options: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Fluently multiply multi-digit whole numbers using the standard algorithm.

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate strategies and understandings they have for adding decimals. These understandings help students deepen their understanding of the properties of operations and will be helpful later in the lesson when students will need to be able to add decimals.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each equation.
Student Facing
Decide if each statement true or false. Be prepared to explain your reasoning.
\(0.99 + 0.1 = 0.9 + 0.1 + 0.09\)
\(0.99 + 0.01 = 0.9 + 0.1\)
\(0.99 + 0.1 = 1.99\)
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
Display the first and third equations.
“How can you justify your answer without evaluating both sides?” (For the first problem, I noticed that there are 9 tenths on the right and left and also 10 hundredths. For the third problem, I saw that the right hand side is almost 2 so it's much larger than the left hand side.)


correct_option_index: 2