N4.7Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: Name ______
Fully meeting expectations, with enriched understanding (EU) / Fully meeting grade level expectations (FM) / Mostly meeting grade level expectations (MM) / Not yet meeting grade level expectations (NY)Describing decimal numbers / I can apply place value to the digits in a variety of decimals in real-life situations!
I can create everyday examples of where tenths and hundredths can be used! / I can explain the place value of each digit in a given decimal consistently and independently.
I can provide everyday examples of where tenths and hundredths are used consistently and independently. / I can explain the place value of each digit in a given decimal with assistance.
I can provide everyday examples of where tenths and hundredths are used with assistance. / Think.
What is a decimal point?
How do we show tenths?
How do we show hundredths?
When would we use decimals?
Representing decimal numbers / I can create products to represent and compare parts of a set, parts of a region, or parts of a unit of measure concretely, pictorially and symbolically!
I can represent record and justify different money values using decimals!
I can compare and contrast tenths and hundredths using manipulatives or pictures! / I can represent part of a set, part of a region, or partof a unit of measure concretely, pictorially and symbolically consistently and independently.
I can represent and record a money value using decimals (dimes and pennies) consistently and independently.
I can show that a tenthcan be expressed as hundredths using manipulatives or pictures (e.g., 0.9 is equivalentto 0.90 or 9 dimes is equivalent to 90 pennies) consistently and independently. / I can represent part of a set, part of a region, or partof a unit of measure concretely, pictorially and symbolically with assistance.
I can represent and record a money value using decimals (dimes and pennies) with assistance.
I can show that a tenthcan be expressed as hundredths using manipulatives or pictures (e.g., 0.9 is equivalentto 0.90 or 9 dimes is equivalent to 90 pennies) with assistance. / Think:
What is part of a set?
What is part of a region?
What is part of a unit of measure?
How can decimals be shown on a meter stick?
How can dimes and pennies show decimals?
What does equivalent mean?
Which is bigger? Tenths or hundredths?
Relating decimals to fractions / I can compare and contrast how decimals are connected to fractions with denominators of 10 or 100!
I can create and justify a product using multiple fractions or decimals!
I can demonstrate and justify real-life examples of equivalent decimals and fractions! / I can read, write and tell how decimals are connected to fractions (e.g., 0.5 is zeroand five tenths) consistently and independently.
I can write and tell how to make a fraction with a denominator of 10 or 100 as a decimal consistently and independently.
I can represent a fraction or decimal pictorially or concretely (e.g., 15 shaded squares on ahundred grid can be expressed as 0.15 or 15/100) consistently or independently.
I can write and tell the decimal
equivalent for a fraction (e.g.,
50/100 can be expressed as 0.50) consistently and independently. / I can read, write and tell how decimals are connected to fractions (e.g., 0.5 is zeroand five tenths) with assistance.
I can write and tell how to make a fraction with a denominator of 10 or 100 as a decimal with assistance.
I can represent a fraction or decimal pictorially or concretely (e.g., 15 shaded squares on ahundred grid can be expressed as 0.15 or 15/100) with assistance.
I can write and tell the decimal
equivalent for a fraction (e.g.,
50/100 can be expressed as 0.50) with assistance. / Think:
How can I change a decimal to a fraction?
How can I change a fraction to a decimal?
How can I show this change?
When are they equal to each other?
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