4.2.G
The Standard
relate decimals to fractions that name tenths and hundredths
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students connect decimal notation to fractions based on ten and one hundred. They use place value and models to show equivalences such as 0.4 = 4/10 = 40/100.
What Mastery Looks Like
- Students correctly match decimals such as 0.6 and 0.28 to 6/10 and 28/100. They use place value or a shaded model to explain why 3/10 also equals 30/100.
Common Misconceptions
- Students may write 0.4 as 4/100 instead of 4/10. They may think 0.4 and 0.40 have different values. Some compare 0.37 and 0.4 as whole numbers and incorrectly say 0.37 is greater.
How to Assess It
- Exit ticket: Write 0.7 as a fraction in tenths and hundredths, write 36/100 as a decimal, and explain why 0.4 equals 0.40.
Lesson moves
Ways to Teach It
Give pairs a tenths strip and hundredths grid, call out decimals, then have students shade and label matching fractions.
Ask, "How can 0.3 and 30/100 name the same amount?" Students draw a model and write two sentences.
Play a card match with decimal, fraction, and shaded model cards, students keep each complete set they can explain.
Use grocery prices under one dollar, students write each price as hundredths of a dollar and simplify to tenths when possible.
Keep exploring
Related Standards
- 4.2.E
represent decimals, including tenths and hundredths, using concrete and visual models and money
- 5.2.C
round decimals to tenths or hundredths
- 4.3.G
represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
- 4.2.H
determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
Turn this exact standard into a lesson
Grade, subject, topic, and the complete standard are prefilled. Create one free, no account needed.