Lesson objective: Model and represent fractions as decimals through money.

Students bring prior knowledge of fractions from 3.NF.A.1, 3.NF.A.2, and 3.NF.A.3. This prior knowledge is extended to decimals as students model money in different scenarios using base ten flats and decimal notation. A conceptual challenge students may encounter is seeing how decimals and fractions actually refer to the same number in different forms.

The concept is developed through work with base ten flats, which allows students to see the connection between fractions, decimals and their word form.

This work helps students deepen their understanding of number because students are building and using number sense and models help them to deepen that understanding of numbers like fractions and decimals.

Students engage in Mathematical Practice 7 (Students look for and make use of structure) as they look to understand the connection between fractions and decimal notation and the connection between the place values. They will use their understanding of the structure of fractions with denominators of 10 and 100 to build their conceptual understanding of decimal numbers.

**Key vocabulary:**

- decimal
- denominator
- equivalent
- flat
- greater than
- less than
- model
- number line
- numerator
- representation
- rod
- unit
- tenths
- hundredths

**Special materials needed:**

- base 10 manipulatives
- paper copies of flats
- paper copies of rods
- tiles