Fractions to Decimals Monitoring Chart
Sidney Trainor
1 Follower
Resource Type
Standards
CCSS4.NF.C.5
CCSS4.NF.C.6
CCSS4.NF.C.7
CCSSMP5
Formats Included
- Google Docs™
Pages
2 pages
Sidney Trainor
1 Follower
Made for Google Drive™
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Description
Use this monitoring chart to document students' understanding. Write notes about how students are grasping the concept, what strategies they are using, and what support they may need.
This chart also includes a list of questions to uncover student thinking. It is pre-filled for a unit on converting fractions to decimals, but can easily be adapted. There's a customizable list of predicted strategies that you can modify to fit your students.
Total Pages
2 pages
Answer Key
Does not apply
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
CCSS4.NF.C.6
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.
CCSS4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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