Erin Koerselman

Beacon Heights Elementary

Grade: 4

State Standard Strand:

Strand: NUMBER AND OPERATIONS - FRACTIONS (4.NF)
Standard 4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use
this technique to add two fractions with respective denominators 10 and 100.
Standard 4.NF.6
Use decimal notation for fractions with denominators 10 or 100.

Strand: NUMBER AND OPERATIONS IN BASE TEN (4.NBT)

Essential Questions:
• How can we use meter sticks to model the decomposition of one whole into hundredths?
• How can we represent the equivalence of tenths and hundredths using the area model and
place value disks?

Objectives:
• Use meters to model the decomposition of one whole into hundredths. Represent and
count hundredths.
• Model the equivalence of tenths and hundredths using the area model and place value
disks.

Materials:
Student Eureka Math Learn Books
Meter Sticks
White Boards
Expo Markers
Smart Board
Power Point Slides

*This lesson is adapted from Eureka.

Background: Each morning, students are assigned a morning math task on which to work. As a
class, we go over this task and then transition into our daily math lesson.

Lesson 4 in Eureka Module 6

Phase I:
• Read with students the lesson objectives on the board.
• Have students work the Application Problem on their white boards. Roam the room and
ask two students to show their work on the board.
• Use meter sticks to visually decompose one whole into hundredths with centimeters:
- 1 m = 100 cm (what fraction of a meter is 1 centimeter? 1/100 m)
 - 1/100 m = 1 cm (show this in decimal form: 0.01 m)
- Explain that 1 hundredth is written as 0.01. Ask them how they think we represent
3/100 m in decimal form.

Phase II:
• Pass out meter sticks to students – one per pair
• Draw or tape a one-meter paper strip on the board
• Develop student understanding that 1/10 m = 10/100 m (0.1 m = 0.10 m)
• Point out that 0.10 m is how you express 10/100 meter as a decimal.
• Decompose 1/10 meter into 10 smaller units to prove that 0.1 m =0.10 m is true: partition
the tenth into 10 parts.
• Think, pair, share: Is each of these new smaller units 1/100 meter and 1 cm in length?
• Repeat Think, pair, share with 2/10 m = 20/100 m = 0.2 m = 0.20 m.
• Have students pull out Lesson 4 Template in their Learn books.
• Use students’ tape diagram in tenths template to represent the amount shaded on the
meter strip of paper.
• 2/10 m + 5/100 m, Let’s shade in 5/100 meter more. What will you need to do first in
order to shade 5/100 meter?
• Walk students through the shaded area of the meter strip so they can see the total of
25/100 meter.
• Show that this can be written as a decimal: 0.25.
• Next, show a number bond decomposing 0.25 into 2/10 and 5/100
• Think, pair, share: explain to your partner why the number sentence 2/10 + 5/100 =
25/100 is true.
• Have students practice writing the following totals as a decimal and in a number bond to
represent tenths and hundredths fractions: 0.28, 0.31, 0.41, and 0.79 (or any #s).

Phase III:
• Students will have about 10 minutes to work the problem set in their Learn books.
• Roam room to check understanding.
• Early finishers should check their work with a partner.
• Go over as a class.

Extended Learning:
• #4 on the problem set: How else can we express 8/10 meter?
• How do hundredths enable us to measure and communicate more precisely than tenths?
When might this be important?

Assessments:
• Problem Set
• Exit Ticket in Learn Book