(a)
Use bundling to explain what we mean when we say “one tenth” and we mean . Draw a picture to illustrate your thinking.
(b)
Use the meaning of fractions to explain what we mean when we say “one tenth” and we mean . Draw a picture to illustrate your thinking.
(c)
Use your work in the previous two parts to explain why it makes sense to use the same words for both of these ideas. Why is when they have different meanings?
Use equivalent fractions and your work in the previous problem to convert into a decimal. For a challenge, try as well! Why does your method make sense?
Give three examples of fractions you could use the same process as the previous problem to find their decimal equivalent, and one example of a fraction that you could not use the same process. Explain which is which and how you know.
Use the meaning of fractions to shade of the grid below. (Do not begin with the decimal for !) What does your shading tell you that the decimal representation for should be? Use another method to confirm that you got the correct answer.

Use the meaning of fractions to shade of the grid below. What does your shading tell you that the decimal representation for should be? Use another method to confirm that you got the correct answer.

So far, we’ve been changing fractions into decimals. Let’s go the other way! Use what you know about the base-ten system to write the following decimals as fractions.
(a)
(b)
(c)
2026-07-27 22:08:37