrams in Problem 1 support
your statements? Make a statement comparing a
length from part (a) to a length from part (b).
 Share one of your statements for Problem 2(c).
Explain your reasoning.
 How did the place value chart help to compare
and order the different measurements in
Problem 3?
 How is comparing decimal measurements of
length, mass, and volume similar? How is it
different?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

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Name Date

1. Express the lengths of the shaded parts in decimal form. Write a sentence that compares the two
lengths. Use the expression shorter than or longer than in your sentence.

a.

b.

c. List all four lengths from least to greatest.

2. a. Examine the mass of each item as shown below on the 1-kilogram scales. Put an X over the items
that are heavier than the avocado.

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b. Express the mass of each item on the place value chart.

Mass of Fruit (kilograms)

Fruit ones . tenths hundredths

avocado
apple
bananas
grapes

c. Complete the statements below using the words heavier than or lighter than in your statements.

The avocado is the apple.

The bunch of bananas is the bunch of grapes.

3. Record the volume of water in each graduated cylinder on the place value chart below.

A B C D E F
1L 1L 1L 1L 1L 1L

0.6 liter 0.3 liter 0.9 liter 0.97 liter 0.19 liter 0.48 liter
Volume of Water (liters) Compare the values using >, <, or =.
Cylinder ones . tenths hundredths
A a. 0.9 L 0.6 L

B b. 0.48 L 0.6 L
C
c. 0.3 L 0.19 L
D
E d. Write the volume of water in each
F graduated cylinder in order from least
to greatest.

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 A STORY OF UNITS Lesson 9 Exit Ticket 4•6

Name Date

1. a. Doug measures the lengths of three strings and shades tape diagrams to represent the length of each
string as show below. Express, in decimal form, the length of each string.

String 1

String 2

String 3

b. List the lengths of the strings in order from greatest to least.

2. Compare the values below using >, <, or =.

a. 0.8 kg 0.6 kg

b. 0.36 kg 0.5 kg

c. 0.4 kg 0.47 kg

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Name Date

1. Express the lengths of the shaded parts in decimal form. Write a sentence that compares the two
lengths. Use the expression shorter than or longer than in your sentence.

a.

b.

c. List all four lengths from least to greatest.

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2. a. Examine the mass of each item as shown below on the 1-kilogram scales. Put an X over the items
that are heavier than the volleyball

0.15 kg 0.62 kg 0.43 kg 0.25 kg

b. Express the mass of each item on the place value chart.

Mass of Sport Balls (kilograms)

Sport Balls ones . tenths hundredths
baseball
volleyball
basketball
soccer ball

c. Complete the statements below using the words heavier than or lighter than in your statements.

The soccer ball is the baseball.

The volleyball is __________________________ the basketball.

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3. Record the volume of water in each graduated cylinder on the place value chart below.

A B C D E F
1L 1L 1L 1L 1L 1L

0.7 liter 0.62 liter 0.28 liter 0.4 liter 0.85 liter 0.2 liter

Volume of Water (liters)

Cylinder ones . tenths hundredths
Compare the values using >, <, or =.
A
B a. 0.4 L 0.2 L
C
D b. 0.62 L 0.7 L
E
F c. 0.2 L 0.28 L

d. Write the volume of water in each

graduated cylinder in order from least to
greatest.

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decimals and answer comparison questions.

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 A STORY OF UNITS Lesson 9 Template 4•6

Mass of Rice Bags (kilograms) Volume of Liquid (liters)

Rice Bag ones . tenths hundredths Cylinder ones . tenths hundredths
A A
B B
C C
D D

measurement record

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 A STORY OF UNITS Lesson 10 4•6

Lesson 10
Objective: Use area models and the number line to compare decimal
numbers, and record comparisons using <, >, and =.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (5 minutes)
 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Decompose Larger Units 4.NF.5 (3 minutes)

 Decimal Fraction Equivalence 4.NF.5 (5 minutes)
 Rename the Decimal 4.NF.5 (2 minutes)

Decompose Larger Units (3 minutes)

Materials: (S) Personal white board, place value chart (Lesson 7 Template)

Note: This fluency activity reviews Lesson 8.

T: (Write 2.) Say the number in unit form.
S: 2 ones.
T: Draw 2 ones on your place value chart.
S: (Draw 2 ones disks.)
T: (Write 2 ones = __ tenths.) Regroup 2
ones for tenths.
S: (Cross out the ones disks, and draw 20
tenths disks. Write 2 ones = 20 tenths.)
Continue with the following possible sequence:
 Regroup 2 ones 5 tenths for tenths.
 Regroup 2 tenths for hundredths.
 Regroup 2 tenths 4 hundredths for hundredths.

Lesson 10: Use area models and the number line to compare decimal numbers, 157
and record comparisons using <, >, and =.

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Decimal Fraction Equivalence (5 minutes)

Materials: (S) Personal white board, place value chart (Lesson 7 Template)

Note: This fluency activity reviews Lesson 8.

T: (Write 5 ones 7 tenths.) Write the number in
digits on your place value chart.
S: (Write the digit 5 in the ones place and the digit
7 in the tenths place.)
T: (Write 5.7 = __ .) Write the number as a mixed
number.
7
S: (Write 5.7 = 5 .)
10
7
T: (Write 5.7 = 5 = .) Write the number as a fraction greater than 1.
10 10
7 57
S: (Write 5.7 = 5 = .)
10 10
T: Read this number as written on the chart.
S: 5 and 7 tenths.
T: Express the answer as ones and hundredths.
S: 5 and 70 hundredths.

Continue with the following possible sequence: 3 ones 8 tenths, 1 ten 9 tenths, and 2 tens 3 ones 3 tenths.

Rename the Decimal (2 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 8.

T: (Write 5.2.) Write the decimal as a mixed number.
2
S: (Write 5  .)
10
2
T: (Write 5.2 = 5 = .) Complete the number sentence.
10 10
2 52
S: (Write 5.2 = 5 = .)
10 10
2 52
T: (Write 5.2 = 5  = = .) Complete the number sentence.
10 10 100
2 52 520
S: (Write 5.2 = 5  = = .)
10 10 100

Continue with the following possible sequence: 9.6, 10.6, and 78.9.

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and record comparisons using <, >, and =.

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Application Problem (5 minutes)

In science class, Emily’s 1-liter beaker contains 0.3 liter of water. Ali’s beaker contains 0.8 liter of water, and
Katie’s beaker contains 0.63 liter of water. Who can pour all of her water into Emily’s beaker without going
over 1 liter, Ali or Katie?

Note: This Application Problem reviews comparison of metric measurements from Lesson 9. Students
contextualize and compare volumes of water with measurements of tenths and hundredths. Students may
try to use addition and subtraction, but encourage them to use what they know about completing the whole
and benchmark numbers.

Concept Development (35 minutes)

Materials: (T/S) Personal white board, comparing with area models (Template), number line
(Lesson 6 Template 2)

Problem 1: Compare pairs of decimal numbers using an area model. Record the comparison using <, >, and =.
T: (Write 0.15 on the board. Distribute the comparing with area models template.) Shade the first
area model to represent this decimal.
T: (Write 0.51 on the board.) In the second area model, represent this decimal number.
T: What statements using the phrases greater than and less than can we make to compare these
decimals?
S: 0.51 is greater than 0.15.  0.15 is less than 0.51.
T: How does the area model help you compare 0.15 and 0.51?
S: The shaded part of 0.51 covers a lot more area than the shaded
MP.6
part for 0.15.  I only shaded 1 full column and 1 half of a
column to represent 0.15, but I shaded 5 full columns plus
another small part of the next column for 0.51, so 0.51 is greater
than 0.15.  I have 15 hundredths shaded on the first area
model, but I have
51 hundredths shaded on the second area model.
T: (Write <, >, and = on the board.) Use the appropriate comparison
symbol to write both statements on comparing with area models.
S: (Write 0.51 > 0.15. 0.15 < 0.51.)

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and record comparisons using <, >, and =.

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Repeat the process using the following sequence:

 0.37 and 0.3
 0.27 and 0.7
 0.7 and 0.70
 0.06 and 0.6

Problem 2: Compare decimal numbers on a number line. Record the comparison using <, >, and =.
T: (Distribute the number line template.) Look at the first number line. Label the endpoints as 4 and
3 tenths and 4 and 6 tenths.
T: Label the other tenths that can be labeled on this number line.
S: (Label 4.4 and 4.5.)
T: (Write 4.50 and 4.38 on the board.) Plot and label these two points on the number line.
T: How did you locate the points?
S: I went to 4.5. Since there are no hundredths, you just stop there.  4.5 is the same as 4.50.
 To locate 4.38, I started at 4.3. Then, I went 8 hundredths more to get to 4.38.  I knew
4.38 was 2 hundredths less than 4.4, so I went to 4.4 and counted back 2 hundredths.
T: What statements can we make to compare these decimals?
S: 4.5 is greater than 4.38.  4.38 is less than 4.5.
T: (Write <, >, and = on the board.) Use the appropriate comparison symbol to write both statements.
S: (Write 4.5 > 4.38. 4.38 < 4.5.)
T: 4.38 has three digits. 4.5 only has two digits. At a quick glance, it appears that 4.38 would have a
greater value. Talk with your partner. Why does 4.5 have a greater value even though it has fewer
digits?
S: 4.5 has more tenths than 4.38. Tenths are larger than hundredths.  Make the tenths into
hundredths. 4 and 5 tenths renamed is 4 and 50 hundredths. Now, it’s obvious that it is greater.
 Four point five is four point five zero. Now, it has three digits, too.  4.5 is halfway between 4
and 5, and 4.38 is part of the way between 4 and 4.5, so 4.38 is less than 4.5.

Repeat the process with the number line using the sequence below. Have students label the blank number
line to best match each number pair. Ask students to consider what the endpoints should be in order to
represent both numbers on the same number line.
 6.37 6.3
 2.68 2.8
 10.1 10.10
 10.2 10.02

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and record comparisons using <, >, and =.

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Problem 3: Compare decimal numbers using <, >, and =.

Project the sequence below, and ask students to compare using <, >, and =. With each pair of numbers, ask
students to share their reasoning with a partner. They may use the area model, a number line, a place value
chart, or other reasonable strategies.
 6.24 5.24
 13.24 13.42
 0.48 2.1
 2.17 2.7
 3.3 3.30
 7.9 7.09
2
 8.02 8
10

 5.3 5 ones and 3 hundredths

 5.2 52 tenths
 4 ones and 6 tenths 4 ones and 60 hundredths
25
 0.25
10
237
 2.73
100

 4 tenths 45 hundredths
 2.31 23 tenths and 5 hundredths
The sequence above engages students with practice that addresses common misconceptions and becomes
increasingly more complex. For instance, the sequence opens with two examples that have the same number
of digits and simply requires students to attend to the value of each place. In the next four examples, the
pairs being compared have differing numbers of digits. Students come to understand that the value of the
number is not dependent on the number of digits. The sequence of the examples then goes on to numbers
written in different forms. Students may choose to model the numbers, convert into common units, or
rewrite in the same form.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students should solve these problems using the
RDW approach used for Application Problems.

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and record comparisons using <, >, and =.

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Student Debrief (10 minutes)

Lesson Objective: Use area models and the number line
to compare decimal numbers, and record comparisons
using <, >, and =.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Compare your area model for Problem 1(d) with
your partner’s area model. Explain why it was
possible to shade both models without
decomposing one to hundredths.
 Find an example on your Problem Set where a
decimal number with only three digits has a
greater value than a decimal number with four
digits. Explain why this is so.
 During our lesson, we saw that 0.27 is less than
0.7. Explain why this is so. How can looking at
the numbers quickly instead of considering the
size of the unit lead to mistakes when comparing?
How can we rename 0.7 to compare it easily to
0.27? Which model helped you compare
numbers most easily? Was it easier to represent
particular problems with certain types of models?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 10: Use area models and the number line to compare decimal numbers, 162
and record comparisons using <, >, and =.

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 A STORY OF UNITS Lesson 10 Problem Set 4•6

Name Date

1. Shade the area models below, decomposing tenths as needed, to represent the pairs of decimal numbers.
Fill in the blank with <, >, or = to compare the decimal numbers.

a. 0.23 ________ 0.4 b. 0.6 ________ 0.38

c. 0.09 ________ 0.9 d. 0.70 ________ 0.7

2. Locate and label the points for each of the decimal numbers on the number line.
Fill in the blank with <, >, or = to compare the decimal numbers.

a. 10.03 10.3

10.0 10.1 10.2 10.3

b. 12.68 12.8

12.6 12.7 12.8 12.9

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3. Use the symbols <, >, or = to compare.

a. 3.42 3.75 b. 4.21 4.12

c. 2.15 3.15 d. 4.04 6.02

e. 12.7 12.70 f. 1.9 1.21

4. Use the symbols <, >, or = to compare. Use pictures as needed to solve.

a. 23 tenths 2.3 b. 1.04 1 one and 4 tenths

7 45
c. 6.07 6 d. 0.45
10 10

127
e. 1.72 f. 6 tenths 66 hundredths
100

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and record comparisons using <, >, and =.

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 A STORY OF UNITS Lesson 10 Exit Ticket 4•6

Name Date

1. Ryan says that 0.6 is less than 0.60 because it has fewer digits. Jessie says that 0.6 is greater than 0.60.
Who is right? Why? Use the area models below to help explain your answer.

0.6 0.60

2. Use the symbols <, >, or = to compare.

a. 3.9 3.09

b. 2.4 2 ones and 4 hundredths

c. 7.84 78 tenths and 4 hundredths

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 A STORY OF UNITS Lesson 10 Homework 4•6

Name Date

1. Shade the parts of the area models below, decomposing tenths as needed, to represent the pairs of
decimal numbers. Fill in the blank with <, >, or = to compare the decimal numbers.

a. 0.19 0.3 b. 0.6 0.06

c. 1.8 1.53 d. 0.38 0.7

2. Locate and label the points for each of the decimal numbers on the number line.
Fill in the blank with <, >, or = to compare the decimal numbers.
a. 7.2 7.02

7.0 7.1 7.2 7.3

b. 18.19 18.3

18.1 18.2 18.3 18.4

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and record comparisons using <, >, and =.

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3. Use the symbols <, >, or = to compare.

a. 2.68 2.54 b. 6.37 6.73

c. 9.28 7.28 d. 3.02 3.2

e. 13.1 13.10 f. 5.8 5.92

4. Use the symbols <, >, or = to compare. Use pictures as needed to solve.

a. 57 tenths 5.7 b. 6.2 6 ones and 2 hundredths

39
c. 33 tenths 33 hundredths d. 8.39 8
10

236
e. 2.36 f. 3 tenths 22 hundredths
100

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and record comparisons using <, >, and =.

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 A STORY OF UNITS Lesson 10 Template 4•6

_______________________

_______________________ _______________________

_______________________ _______________________

comparing with area models

Lesson 10: Use area models and the number line to compare decimal numbers, 168
and record comparisons using <, >, and =.

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