Grade 5, Module 4&5, Item 3 Supporting Activities EUREKA MATH2 EQUIP: California Edition
5 ▸ M4&5 ▸ Item 3 Supporting Activities
Item 3 Supporting Activities Use any combination of the following suggestions. The amount of support increases with each subsequent activity.
Activity 3.A 10 minutes The following activity may be appropriate for students who incorrectly answer the core assessment item. Materials—S: Tenths in Decimal Form and Fraction Form, scissors Students may need support representing tenths in decimal form. This activity engages students in relating decimal form to fraction form while recording both representations on a number line, and then reading and writing measurements in fraction form and decimal form. Addressing this need prepares students for modeling decimals to the thousandths. Invite students to draw a number line from 0 to 1, partition it into tenths, and label the tenths along the bottom of the number line in fraction form as you do the same. Label __ as 0.1 above the number line. Invite students to do the same. 1 10
This is another way to write 1 tenth. We can read this number as zero point one or as 1 tenth. Repeat the process with 0.2 and 0.3. Point to the next tick mark. How do you think we should label this tick mark? Why?
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 0
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
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We should write zero point four for 4 tenths. I notice a pattern. 1 tenth has a 1 to the right of the decimal point. 2 tenths has a 2, and 3 tenths has a 3. I think the pattern will continue. Invite students to label 0.4 through 0.9 as you do the same. Point to the fractions written below the number line. What is the same about all the fractions? They are all tenths. A fraction with a denominator of 10 is an example of a decimal fraction. Decimal fractions can be written by using a decimal point.
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