Unit 6 - Task #1

1) Using the 2 sets of decimal fraction cards, create a model for each fraction using a

tenths or hundredths square.

2) Create 2 number lines using the decimal fraction cards and the models you created.

3) What patterns did you see as you completed your number line?

I Can Statements:

1. I can identify patterns in fractions with denominators 10 or 100.

Use with Unit 6 - Math Task 1

Decimal Fraction Cards – Set 1

10

1

10

7

10

3

10

5

10

6

10

8

10

2

10

10

10

9

10

4

Decimal Fraction Cards – Set 2

100

10

100

70

100

50

100

20

100

40

100

30

100

80

100

60

100

100

100

90

Use with Unit 6 - Math Tasks 1, 3, 4

Tenths Grid 2.

Use with Unit 6 - Math Tasks 1, 3, 4

Hundredths Grid

Unit 6 - Task #2

Part 1: 1) Represent the following decimal fractions using base-ten models.

2) Choose three decimal fractions with a denominator of 10 or 100. Draw a base-ten

representation of these three decimal fractions and explain how you know your base-

ten model matches your decimal fraction.

I Can Statements:

1. I can represent fractions with denominators 10 or 100.

3

10

4

10

54

100

75

100

60

100

30

100

Use with Unit 6 - Math Task 2

Base-Ten Decimal Cards (Pg. 1 of 2)

100

12

0.15

100

79

0.50 0.12

0.01

100

15

100

1

0.10

Use with Unit 6 - Math Task 2

Base-Ten Decimal Cards (Pg. 2 of 2)

2.

100

60

0.79

100

50

0.60

Unit 6 - Task #3

1) On Kelsey Street, 6 out of 10 homes have swing sets in their backyards. Model the

amount of homes that have a swing set and write as a fraction and as a decimal.

2) In the Torwood neighborhood, 60 out of 100 homes have swing sets in their backyards.

Model the amount of homes that have a swing set and write as a fraction and as a

decimal.

3) What do you notice about your models, fractions, and decimals?

I Can Statements:

1. I can use decimal notation for fractions with denominators 10 or 100.

Unit 6: Task #5

Part 1: Dismissal Duty Dilemma Ms. Collins has asked several teachers from C.E.S. to take care of duty during bus dismissal.

The teachers are really confused and asked Ms. Collins for a floor plan of the school so that

they can understand where they are supposed to be during dismissal time. Each teacher has

been asked to take care of a certain section of the school. Below is a floor plan of the

hallways at C.E.S. Color in the section of the school that each teacher could have been

asked to take care of.

Mr. Medders:

of the hallways

(Green)

Mr. Ellis:

0.15 of the hallways

(Blue)

Ms. Little:

of the hallways

(Red)

Ms. Bremer:

0.50 of the hallways

(Yellow)

Mr. Medders:

of the hallways

(Purple)

Hallway Duty Floor Plan

1. How did you know how many squares to color in for each teacher?

2. How did you turn each fraction or decimal into a number of squares to shade?

3. How can you prove that all of the school has been covered by teachers using the

decimals and fractions you were given.

I Can Statements:

1. I can use decimal notation for fractions with denominators 10 or 100.

2. I can find equivalent fractions with a denominator 10.

10

21

10 100

5

Unit 6: Task #5

Part 2: Observe your hundredths disk. Record observations as, “I notice, I wonder…”

I Can Statements:

1. I can use decimal notation for fractions with denominators 10 or 100.

2. I can find equivalent fractions with a denominator 10.

Use with Unit 6 - Math Task 5

Hundredths Disk Model

Use with Unit 6 - Math Tasks 5, 6

Name __________________________________________ #_______

Dismissal Duty Dilemma Ms. Collins has asked several teachers from C.E.S. to take care of duty during bus dismissal.

The teachers are really confused and asked Ms. Collins for a floor plan of the school so that

they can understand where they are supposed to be during dismissal time.

Each teacher has been asked to take care of a certain section of the school. Below is a floor

plan of the hallways at C.E.S. Color in the section of the school that each teacher could have

been asked to take care of.

Mr. Medders:

10

2 of the hallways

(Green)

Mr. Ellis:

0.15 of the hallways

(Blue)

Ms. Little:

1

10 of the hallways

(Red)

Ms. Bremer:

0.50 of the hallways

(Yellow)

Mr. Medders:

100

5of the hallways

(Purple)

Hallway Duty Floor Plan

1. How did you

know how many

squares to color in

for each teacher?

2. How did you turn

each fraction or

decimal into a

number of squares

to shade?

3. How can you prove that all of the school has been covered by teachers using the

decimals and fractions you were given.