Unpacking a Standard
Standard:
5.2 a) represent and identify equivalencies among fractions and decimals, with and without models
What do students have to know
and be able to do?
The students have to know how to
● represent fractions with
denominators that are
thirds, eights, and factors
of 100 in their equivalent
decimal form with
concrete or pictorial
models
● represent decimals in
their equivalent fraction
forms with concrete or
pictorial models
● identify equivalent
relationships between
decimals and fractions
with denominators that
are thirds, eighths, and
factors of 100 in their
equivalent decimal form
without models
Virginia Department of Education2017 Mathematics Institute
How will they do it? What specific guidelines or What representations What vocabulary
parameters will they follow? will be used? will be new to
students?
They demonstrate There will be a graphic Pictorial Representation ● decimal
understanding of the organizer for them to list and ● denominator
relationships by show their work. I must see the ● equal (=)
completing a decimal and mathematical logic behind why ● equivalent
fraction matching activity they paired a certain fraction ● fraction
and then sharing and with a certain decimal. ● greater than (>)
explaining their answers Mathematical logic includes ● greatest
with a partner showing the multiplication or ● hundredth
(think-pair-share). The division used when finding ● improper
matching activity equivalent fractions, and ● least
includes fractions, drawing pictures to find the ● less than (>)
decimals, and pictorial corresponding decimal. ● mixed number
models. They are to ● not equal (≠)
match decimals with their ● numerator
corresponding fractions, ● proper
and draw the pictorial ● repeating
model that would decimals
correspond with it. ● tenth
● terminating
decimals
● whole
 What are students’ common misconceptions? https://www.doe.virginia.gov/home/showpublisheddocument/24856/638086035618630000

● the numerator and denominator of a fraction are the same digits used in the decimal equivalent
● struggle to represent ¾ on the hundreds grid due to difficulty representing fractions when the graphic is divided into hundredths versus fourths
● may have had limited opportunities to make sense of decimals using various models and may find it difficult to connect a circle model with the
same fraction represented in a hundreds grid
● when representing decimals on a grid students commonly use the numerator or the denominator as part of the picture, instead of thinking
about equivalent fractions that can be easily shown in decimal form

Virginia Department of Education2017 Mathematics Institute