standard_description: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
This Number Talk encourages students to look for and use the structure of base-ten numbers and properties of operations to mentally find the value of division expression (MP7). The reasoning elicited here will be helpful later in the lesson when students find quotients of multi-digit numbers.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
Activity
1 minute: quiet think time
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(48 \div 3\)
\(480 \div 3\)
\(528 \div 3\)
\(5,\!280 \div 3\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“How is each expression related to the one before it?”
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”
“Does anyone want to add on to _____’s strategy?”


aligns: no