Grade: 4th

Subject: Math
Topic: Tenths and Hundredths
Time: Approximately 60 minutes
Goal: Students will know the value of coins and how they relate to decimals.
Objective: Students will see the connection of tenths and hundredths with parts of a whole.

Standards:
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 100.2For 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.
Materials:
-

100 pennies
10 dimes
placemats (on which to keep the money)
Tenths and Hundredths worksheet (created for lesson)

Procedure:
Students will be instructed to place all of the materials on their desk and come to the front of the
room and sit down. They will be asked what a fraction is (a part of a whole) and discuss from
there how many pennies it takes to make one dollar.
Once students are aware of this, I will introduce the concept of hundredths (meaning one penny
is a hundredth). Afterwards, I will model 35 hundredths, then 22 hundredths using only pennies.
It is important to remind the students to only use the pennies at this point in the lesson.

Afterwards, the students will demonstrate this using 3 separate problems. The students will show
18 hundredths, 9 hundredths, and 45 hundredths. As students are doing this, I will circulate
around the room to check with them.
Once students have had enough time, I will call order for whole-group instruction. From here, I
will pose the question about why pennies represent hundredths. The students will be able to
equate hundredths in decimals to pennies in dollars.
After this portion, I will pull students to the front of the room to show tenths and how one tenth
relates to dimes. I will pose the question asking why a dime is equal to .1, in which students will
see the connection that they need 10 dimes to make one dollar, similar to how they would need
10 tenths to make 1.0 (one whole). I will create 4 tenths and 7 tenths using dimes. Once I
complete this, students will state how much money each value is worth and how many dimes
they have.
Transitioning from the demonstration, students will be directed towards their seats and
demonstrate (writing in decimals) 6 tenths, 2 tenths, and 8 tenths.

Together, we will compare certain decimal values, such as 5 tenths compared to 47 hundredths.
After comparing and discussing the difference between tenths and hundredths, students will
finish the lesson with a summative worksheet to finalize their understanding of decimals and
cents.