Unit Plan 33 (Grade 4 Math): Fractions & Decimals—Decision Making

Focus: Choose efficient forms (fraction vs decimal) and operations to solve mixed problems; justify equivalence, comparisons, and choices with clear representations.

Grade Level: 4

Subject Area: Mathematics (Number & Operations—Fractions & Decimals)

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

I. Introduction

Students learn to flex between fractions and decimals, selecting the form that makes a problem easier to reason about. They build and explain equivalent fractions, convert tenths ↔ hundredths, write decimals to hundredths, and compare using benchmarks, common denominators, and place-value reasoning. They apply these tools in word problems that require a decision about which form and which operation to use.

Essential Questions

• When is a fraction better than a decimal, and when is a decimal better than a fraction?
• How do equivalent fractions, benchmarks (0, 1/2, 1), and place value help me compare?
• What counts as convincing evidence when I justify my choice of form and operation?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Generate and explain equivalent fractions (visual models and number lines) and use them strategically.
2. Compare fractions with unlike denominators using benchmarks or common denominators, and compare decimals using place value to hundredths.
3. Convert tenths to hundredths and add tenths/hundredths by using fraction equivalence or decimals.
4. Choose an efficient form (fraction or decimal) and an appropriate operation to solve mixed problems, with reasonableness checks.
5. Communicate solutions with accurate symbols (> < =), units, and clear representations.

Standards Alignment — CCSS Grade 4

• 4.NF.1: Explain why fractions a/b and (n×a)/(n×b) are equivalent; use visual fraction models and number lines to justify.
• 4.NF.2: Compare fractions with different numerators/denominators using benchmarks or common denominators; record with > < = and justify.
• 4.NF.5: Express tenths as hundredths; add fractions with denominators 10 and 100.
• 4.NF.6: Use decimal notation for fractions with denominators 10 or 100; compare decimals to hundredths.
• 4.NF.7: Compare two decimals to hundredths using place value reasoning; record comparisons with > < =.

Success Criteria — Student Language

• I can show two fractions are equivalent and explain why with a model or number line.
• I can decide how to compare—use benchmarks, a common denominator, or place value—and record > < = correctly.
• I can switch between fractions and decimals and choose the form that makes my problem easier to solve and explain.