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This group wrote the correct fraction and decimal  3/10 and 0.3. They also properly labeled the tenths grid to show the portion of chocolate chip cookies. This group struggled the most to show 3/10 on the 100 grid. They shaded only 3/100, instead of 30/100 because they were thinking of the 3 chocolate chip cookies, but not thinking about how to compare the two grids. If they would have used the tenths grid as a guide, they may have noticed that 1/10=10/100 and shaded 3 whole columns. I think this misconception is tied to some misconceptions they have about place value.

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These group members were able to correctly shade both grids. They also wrote down the correct fraction 3/10 for the first model. However, they did not properly label and write down the correct fraction for the hundredths grid. Instead of writing 30/100, they wrote 3/10/ They were able to explain to me that both are equal, but they disregarded the number of equal parts the grid is divided into. They did not follow the directions and write down the decimal 0.3 and 0.30. They understand what a numerator and denominator represents in the tenths grid, but had a difficult time transferring that knowledge to show it on the hundredths grid. They still need practice with CCSS 3.NF.1

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This group was able to correctly fill out the tenths and hundredths grids to show that 0.3=0.30. They also wrote the portion of chocolate chip cookies as a fraction and decimal. This was the only group that compared the two decimals using an equal sign. Even though these students are third grade students and have not formally learned about decimals, they have a solid fraction background and are able to apply their prior knowledge and apply it to a new concept or skill. It was also helpful to walk around and have discussions with students. Not only were they able to write it down, they were also able to explain in words why the two fractions are equivalent. They have a solid understanding of CCSS 4.NF.5

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Source:Illustrative Mathematics
Title: Dimes and Pennies
The story problem provides a real world context for students to consider. Students will come up with several different ways to find what fraction of a dollar is 6 dimes and 3 pennies. They have to represent their answer in both decimal and fraction.

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Source: Illustrative Mathematics
Title: Comparing Fractions Game
In this game, students take turns flipping fraction cards to determine if the are equivalent. If they are not, they compare the two to find out which is greater than and which is less than. If the two students agree, they have a discussion to explain their reasoning. If they disagree, they keep discussing until they reach an agreement.

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Source: Illustrative Mathematics
Title: Making 124
This activity starts with a story problem that asks students if the number 124 can be made 2 ways. One way with 1 hundred, 2 tens, and 4 ones. Another way with 124 ones. Students use units,rods, and flats to model their answer. Then they can find other ways to build the same number.

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Source: Illustrative Mathematics
Title: Roll and Build
This is a great activity that allows students to have fun and learn about place value. One student rolls two ten-sided dice or spins a spinner. The other student writes down the number. If the two numbers are 4 and 5, the number 45 or 54 can be written down. After that the student builds the number by using either connecting blocks or popsicle stick bundles.

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Source:Illustrative Mathematics
Title: Counting By Tens
This task gives students the opportunity to gain fluency counting to 100 by multiples of ten. It's a simple process that does not require any materials or setup. Students count by ones in a whisper voice and clap their hands as they count. When they get to a multiple of ten, they clap above their head and say the number in a loud voice. After some time, students can count in multiples of 10 only.

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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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100

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Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size

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Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

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Understand that the two digits of a two-digit number represent amounts of tens and ones

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Count to 100 by ones and by tens.

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In this task, students need to compare quantities using models,fractions, and decimals. They use tenths and hundredths grids to show their fractions. Many students will also have to revise and rethink their models. They will also analyze relationships and draw conclusions

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Mona Foss