Number, operation, and
quantitative reasoning
Activity 5.2D
Connections to the mathematics TEKS
(5.2) The student uses fractions in problem-solving situations.
The student is expected to:
(D) use models to relate decimals to fractions that name tenths, hundredths, and thousandths
Students use a thousandths decimal grid to represent a unit, and then use and record
decimal numbers and their equivalent fractional representations.
Questioning...
Open with...
Can you represent your decimals (e.g., .5, .25, .125) by recording the decimal number
and shading an area of this thousandths decimal grid to represent the number? What
fraction is equivalent to this number?
Probe further with...
• How did you decide how to shade your area?
Chapter 3 – Grade 5
189
Number, operation, and
quantitative reasoning
• Could you have chosen a different way to shade the thousandths decimal grid to
represent the decimal?
• How did you find an equivalent fraction?
• Can you generate other fractions that are equivalent to this decimal? How?
Listen for...
• Can the student explain and give reasons for how he or she shaded the
thousandths decimal grid?
• Does the student use appropriate mathematical language to indicate an
understanding of place value and equivalence?
• Can the student clearly explain the process he or she used to determine
fractions equivalent to the decimal?
Look for...
• Can the student write the decimal numbers that name tenths, hundredths and
thousandths?
• Can the student represent a decimal number through concrete models?
• Can the student use models to relate decimals that name tenths, hundredths,
and thousandths to fractions?
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Chapter 3 – Grade 5