Intro to Hundredths

Intro to Hundredths

Ages 9–11 · 5 minutes · Math

Represent hundredths with a grid model

Students will use a 10×10 grid to model hundredths, read decimals like 0.25 and 0.07, and connect hundredths to the fraction x/100

Part of

Standards alignment

Common Core State Standards

  • 4.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.
  • 4.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.

Alabama

  • MA19.4.17 — Express, model, and explain the equivalence between fractions with denominators of 10 and 100.
  • MA19.4.18 — Use models and decimal notation to represent fractions with denominators of 10 and 100.

Alaska

  • 4.NF.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.
  • 4.NF.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.

Arizona

  • 4.NF.C.6 * — Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and locate these decimals on a number line.
  • 4.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.

Arkansas

  • 4.NPV.10 — Apply decimal notation for fractions with denominators 10 or 100.
  • 4.NPV.8 — Explain why a fraction 𝑎/𝑏 is equivalent to a fraction (𝑛 ∙ 𝑎)/(𝑛 ∙ 𝑏), using visual fraction models, generating equivalent fractions using the principle 𝑎/𝑏 = (𝑛 ∙ 𝑎)/(𝑛 ∙ 𝑏). • Fractions include denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

California

  • 4.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.
  • 4.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.

Colorado

  • 4.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.
  • 4.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. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Connecticut

  • 4.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.
  • 4.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.

Delaware

  • 4.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.
  • 4.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.

Florida

  • MA.4.FR.1.2 — Use decimal notation to represent fractions with denominators of 10 or 100, including mixed numbers and fractions greater than 1, and use fractional notation with denominators of 10 or 100 to represent decimals.
  • MA.4.FR.1.1 — Model and express a fraction, including mixed numbers and fractions greater than one, with the denominator 10 as an equivalent fraction with the denominator 100.

Georgia

  • 4.NR.5.2 — Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
  • 4.NR.5 — Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
  • 4.NR.5.1 — Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.

Hawaii

  • 4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100.
  • 4.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.

Idaho

  • 4.NF.C.6 — Use decimal notation to represent fractions with denominators 10 or 100.
  • 4.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.
  • 4.MP.4 — Model with mathematics.

Illinois

  • 4.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.
  • 4.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.

Indiana

  • 4.NS.5 — Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form, and expanded form to represent decimal numbers to hundredths. Mentally calculate fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). (E)
  • 4.NS.3 — Use fraction models to represent two equivalent fractions with attention to how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to generate equivalent fractions. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] (E)

Iowa

  • 4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 and locate 0.62 on a number line.
  • 4.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.

Kansas

  • 4.NF.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.
  • 4.NF.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.

Kentucky

  • KY.4.NF.6 — Use decimal notation for fractions with denominators 10 or 100.
  • KY.4.NF.5.a — Convert a fraction with a denominator of 10 to an equivalent fraction with a denominator of 100.

Louisiana

  • 4.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.
  • 4.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.

Maine

  • 4.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.
  • 4.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 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Maryland

  • 4.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.
  • 4.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.

Massachusetts

  • 4.NF.C.6 — Use decimal notation to represent 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.
  • 4.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.

Michigan

  • 4.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.
  • 4.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.

Minnesota

  • 4.1.2.6 — Read and write tenths and hundredths in decimal and fraction notations using words and symbols; know the fraction and decimal equivalents for halves and fourths. For example: 1/2 = 0.5 = 0.50 and 7/4 = 1 3/4 = 1.75, which can also be written as one and three-fourths or one and seventy-five hundredths.
  • 4.1.2.4 — Read and write decimals with words and symbols; use place value to describe decimals in terms of thousands, hundreds, tens, ones, tenths, hundredths and thousandths. For example: Writing 362.45 is a shorter way of writing the sum: 3 hundreds + 6 tens + 2 ones + 4 tenths + 5 hundredths, which can also be written as: three hundred sixty-two and forty-five hundredths.

Mississippi

  • 4.NF.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.
  • 4.NF.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.

Missouri

  • 4.NF.C.11 — Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form.
  • 4.NF.C.9 — Use decimal notation for fractions with denominators of 10 or 100.
  • 4.NF.C.10 — Understand that fractions and decimals are equivalent representations of the same quantity.
  • 5.NF.A.1 — Understand that parts of a whole can be expressed as fractions and/or decimals.

Montana

  • 4.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.
  • 4.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.

Nebraska

  • 4.N.1.a — Read, write, and demonstrate multiple equivalent representations for whole numbers up to 1,000,000 and decimals to the hundredths using visual representations, standard form, and expanded form.
  • 4.N.1.d — Use decimal notation for fractions with denominators of 10 or 100 (e.g., 43/100 = 0.43).
  • 4.N.1 — Numeric Relationships: Students will demonstrate and represent multi-digit numbers using relationships with the base-ten number system.

Nevada

  • 4.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.
  • 4.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.

New Hampshire

  • 4.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.
  • 4.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.

New Jersey

  • 4.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.
  • 4.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.

New Mexico

  • 4.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.
  • 4.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.

New York

  • NY-4.NF.6 — Use decimal notation for fractions with denominators 10 or 100.
  • NY-4.NF.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.

North Carolina

  • NC.4.NF.6 — Use decimal notation to represent fractions. • Express, model and explain the equivalence between fractions with denominators of 10 and 100. • Use equivalent fractions to add two fractions with denominators of 10 or 100. • Represent tenths and hundredths with models, making connections between fractions and decimals.

North Dakota

  • 4.NO.NF.1 — Express equivalent fractions with a denominator of 10 and a denominator of 100 to generate a decimal notation.
  • 4.NO.NF.3 — Generate equivalent fractions using numerical representations, visual representations, and number lines (proper and improper fractions limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100).

Ohio

  • 4.NF.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.
  • 4.NF.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. In general, students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators, but addition and subtraction with unlike denominators is not a requirement at this grade.

Oklahoma

  • 4.N.3.6 — Represent tenths and hundredths with concrete and pictorial models, making connections between fractions and decimals.
  • 4.N.3 — Represent and compare fractions and decimals in real-world and mathematical situations; use place value to understand decimal quantities.
  • 4.N.3.7 — Read and write decimals in standard, word, and expanded form up to at least the hundredths place in a variety of contexts, including money.

Oregon

  • 4.NF.C.6 — Use and interpret decimal notation for fractions with denominators 10 or 100.
  • 4.NF.C.5 — Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.

Pennsylvania

  • CC.2.1.4.C.3 — Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g., 19/100).
  • CC.2.1.4.C.1 — Extend the understanding of fractions to show equivalence and ordering.

Rhode Island

  • 4.NF.C.6 — Use decimal notation to represent 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.
  • 4.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.

South Carolina

  • 4.NSF.6 — Write a fraction with a denominator of 10 or 100 using decimal notation, and read and write a decimal number as a fraction.
  • 4.NSF.5 — Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 and use this technique to add two fractions with respective denominators of 10 and 100.
  • 4.PS.4 — Connect mathematical ideas and real-world situations through modeling.

South Dakota

  • 4.NF.C.6 — Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.
  • 4.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.

Tennessee

  • 4.NF.C.6 — Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.
  • 4.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.

Texas

  • 4.2E — represent decimals, including tenths and hundredths, using concrete and visual models and money;
  • 4.2G — relate decimals to fractions that name tenths and hundredths; and

Utah

  • 4.NF.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.

Vermont

  • 4.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.
  • 4.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.

Virginia

  • 4.NS.4b — Represent and identify decimals expressed through thousandths, using concrete, pictorial, and numerical representations.
  • 4.NS.4c — Read and write decimals expressed through thousandths, using concrete, pictorial, and numerical representations.
  • 4.NS.4a — Investigate and describe the ten-to-one place value relationship for decimals through thousandths, using concrete models (e.g., place value mats/charts, decimal squares, base 10 blocks).
  • 4.NS.5a — Represent fractions (proper or improper) and/or mixed numbers as decimals through hundredths, using multiple representations, limited to halves, fourths, fifths, tenths, and hundredths.*

Washington

  • 4.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.
  • 4.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.

Washington, D.C.

  • 4.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.
  • 4.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.

West Virginia

  • M.4.17 — Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram).
  • M.4.16 — 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 (e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100). Instructional Note: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.

Wisconsin

  • M.4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100, connect decimals to real-world contexts, and represent with visual models (e.g., number line or area model).
  • M.4.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.

Wyoming

  • 4.NF.H.6 — Use decimal notation for fractions with denominators 10 or 100.
  • 4.NF.H — Understand decimal notation for fractions, and compare decimal fractions.
  • 4.NF.H.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.