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Grade Level:

4th Grade

Duration:

45 Minutes

Class Size:

30 Students

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Common Core State Standards Addressed

• CCSS.MATH.CONTENT.4.NF.C.6
  Use decimal notation for fractions with denominators 10 or 100. For example, express 3/10 as 0.3; express 47/100 as 0.47.

• CCSS.MATH.CONTENT.4.NF.C.7
  Compare two decimals to hundredths by reasoning about their size.

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Learning Objectives

By the end of this lesson, students will be able to:

• I can convert decimals to fractions with denominators of 10 and 100.
• I can convert fractions with denominators of 10 and 100 into decimals.
• I can model and explain the equivalence between decimals and fractions with denominators of 10 and 100.

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Success Criteria

• Students accurately convert decimals like 0.3 and 0.47 into fractions 3/10 and 47/100, and vice versa.
• Students demonstrate understanding using visual models such as base-ten grids or fraction bars.
• Students articulate or write an explanation of why decimals and fractions with denominators of 10 or 100 are equivalent.

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Materials Needed

• Whiteboard and markers
• Base-ten block visuals or printed fraction models (10x10 grid paper printed with some squares shaded)
• Individual student whiteboards or dry erase sheets and markers
• Fraction & decimal conversion chart handouts (dyslexia-friendly font such as OpenDyslexic)
• Exit ticket worksheets
• Manipulatives (optional): Fraction strips and decimal grids

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Lesson Structure

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1. Anticipatory Activity (8 minutes)

Teacher Instruction:

• Begin by showing the class a base-ten grid with 10 squares shaded (out of 100), and ask: “How many parts are shaded? What fraction of the grid is shaded?”
• Use think-pair-share: Students discuss with a neighbor what fraction this represents (10/100).
• Then ask: “How would we write this as a decimal?” (Expect 0.10)
• Highlight and write the decimal and fraction side by side. Repeat the process for a different number of shaded squares (e.g., 3/10 or 30/100).

Student Work:

• Students use their whiteboards to write the fraction and decimal they see and share with classmates.
• Students verbalize or write the connection: the denominator (10 or 100) relates directly to place values in the decimal.

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2. Explicit Teacher Instruction (10 minutes)

Teacher Instruction:

• Introduce the rule: "Fractions with denominators 10 or 100 can be written as decimals by using place value." Write examples:
  • 3/10 = 0.3 (3 tenths)
  • 47/100 = 0.47 (47 hundredths)
• Use visual models: show fraction bars or grids representing fractions and their decimal equivalents side by side.
• Demonstrate converting decimals to fractions: Breakdown a decimal like 0.6 as 6/10 using place value knowledge.
• Write out the method step-by-step on the board: Identify place value → write fraction with denominator 10 or 100 → simplify if needed.

Student Work:

• Copy examples in notes.
• Verbally explain with a partner why 0.9 is 9/10.
• Ask students questions checking understanding (e.g., “What fraction is 0.4?”).

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3. Student Application (Individual and Pair Work) (12 minutes)

Student Work/Lesson Application:

• Distribute fraction-decimal conversion charts and base-ten grids.
• Students convert a list of decimals into fractions with denominators of 10 or 100, then convert given fractions back into decimals. Examples:
  • Convert decimals: 0.5, 0.12, 0.7
  • Convert fractions: 3/10, 56/100, 9/10
• Students use visuals as support.
• Encourage students to explain their thinking by writing one or two sentences about how they made the conversion.

Teacher Role:

• Circulate and assist those struggling.
• Use questioning to prompt deeper understanding (e.g., "Why does 56/100 equal 0.56?").

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4. Small Group/Differentiated Instruction (10 minutes)

Differentiation Strategies:

• For struggling learners / dyslexia-friendly support:

  • Use color-coded fraction and decimal charts with dyslexic-friendly fonts.
  • Provide manipulatives like fraction strips and decimal grids to tactilely represent conversions.
  • Work in a small group repeating and reinforcing concepts with one-on-one coaching.
  • Offer sentence starters such as “0.3 is the same as…”

• For on-level learners:

  • Pair work to practice conversions and peer explanations.
  • Scaffolded worksheets increasing in difficulty.

• For advanced learners:

  • Extension activity: Challenge them to convert decimals and fractions that can be simplified (e.g., 50/100 to 1/2, then to decimal 0.5).
  • Have them explain the equivalence explicitly by using multiplication or division to simplify.
  • Include comparisons and reasoning about the size of decimals with corresponding fractions.

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5. Exit Ticket / Assessment (5 minutes)

Student Work:

• Quick exit slip with 3 problems:
  1. Convert 0.8 to a fraction with denominator 10.
  2. Convert 45/100 to a decimal.
  3. Explain in 1-2 sentences why 0.6 and 6/10 are equivalent.

Teacher Assessment:

• Review exit tickets to check for understanding and gaps.
• Use results to plan targeted reteaching or enrichment.

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Additional Tips for Success

• Engage with visuals and models: Base-ten grids and fraction models make abstract concepts concrete.
• Use language consistent with CCSS: Emphasize "tenths," "hundredths," and place value.
• Ask "I can..." reflection questions: “Can I change 0.3 into a fraction? Can I explain how decimal and fraction parts show the same amount?”
• Plan for varied reading skills: Handouts and instructions use clear, simple wording and dyslexic-friendly fonts.
• Interactive & kinesthetic options: Use fraction strips or digital apps for students who benefit from hands-on activities.

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Summary

This lesson blends direct instruction, peer collaboration, visual modeling, and hands-on practice to build 4th graders’ understanding and fluency converting decimals and fractions within the Common Core standards. Differentiation and dyslexia-friendly supports ensure equitable access, while extension tasks challenge advanced learners to deepen their understanding of equivalency and simplification.