All right,
This is 4th grade module 6 lesson 1 and in this lesson, students are going to be using the metric measurement system to
connect the decimals tense with the fractions tense.
So let's get started!
So what we've got here is
this tape diagram broken up into 10 pieces
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
And -uh- we're gonna count by tenths, and we're gonna label -uh-
each of these pieces and we're gonna label it using a fraction and a decimal. Now
here's the interesting thing, because we're taking that tape diagram where we historically record like the fraction
inside. -um-
So we might say this is one tenth, and this is one tenth etc. So we're we're gonna
instead of having it beyond the
spaces, so to speak we're gonna actually be
(long pause while Duane moves stuff) -uh-
Connecting it with a number line which means we're gonna put those fractions on the hash marks
Because we really want to relate it -not to the tape diagram- where we're kind of indicating the spaces
But we want to connect it with a number line where we're going to indicate the hash marks
So I'm gonna delete that those tenths because I don't want them there -savage- and so the first thing the directions say is shade in
the first four units of the tape diagram, so we will do that. We will shade in
First four so there is our shade. So we've shaded in the first four and now we're gonna count by
-uh- count to label so we know that this is 0.2 and this is 0.3 and
This is 0.4
and then so what are our fractions going to look like well
It's one tenth, and then it's going to be two tenths, and then
3 tenths and then
4 tenths so we want students to be able to look at this decimal for example, 4 tenths and we want them to recognize that
4 tenths -.4- and saying 4 tenths are synonymous that .4 and 4 tenths
when we say 0.4 and when we say 4 tenths
4 tenths might mean this or it might mean this but they are equivalent. They are the same (pause)
value. and so let's go ahead and continue finishing off our
decimals, so we've got
0.5, which is exactly halfway that's kind of a classic thing that a lot of students in 4th grade would know and then we've
got 0.6 and
then
0.7
0.8
0.9, and we don't have 0.10, we have one. Because after 9
tenths becomes ten
tenths,
which is equal to one. So this is nine tenths?
This is eight tenths. This is seven tenths
this is six tenths and
five tenths, so we've connected the
decimals to the fractions so that
When a student says oh ,0.6, -they- we want them to immediately know that that is equal to
6
tenths and at this point. We're not worrying about reducing or simplifying fractions
So this is the kind of equivalence that we want students to immediately begin to recognize
now the one thing I forgot to mention is circle the decimal that represents the shaded part so -that- -this- -the-
decimal that represents the shaded part is right here it is
0.4 or
4 tenths
now here
it says write the total amount of water in here as a
fraction, and then as a decimal so I'm going to just kind of zoom into this first bottle right here, and
We are going to write it as a fraction so the first thing we're going to start down here
And we're going to notice that that's 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, so we have ten portions
altogether so our denominator is 10 and
the section that is shaded is
Up here so that we're gonna count and that gives us
Seven so because here's five six seven so our numerator is seven
So seven tenths of a liter
And how do we write that as a decimal we write that as 0.7 and that's seven
tenths
Now I'm not going to do the rest of these problems because they're just the same as that first one
(slide change)
more practice
connecting decimals to fractions, so
Write the total weight of food on each scale in fraction form here, and then in decimal form here
So we've been given the decimal. So what is the fraction in this case?
It's 7 tenths and then over here we've been given the fraction. Which is 6 tenths. So what is the decimal? It is
0.6 all right and we are just
Connecting
The decimal in this case, so that's right 0.4 with its equivalent
Fraction and at this point. We're not worrying about simplifying those fractions
(slide change)
Now here, we want to make sure we understand kind of like a number bond
-um-
If you look at this one centimeter right here, so let's think of it as -uh- a number bond
So you've got one centimeter and we know that
one of those number bonds is
Four tenths one of those portions
So the idea is what is this missing part here to equal one whole? So the idea is oh that is
six tenths because
four tenths plus six tenths equals
Ten tenths, and that's our one whole so what's the missing value the missing value is six tenths of
a centimeter
going straight across
We're gonna write it as a decimal so you've got four tenths becomes 0.4
plus
something equals 1 or 1.0, and so what is 6/10 as a decimal that's
0.6 and
The rest of these problems are the exact same it may help students to write a number bond in order to find the missing value
but I think students can do it without the number bond and
Then the last slide for this video is we all have these three piles you have in unit form
Using words you have in fraction form and you have in decimal form and the idea is let's make the connections
so if you've got 4/10 where is that going to go 4/10 goes up here and
Which goes straight right here? How about oh six tenths? Well? Here's six tenths. Where is six tenths?
oh
It's right here so six tenths goes here
And then six tenths goes way up here and you get the idea of where the rest of this video?
it's just connecting your unit form with a fraction with the decimal and
that wraps up
Fourth-grade module six lesson one using that metric model the metric measurement system to connect
the
fraction
to the
decimal