standard_description: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
Nolan gives some Fruit-by-the-Foot to his
$$3$$
friends to share equally.
a.   If he has
$$3$$
feet of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
b.   If he has
$$1$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
c.   If he has
$${1\over2}$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
d.   If he has
$${1\over3}$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
Problem 2
Priya and Mai used the diagrams below to find the value of
$$\frac13 \div 4$$
.
{"table": [{"_attributes": {"align": "center", "class": ["table"], "style": "width: 80%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: left;"}, "p": [{"strong": [{"_value": "Priya\u2019s diagram:"}]}]}, {"p": [{"_attributes": {"style": "text-align: left;"}, "strong": [{"_value": "Mai\u2019s diagram:"}]}]}]}, {"td": [{"img": [{"_attributes": {"height": "50", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/05/05/g5mathu5l19_at2a.png", "width": "234"}}]}, {"img": [{"_attributes": {"height": "50", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/05/05/g5mathu5l19_at2b.png", "width": "234"}}]}]}]}]}]}
a.   What is the same about the diagrams?
b.   What is different?
c.   Find the value that makes the equation true.
$$\frac13 \div 4 =$$
____
Problem 3
a.    Solve. Then check your work.
$${{1\over5}\div2}$$
$${{1\over6}\div4}$$
$${{1\over9}\div6}$$
b.   What do you notice in Part (a)? What do you wonder?


aligns: no