Instructional Team Unit Planning Guide
UNIT PLANNING MATH WEEKS 6-8
DECIMALS – FRACTIONS RELATIONS
SOL 4.3 a, b, c, d
SOL 4.5 c, d
Strategy to Transition from the Previous Unit (content and skills)
3.4 estimate/solve single‐step and multistep problems involving sum/diff of two whole
numbers 9,999 or less
Unit Topic – Include SOL# and bullets (i.e. a, b, c…)
Standard 4.3
The student will
a) read, write, represent, and identify decimals expressed through thousandths;
b) round decimals to the nearest whole number, tenth, and hundredth;
c) compare and order decimals; and
d) given a model, write the decimal and fraction equivalents.
Essential Knowledge (from Curriculum Framework)
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to

Investigate the ten-to-one place value relationship for decimals through thousandths,
using Base-10 manipulatives (e.g., place value mats/charts, decimal squares, Base-10
blocks, money).

Represent and identify decimals expressed through thousandths, using Base-10
manipulatives, pictorial representations, and numerical symbols (e.g., relate the
appropriate drawing to 0.05).

Identify and communicate, both orally and in written form, the position and value of a
decimal through thousandths. For example, in 0.385, the 8 is in the hundredths place
and has a value of 0.08.

Read and write decimals expressed through thousandths, using Base-10
manipulatives, drawings, and numerical symbols.

Round decimals to the nearest whole number, tenth, and hundredth.

Compare decimals, using the symbols >, <, =.

Order a set of decimals from least to greatest or greatest to least.

Represent fractions for halves, fourths, fifths, and tenths as decimals through
hundredths, using concrete objects (e.g., demonstrate the relationship between the
1
fraction 4 and its decimal equivalent 0.25).

Relate fractions to decimals, using concrete objects (e.g., 10-by-10 grids, meter sticks,
number lines, decimal squares, decimal circles, money [coins]).

1
Write the decimal and fraction equivalent for a given model (e.g., 4 = 0.25 or 0.25 =
1
4 ).
All students should

Understand the place value structure of decimals and use this structure to read, write,
and compare decimals.

Understand that decimal numbers can be rounded to an estimate when exact
numbers are not needed for the situation at hand.

Understand that decimals are rounded in a way that is similar to the way whole
numbers are rounded.

Understand that decimals and fractions represent the same relationship; however,
they are presented in two different formats.

Understand that models are used to show decimal and fraction equivalents.
Standard 4.3
The student will
c) add and subtract with decimals; and
d) solve single-step and multistep practical problems involving addition and subtraction
with fractions and with decimals.
Essential Knowledge (from Curriculum Framework)
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to

Add and subtract with decimals through thousandths, using concrete materials,
pictorial representations, and paper and pencil.

Solve single-step and multistep problems that involve adding and subtracting with
fractions and decimals through thousandths.
The student will use problem solving, mathematical communication, mathematical
reasoning, connections, and representations to
•
Add and subtract with decimals through thousandths, using concrete materials,
pictorial representations, and paper and pencil.
•
Solve single-step and multistep problems that involve adding and subtracting with
fractions and decimals through thousandths.
Day to Day Glance:
Day 1: (4.3a) decimal place value
Introductory Activity using “Sir Cumference and All the King’s Tens”
Pre-assessment from pre-requisite 3rd grade knowledge
Day 2:
Use manipulatives & extension activity with “Sir Cumference…” to investigate changing the
whole in order to represent tenths, hundredths, and thousandths
Introduce the key vocabulary for decimal place value and forms of decimal numbers; use
interactive notes to record information on places and forms of numbers
“Model Match” activity from VDOE site (3 forms of decimal numbers)
Day 3:
Review activities on decimal place value…possibly in learning centers rotation
Use VDOE site to pull activities for setting up centers, along with Smartboard review
activity, and a teacher center for remediation/reinforcement
Day 4: (4.3b) rounding decimals
Pose real world question involving rounding to whole group and have small groups work on
solution together. Each group should make a poster illustrating their solution to share.
Review rounding rules with whole numbers; “Rounding Rap” from You –Tube
Use Smart Board activity to reinforce rounding of decimals (Rockingham site – rounding
decimals powerpoint)
Use interactive notebook to record rounding rules for decimals
Use an “exit ticket” to assess knowledge (grade)
Homework…
Day 5:
Brief review with “BrainPop” rounding (involves money)
Center activities on rounding of decimals and decimal place value
Use VDOE site to pull activities for setting up centers, along with Smartboard review
activity, and a teacher center for homework check, remediation/reinforcement
Day 6: (4.3c) compare and order decimals
Whole class sorting of number cards (including both decimals and whole numbers) on
clothesline; beginning by having students read their card aloud before placing on the line
Discuss location of numbers and allow discussion and changes to be made to order
Vocabulary/Interactive notebook
Use VDOE activity “Comparing Decimals” and/or “The Greatest Decimal”
Homework…”Why is 0.348 less than 0.36?” Use what you have learned to explain this with
words and/or pictures.
Day 7:
Center activities involving decimal place value, rounding, and compare/order….use teacher
center to check homework and remediate as needed.
Use an “exit ticket” to assess knowledge (grade)
Day 8: (4.3d) decimal and fraction equivalents
Do a “blind sort” using decimal grid, fraction, and decimal cards to match; discuss how the
students arranged or sorted the cards
Pose question of dividing brownie equally (using 100 grid and crayons for manipulatives);
varying the amount of people to divide among (2, 4, 5, and 10); guide students to “name”
or represent the sizes in both fraction and decimal form (1/2 = 0.5, ¼ = 0 .25, 1/5 = 0.2,
1/10 = 0.1)
Vocabulary/Interactive notes
Day 9:
Use VDOE activity “Fraction Grids”
“Exit Slip” – have students use sentence strip to draw number line from 0 to 1 and place
equivalent decimals and fractions in corresponding positions using rulers or paper folding
Homework…As extension, have groups create a “real world” problem that explains how
fractions and decimals are related
Day 10: (4.5c, d)
Use VDOE activity “Decimal Sums and Differences” to prompt discussion on adding
decimals.
Vocabulary/Interactive notes
Smart board activity on adding and subtracting decimals to strengthen understanding
Homework…
Day 11: (Review 4.3 a, b, c, d and 4.5 c, d)
Centers; Rockingham site; Suffolk site; Smart Board activities
Day 12: (Review 4.3 a, b, c, d and 4.5 c, d)
Centers; Rockingham site; Suffolk site; Smart Board activities
Day 13: (Assessment)
Day 14: (Exemplars….Performance Task….What’s the Problem?)
Day 15: (Exemplars….Performance Task….What’s the Problem?)