In previous units, students reasoned about the size of fractions, compared fractions, and wrote equivalent fractions. Students multiplied fractions by whole numbers and added and subtracted fractions with the same denominator including fractions with denominators of 10 and 100. Students also used their understanding of equivalent fractions to add tenths and hundredths.

In this lesson, students rely on their knowledge of fractions to express tenths and hundredths in decimal notation. They begin to see connections with fraction notation, the names of fractions in words, and decimal notation. They also start to notice the structure of the decimal notation and how it relates to place value. Students use increasingly precise language to read decimals through this section (MP6). Students will develop this new understanding over several lessons, so they are not expected to name the value of each place of a decimal at this time.

How readily did students make connections between the fraction notation and decimal notation of tenths and hundredths? How did the use of square grids support learners in making connections?