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Let’s Learn Together!

4thGrade Parents,

This learning bundle provides your child with practice of the following ideas:

Equivalent Fractions with tenths and hundredths

Connections between fractions and decimals

Decimal Notation

Several short videos to help you understand decimals are available to view at the links below. As always, reach out to your teacher if additional help is needed. Game board pieces and paper manipulatives may be used again in future learning bundles. Please be sure to keep them in a safe spot. Please work on mastering multiplication and division facts whenever possible.

MY CHILD CHOSE THE

FOLLOWING 4

DOCUMENTS FOR THEIR

PORTFOLIO: (PLEASE

ATTACH THEM TO THIS

COVER SHEET)

___________________________

Parent Signature

“Must Do” Activities At–A–Glance

Activities for June 1 – June 11, 2020

Activity Description

1 Equivalent Tenths & Hundredths

2 How many tenths and hundredths?

3 Decimal Fractions Choice Board

4 Decimal Notation- Independent Practice

https://www.youtube.com/watch?v=xBLhyzzQFYw

5 Decimal Notation

6 Comparing Decimals- Introduction

https://www.youtube.com/watch?v=LLr3tFV_OIs https://youtu.be/gVUQU_1eOrE

7 Partner Practice

Decimal Notation

Comparing

Decimals

4th Grade Math – 5.1: Representing Decimal Fractions with a Model

Complete the MUST DO activity. Then choose one more activity to do. Put a

check on the activities you complete.

MUST DO: Equivalent Tenths &

Hundredths

Complete the attached equivalent tenths and hundredths task.

Number Line

Draw a number line on the back of this paper. Place the number 1,200 on the number line. Be sure to include at least 2 benchmark numbers. Then, write about how you decided where to place the number 1,200.

Complete at least 2 lessons on

DreamBox.

Journal Entry

Complete the attached journal entry about a decimal model.

My Work:

I DID IT!

I DID IT!

I DID IT!

I DID IT!

PARENT RESOURCE PAGE (Page 1 of 2)

PARENT RESOURCE PAGE (Page 2 of 2)

10 by 10 grids

5.1 MUST DO – Equivalent Tenths & Hundreds

This model shows how much of Alex’s room was

wallpapered. Kristen and Alex’s rooms are the

same size. Kristen thinks more of her room was

wallpapered than Alex. Alex thinks they are both

wallpapered the same amount. Whom do you

agree with? Explain your thinking.

5.1 MAY DO – Journal Entry

Mona and Jim look at the decimal model. Mona says that the model represents

6/100. Jim says that the model represents 6/10. Which student is correct?

Justify your answer.

4th Grade Math – 5.2: Adding Fractions with a Denominator of 10 or 100

Complete the MUST DO activity. Then choose one more activity to do. Put a

check on the activities you complete.

MUST DO: How Many Tenths and

Hundredths?

Complete the attached how many tenths and hundredths task.

Task 26B – Decimal Models

Complete Task 26B attached.

Complete at least 2 lessons on

DreamBox.

Brownie Task Complete the brownie task attached.

My Work:

I DID IT!

I DID IT!

I DID IT! I DID IT!

PARENT RESOURCE

10 by 10 grids

5.2 MUST DO – How many tenths and hundredths

5.2 MAY DO – Task 26B

Does the model show 0.3 or 0.7?

Use numbers or words to explain your thinking.

Does this model show a different amount?

Use numbers or words to explain your thinking.

5.2 MAY DO – Brownie Task

Name: __________________________________ Date: _________________

Four trays of brownies were taken to a picnic. 3

4 of a tray,

1

4 of a tray,

3

4 of a tray, and

2

4 of a tray were eaten. Were more than half or less than half of the brownies eaten

at the picnic?

Use pictures, numbers, or words to explain how you know that more or less than

half of the brownies were eaten.

4th Grade Math – 5.3: Adding Fractions with a Denominator of 10 and 100

Complete the MUST DO activity. Then choose one more activity to do. Put a

check on the activities you complete.

MUST DO: Decimal Fractions Choice

Board

Choose three problems to complete that make a line.

True and False Equations

Attached. Solve the equations. If they are false, correct the error so the equation is true.

Complete at least 2 lessons on

DreamBox.

Number Line

Draw a number line on the back of this paper. Using at least 2 benchmark numbers, where would you place 3/8? Write about how you decided where to place the fraction 3/8.

My Work:

I DID IT! I DID IT!

I DID IT! I DID IT!

5.3 MUST DO

Directions:

Work with a partner or independently. Choose a line of 3 problems from the board (vertically, horizontally, or diagonally) that you will solve.

Solve the problems. Show all work

Explain why 4

10 and

40

100 have unlike

denominators but are equivalent

fractions?

What is the sum of 4

10 ,

37

100and

12

100? I need to find the difference

between 8

100 and

6

10 . Explain the

steps I should take to do this.

Write an equivalent fraction in

hundredths for each fraction

below:

1

10 ,

4

10 ,

6

10,

8

10,

9

10

What is the difference between 85

100 and

2

10?

Lisa cut 4

10 meter of ribbon to

wrap a birthday present. She cut

another 53

100 meter of ribbon to tie

in her hair. How many meters of

ribbon did Lisa cut in all?

Add 7

10,

59

100and

9

10. If the answer is

greater than 1 write it as a mixed

number. Show your work.

Write and solve an addition word

problem where one addend has a

denominator of 100 and the other

addend has a denominator of 10.

Finish the equations to make true

statements:

a. 2 tenths + 6 hundredths =

______ hundredths

b. 9 hundredths + 7 tenths =

_____ hundredths

Ó Elementary Mathematics Office • Howard County Public School System • 2018-2019

Name:_________________________________________________________Date:___________________________4.NF.5Check all the equations that are true. For those equations that are not true, change the sum to make the equations true.

Check Equation Correct Sum

___

!"##

+ $"#

= "#"##

___

%"##

+ $"#

= %$"##

___

&"##

+ $"#

= $&"##

___

""#

+ $"##

= "$"##

___

$#"##

+ '#"##

= ("#

Choose one of the equations you corrected above and explain how you knew how to correct it.

Ó Elementary Mathematics Office • Howard County Public School System • 2018-2019

Teachernotes:Studentlearningtargetsforthisstandardmayinclude:

• Icanwriteafractionwithadenominatorof10asanequivalentfractionwithadenominatorof100.

• Icanaddtwofractionswithdenominators10and100.

• studentswillonlycheckiftheansweriscorrectthefirsttime.Oncetheycorrectthesum,theydonotneedtocheckit.

Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure

Got It: Student essentially understands the target concept.

Unsatisfactory: Little Accomplishment The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required.

Marginal: Partial Accomplishment Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required.

Proficient: Substantial Accomplishment Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance.

Excellent: Full Accomplishment Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics.

Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

4th Grade Math – 5.4: Decimal Notation

Complete the MUST DO activity. Then choose one more activity to do. Put a

check on the activities you complete.

MUST DO: Independent Practice

Complete the independent practice that is attached.

Decimal Design

Complete the decimal design activity attached.

Complete at least 2 lessons on

DreamBox.

Yes or No?

Attached. Circle Yes, if the product is between 4,000 and 6,000. Use mental math to solve.

My Work:

I DID IT! I DID IT!

I DID IT!

I DID IT!

5.4 MUST DO – Independent Practice

5.4 MAY DO – Decimal Design

5.4 MAY DO – Yes or No

Name: __________________________________ Date: _________________

Circle yes if the product is between 4,000 and 6,000. Circle no if it is not.

8 x 703 yes no

510 x 9 yes no

81 x 73 yes no

62 x 60 yes no

48 x 74 yes no

350 x 19 yes no

Choose TWO from above.

Explain how you know that the product is or is not between 4,000 and 6,000

4th Grade Math – 5.5: Decimal Notation

Complete the MUST DO activity. Then choose one more activity to do. Put a

check on the activities you complete.

MUST DO: Decimal Notation

Attached. Create a decimal number based on the example using multiple representations.

Fraction of a Dollar

A dime is 1

10 of a dollar and a penny is

1

100 of a

dollar. What fraction of a dollar is 6 dimes and 3 pennies? Write your answer in this box in both fraction and decimal form.

Fraction: _____ Decimal:______

Complete at least 2 lessons on

DreamBox.

Number Line

Draw a number line on the back of this paper. Using at least 2 benchmark numbers,

where would you place 1 2

4 on this number

line? Write about how you decided where to

place 1 2

4 on the number line.

My Work:

I DID IT! I DID IT!

I DID IT! I DID IT!

Decimal Representation

1. Use a combination of five base ten blocks to create a decimal number. Give the flat a value of ONE, the long a value of one tenth and a unit cube a value of one hundredth.

2. Record your number in pictures, decimal notation, Fraction Form, and place on a number line.

3. Choose five new blocks to create a new decimal number and continue recording your work.

You will need: Base 10 blocks, journal/paper, pencil

4.NF.6

Picture Decimal Notation

Fraction Form

Number Line

1.31 1 31/100

Example:

Decimal Representation4.NF.6

PictureDecimal Notation

Fraction Form

Number Line

4th Grade Math – 5.6: Comparing Decimals with Models

Complete the MUST DO activity. Then choose one more activity to do. Put a check on the activities you complete.

MUST DO: Introduction

Complete the introduction page attached.

Decimal Sort

Complete the attached decimal sort using the

benchmarks of 0, 1

2, or 1.

Complete at least 2 lessons on

DreamBox.

Compare 50 Task

Complete the attached Compare 50 task.

My Work:

I DID IT! I DID IT!

I DID IT! I DID IT!

PARENT RESOURCE

More resources are available here: https://youtu.be/gVUQU_1eOrE

Comparing Decimals

Use of visual models

Using Number Line

5.6 MUST DO – Introduction

5.6 MAY DO – Decimal Sort

Decimal Sort

5.6 MAY DO – Compare 50 Task

Name: __________________________________ Date: _________________

Tell how you know the quotient of each is greater or less than 50.

96 ÷ 2 452 ÷ 8

563 ÷ 11 810 ÷ 15

4th Grade Math – 5.7: Comparing Decimals

Complete the MUST DO activity. Then choose one more activity to do. Put a check on the activities you complete.

MUST DO: Partner Practice

Complete the partner practice task attached.

Battle Spin

Play the battle spin game attached.

Complete at least 2 lessons on

DreamBox.

What Fraction Task

Complete the attached – What Fraction Task.

My Work:

I DID IT!

I DID IT!

I DID IT!

I DID IT!

5.7 MUST DO

5.7 MAY DO – Battle Spin

5.7 MAY DO – What Fraction Task

Name: __________________________________ Date: _________________

What fraction might the point represent? Add a second endpoint to help show your

thinking.

Explain your thinking.

•

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