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# Decimal Fractions

## Objective

Compare two decimals greater than 1, recording the result of a comparison with the symbol >, =, or <. Justify the conclusion using a visual model.

## Common Core Standards

### Core Standards

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• 4.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.

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• 3.NF.A.2

• 4.NF.A.2

## Criteria for Success

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1. Compare tenths with tenths, hundredths with hundredths, or tenths with hundredths greater than 1 written in decimal form.
2. Record the result of a comparison with the symbol >, =, or <.
3. Justify a comparison using a visual model or reasoning (MP.3).

## Tips for Teachers

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#### Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 2 (can be done independently). Find more guidance on adapting our math curriculum for remote learning here.

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

1. Would you rather have 4 one-dollar bills and 5 dimes or 5 one-dollar bills and 4 dimes? Why?
2. Would you rather have 4 one-dollar bills and 5 dimes or 4 one-dollar bills and 5 pennies? Why?
3. Would you rather have 5 one-dollar bills and 7 dimes or 1 five-dollar bill and 70 pennies? Why?

### Problem 2

Fill in the blank with <, =, or > to complete the equation. Justify your comparison.

a.   1.24 _____ 2.24

b.   2.38 _____ 2.83

c.   4.38 _____ 4.5

d.   6.37 _____ 6.3

e.   10.0 _____ 10.00

f.   15.2 _____ 15.02

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 6 > Topic C > Lesson 10Concept Development

Grade 4 Mathematics > Module 6 > Topic C > Lesson 10 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

## Problem Set & Homework

#### Discussion of Problem Set

• Look at #1f. 1.9 has 2 digits and 1.21 has three digits, and yet 1.9 is greater than 1.21. Why?
• How would #2 be different if given area models to use to represent the values? Which is easier to use to model the values? Which is easier to use to compare? Why?
• Would you rather have 2.7 pounds of strawberries or 2.34 pounds? Why? If you didn’t like strawberries, how might your answer change?

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### Problem 1

Which comparisons are correct? Select the three correct answers.

1.   3.71 < 3.8
2.   9.50 > 9.5
3.   17.01 = 17.1
4.   20.62 < 20.8
5.   56.34 > 56.4
6.   78.4 = 78.40

#### References

PARCC Released Items Math Spring 2017 Grade 4 Released ItemsQuestion #18

### Problem 2

Choose one correct comparison from #1 and show or explain how you know it is correct.

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