# 4th Grade Math lab

### March

## Before coming to math lab

After you have assigned a color- partner students with someone of the same "color" group.

As they come into math lab, I will give them a center (1, 2, or 3) to start at.

## Power my Learning

## Classroom teacher led center **Please be familiar with this center before coming to math lab

They will then share it back to the teacher.

## Task Card Center

## Objectives covered

Understand decimal notation for fractions, and compare decimal fractions.

CCSS.MATH.CONTENT.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*.

CCSS.MATH.CONTENT.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*.

CCSS.MATH.CONTENT.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.