Unit Plan 24 (Grade 4 Math): Decimals to Hundredths—Notation & Models

Focus: Express fractions with denominators 10 and 100 as decimals; read/write decimals to hundredths using base-ten grids and the number line; connect tenths ↔ hundredths and maintain a consistent whole.

Grade Level: 4

Subject Area: Mathematics (Number & Operations—Fractions)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students build decimal understanding by linking tenths and hundredths to fraction notation and decimal notation (e.g., 3/10 = 0.3, 25/100 = 0.25). They use 10×10 grids, number lines, and place-value language to read, write, and represent values to hundredths, including equivalent forms (e.g., 0.3 = 0.30 = 30/100).

Essential Questions

• How do base-ten models and the number line show that 3/10 = 0.3 and 25/100 = 0.25?
• Why are 0.3, 0.30, and 30/100 the same value even though they look different?
• How do I keep the whole and units consistent when switching between fractions and decimals?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Represent tenths and hundredths using grids and number lines, then record the matching decimal and fraction.
2. Read and write decimals to hundredths in standard, word, and expanded forms with place-value precision.
3. Explain and use equivalence (e.g., 3/10 = 30/100 = 0.30) without changing the value.
4. Convert fractions with denominator 10 or 100 to decimal notation and justify the conversion with a model.
5. Solve short context problems by switching flexibly between fraction and decimal representations.

Standards Alignment — CCSS Grade 4

• 4.NF.6: Use decimal notation for fractions with denominators 10 or 100; e.g., 0.62 describes 62/100.

Success Criteria — Student Language

• I can show a value on a grid or number line and write it as a fraction and a decimal.
• I can explain why 0.3 and 0.30 name the same amount (same whole).
• I can read and write decimals to hundredths and use place-value words correctly.