Task Name Task Type/Grouping Strategy Content Addressed Standard(s) Task Description Scaffolding Task Individual/Partner Task Represent and place decimal fractions on a number line MGSE4.NF.7 Students will discover the characteristics of a decimal fraction while making models and plotting the decimal fraction on number lines. Scaffolding Task Partner/Small Group Task Represent decimal fractions using the base ten model MGSE4.NF.6 Students will model decimal numbers using base ten blocks. Constructing Task Individual/Partner Task Representing decimals and finding equivalent fractions between tenths and hundredths MGSE4.NF.5 MGSE4.NF.6 Students make designs on tenths and hundredths grids to learn how to write decimal fractions and decimals. Performance Task Individual Task Representing decimals using decimal squares and decimal notation MGSE4.NF.5 MGSE4.NF.6 Students color in and design flags. The, students represent the fraction of colors in the flag using decimal fractions and decimals. Constructing Task Individual/Partner Task Using fractions and decimals interchangeably MGSE4.NF.5 MGSE4.NF.6 MGSE4.NF.7 Students create a plan for teachers to monitor certain parts of the building using decimal fractions. Scaffolding Task Individual/Partner Task Building decimal fractions and decimals in expanded notation MGSE4.NF.7 Students relate decimal place value to our money system and recognize equivalency between tenths and hundredths.
Performance Task Individual/Partner Task Represent and use decimal fractions and decimal numbers, graph data MGSE4.NF.5 MGSE4.NF.6 MGSE4.NF.7 Students will read 100 words of a newspaper article or book and determine what part of the 100 words represent various word types. Students then make a bar graph to show the results. 3 Act Task Individual/Partner Task Compare decimals MGSE4.NF.7 MGSE4.MD.2 Students investigate the length of trails to answer questions they are wondering about. Constructing Task Individual/Partner Task Add tenths and hundredths, compare decimals MGSE4.NF.5 MGSE4.NF.6 MGSE4.NF.7 Students determine which taxi cab is offers this best deal for a ride to the airport. Culminating Task Individual/Partner Task Add tenths and hundredths, compare decimals MGSE4.NF.5 MGSE4.NF.6 MGSE4.NF.7 Students determine which cell phone plan best meets the need of the customer. Should you need further support for this unit, please view the appropriate unit webinar at :
Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “1 out of 10” is written in decimal fraction form? What do you notice about how “1 out of 10” is written in decimal form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimal Designs” student recording sheet. Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “29 out of 100” is written in decimal fraction form? What do you notice about how “29 out of 100” is written in decimal form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimal Designs” student recording sheet. PART 2 First, students will follow the directions below from the “Decimal Designs: Part 2” student recording sheet. Create tenths and hundredths designs and label them accurately. Next, students will follow the directions below for the “Decimal Designs: Part 2, Table” student recording sheet. Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “2 out of 10” is written in decimal form using tenths? What do you notice about how “20 out of 100” is written in decimal form using hundredths? How are they alike? How are they different? Complete the table below. Fill in the last four rows of the table from the “Decimal Designs: Part 2” student recording sheet. FORMATIVE ASSESSMENT QUESTIONS Part 1: How many squares are shaded out of 10 (or 100)? How many squares total are in the figure? What decimal fraction represents the shaded part? How do you know? What decimal represents the shaded part? How do you know? How would you read the decimal fraction (or decimal) you have written? Part 2:
Decimal Designs: Part 1 Table, Page 2 Look at the example in the table below. Read the following questions and discuss how you would answer them with your partner. What do you notice about how “29 out of 100” is written in decimal fraction form? What do you notice about how “29 out of 100” is written in decimal form? How are they alike? How are they different? Complete the table below. Fill in the last three rows of the table from the “Decimals Designs” student recording sheet.
Have students briefly read the task and make predictions about which Cell Phone company they think will be the best deal. Have them explain their thinking for their predictions. Students will follow the directions below from the “Cell Phone Plans” recording sheet. It is time for McKinley to purchase a new cell phone. With so many new phones and so many companies, McKinley has a lot to consider before she purchases her phone. Read all the information she has gathered below and help her decide which plan is best! Rank the three plans according to which you think is the best deal and be prepared to defend your thinking! Use math words, numbers, models, and symbols to explain your thinking! McKinley’s Usual Phone Usage Per Month 300 minutes of talk time 200 texts 200 megabytes of data Phone Company Monthly Fee Talk Time Texts Data Usage Cecelia’s Cells $30 200 minutes free ( of a dollar per minute after that) 100 texts free (10 texts per dollar after that) 50 megabytes free ( of a dollar per megabyte after that) Matt’s Mobiles None of a dollar per minute of a dollar per text of a dollar per megabyte Phyllis’s Phones $ 15 200 minutes free ( of a dollar per minute after that) 150 texts free ( of a dollar per text after that) 150 megabytes free ( of a dollar after that)