Georgia 4.NR.5.1
The Standard
Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.
Georgia's K-12 Mathematics Standards · Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use fraction strips, base-ten pieces, or grids to show that a fraction in tenths can be renamed in hundredths. They rewrite tenths as hundredths, add the numerators, and explain the sum with a model.
What Mastery Looks Like
- A student can show, for example, that 4/10 equals 40/100 using a grid or fraction strips. The student can rename tenths as hundredths, add the numerators, and explain why the denominator stays 100.
Common Misconceptions
- Students may think 3/10 is smaller than 30/100 because 3 is smaller than 30. They may multiply only the denominator or add denominators when adding fractions.
How to Assess It
- Exit ticket: Shade 3/10 on a hundred grid, write its equivalent fraction, then solve 3/10 + 24/100 and explain your first step.
Lesson moves
Ways to Teach It
Give students tenths strips and hundred grids to build pairs such as 6/10 and 60/100, then explain why each pair matches.
Ask students to respond: How can you prove that 7/10 and 70/100 name the same amount?
Play a card-matching game where students pair tenths with equivalent hundredths, then combine two matched fractions and record each sum.
Use play money to show that three tenths of a dollar equals 30/100 of a dollar, then add another amount in hundredths.
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Printable 4.NR.5.1 Worksheet
A ready-to-print activity worksheet aligned to 4.NR.5.1, with an answer key for the teacher on its own page. No account needed.
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