If your fourth graders look confused when you write 0.7 = 7/10, you’re not alone. Converting fractions with denominators of 10 and 100 to decimal notation is where abstract thinking meets concrete understanding — and many students get lost in translation.
You need strategies that make this connection crystal clear, differentiated practice that meets every learner’s needs, and activities that help students see the beautiful relationship between fractions and decimals. Here’s exactly how to make CCSS.Math.Content.4.NF.C.6 click for your students.
Key Takeaway
Students master decimal notation when they understand place value patterns and see fractions with denominators 10 and 100 as parts of a whole represented in two different ways.
Why Decimal Fractions Matter in 4th Grade
Standard CCSS.Math.Content.4.NF.C.6 builds the foundation for all future decimal work. Students who master this concept in fourth grade show 40% better performance on fifth-grade decimal operations, according to research from the National Council of Teachers of Mathematics.
This standard appears in most curricula between February and April, after students have solid fraction foundations but before diving into decimal addition and subtraction. It connects directly to place value understanding from earlier in the year and sets up success for 5th grade standards 5.NBT.A.3 and 5.NBT.A.4.
Research from Van de Walle’s Elementary and Middle School Mathematics shows that students who understand the fraction-decimal relationship through visual models demonstrate stronger number sense and fewer computational errors in later grades.
Looking for a ready-to-go resource? I put together a differentiated decimal fractions pack with 132 problems across three levels — but first, the teaching strategies that make it work.
Common Decimal Fraction Misconceptions in 4th Grade
Common Misconception: Students think 0.7 means “seven” instead of “seven tenths.”
Why it happens: They focus on the digit 7 without understanding its place value position.
Quick fix: Always say “seven tenths” when reading 0.7 aloud, emphasizing the place value language.
Common Misconception: Students believe 0.50 is greater than 0.7 because “50 is bigger than 7.”
Why it happens: They apply whole number comparison rules to decimals.
Quick fix: Use base-ten blocks or hundredths grids to show that 0.50 = 50/100 = 5/10 while 0.7 = 7/10.
Common Misconception: Students think 3/10 and 30/100 are different amounts.
Why it happens: They don’t recognize equivalent fractions with denominators of 10 and 100.
Quick fix: Show both fractions on the same hundredths grid to demonstrate they cover identical areas.
Common Misconception: Students add unnecessary zeros, writing 0.30 as 0.300 thinking it changes the value.
Why it happens: They don’t understand that trailing zeros after the decimal point don’t change value.
Quick fix: Use money connections — $0.30 and $0.300 both equal 30 cents.
5 Research-Backed Strategies for Teaching Decimal Fractions
Strategy 1: Base-Ten Block Bridge Building
This hands-on approach uses base-ten blocks to create a physical connection between fractions and decimals. Students manipulate concrete objects to understand that 3/10 and 0.3 represent the same quantity.
What you need:
- Base-ten blocks (flats, longs, units)
- Place value mats
- Fraction/decimal recording sheets
Steps:
- Establish that one flat = 1 whole, one long = 1/10, one unit = 1/100
- Have students build 3/10 using 3 longs on their mat
- Record the fraction (3/10) and count the tenths aloud: “one tenth, two tenths, three tenths”
- Introduce decimal notation: “Three tenths can also be written as 0.3”
- Practice with multiple examples, always building first, then writing both forms
- Extend to hundredths using units: 23/100 = 0.23
Strategy 2: Hundredths Grid Visualization
Hundredths grids provide a visual model that makes the fraction-decimal connection explicit. Students shade portions and see how the same area can be expressed as both a fraction and decimal.
What you need:
- Printed hundredths grids (10×10 squares)
- Colored pencils or crayons
- Transparency sheets for modeling
Steps:
- Show students that each grid represents 1 whole divided into 100 equal parts
- Demonstrate shading 7/10 by coloring 7 complete columns
- Count together: “10, 20, 30, 40, 50, 60, 70 hundredths = 70/100”
- Connect to decimal: “70/100 = 0.70 = 0.7”
- Practice with various tenths and hundredths fractions
- Challenge students to find equivalent representations (4/10 = 40/100 = 0.4)
Strategy 3: Money Connection Method
Using familiar money concepts helps students understand decimal notation naturally. Since students know that $0.25 equals 25 cents, they can transfer this understanding to other decimal fractions.
What you need:
- Play money (dollars, dimes, pennies)
- Price tags with decimal amounts
- “Fraction Store” items
Steps:
- Review that $1.00 = 100 cents, $0.10 = 10 cents, $0.01 = 1 cent
- Show that $0.30 = 30 cents = 30/100 dollars = 3/10 dollars
- Set up a “fraction store” where items cost amounts like $0.40, $0.07, $0.65
- Students “buy” items and express prices as both fractions and decimals
- Practice making change using fraction language: “$0.75 is 75/100 or 3/4 of a dollar”
- Connect to real-world applications with actual store receipts
Strategy 4: Number Line Placement Game
Number lines help students visualize the magnitude and order of decimal fractions. This kinesthetic activity reinforces that decimals and fractions occupy the same positions on the number line.
What you need:
- Floor number line (0 to 1) with tenth markings
- Fraction and decimal cards
- Clothespins or magnetic clips
Steps:
- Create a large floor number line marked in tenths: 0, 0.1, 0.2, … 1.0
- Give students cards showing fractions (3/10, 7/10, 25/100) and decimals (0.3, 0.7, 0.25)
- Students place matching fraction-decimal pairs at the same position on the line
- Discuss why 3/10 and 0.3 occupy the same spot
- Play “Number Line Race” — call out fractions, students run to correct decimal position
- Add challenge cards with equivalent fractions: 5/10 = 50/100 = 0.5
Strategy 5: Digital Place Value Slides
This visual strategy uses sliding cards or digital manipulatives to show how fractions transform into decimal notation. Students physically move digits to see the place value relationship.
What you need:
- Place value slides (cardboard or digital)
- Fraction-to-decimal recording sheets
- Document camera for modeling
Steps:
- Show a place value chart with ones, tenths, and hundredths columns
- Start with 4/10: “Four tenths means 4 in the tenths place”
- Slide the 4 into the tenths column, add decimal point: 0.4
- Practice with hundredths: 23/100 becomes 0.23 (2 in tenths, 3 in hundredths)
- Work backwards: given 0.67, students identify it as 67/100
- Challenge with equivalent forms: show that 0.50 = 0.5 = 5/10 = 50/100
How to Differentiate Decimal Fractions for All Learners
For Students Who Need Extra Support
Start with concrete manipulatives and limit practice to tenths only. Use base-ten blocks where students can physically hold “three tenths” before writing 3/10 or 0.3. Provide hundreds charts with pre-marked tenths lines. Review prerequisite skills like place value to hundreds and basic fraction concepts. Use consistent language: always say “tenths” and “hundredths” rather than just reading digits. Offer visual anchor charts showing fraction-decimal pairs for reference.
For On-Level Students
Students work with both tenths and hundredths, converting between fractions and decimals fluently. They should recognize equivalent forms like 4/10 = 40/100 = 0.4 and compare decimal fractions using visual models. Practice includes word problems connecting to real-world contexts like measurements and money. Students explain their thinking using mathematical vocabulary and justify why 0.7 > 0.65 using place value reasoning.
For Students Ready for a Challenge
Extend learning to mixed numbers like 2 3/10 = 2.3 and explore patterns in equivalent fractions with denominators of 10 and 100. Challenge students to create their own fraction-decimal matching games or teach the concept to younger students. Include problem-solving scenarios involving measurement conversions and multi-step problems. Connect to fifth-grade concepts like adding decimals with different place values.
A Ready-to-Use Decimal Fractions Resource for Your Classroom
After using these strategies with hundreds of fourth graders, I created a comprehensive resource that saves you hours of prep time while providing exactly the differentiated practice your students need.
This decimal fractions pack includes 132 carefully crafted problems across three difficulty levels: 37 practice problems for students building foundational understanding, 50 on-level problems for grade-appropriate practice, and 45 challenge problems for students ready to extend their learning. Each level includes detailed answer keys and follows the progression from concrete to abstract thinking.
What makes this resource different is the intentional scaffolding — practice problems focus on visual models and tenths only, on-level problems include hundredths and real-world applications, and challenge problems incorporate mixed numbers and multi-step reasoning. Every problem aligns directly with CCSS.Math.Content.4.NF.C.6 and includes the mathematical vocabulary students need for success.
The 9-page pack is completely no-prep — just print and go. You’ll have differentiated practice ready for centers, homework, or assessment prep.
Grab a Free Decimal Fractions Sample to Try
Want to see how these strategies work in practice? I’ll send you a free sample worksheet with problems from each difficulty level, plus a visual anchor chart your students can reference. Perfect for trying out the approach with your class!
Frequently Asked Questions About Teaching Decimal Fractions
When should I introduce decimal notation in 4th grade?
Introduce decimal notation after students have mastered basic fraction concepts and place value to hundreds. Most curricula place this standard in February-April, ensuring students understand tenths and hundredths as parts of a whole before connecting to decimal symbols.
Should students memorize decimal equivalents or understand the process?
Focus on understanding the process first. Students who understand that 3/10 means “3 in the tenths place” will naturally write 0.3. Memorization without understanding leads to confusion with more complex decimals in later grades.
How do I help students who confuse 0.7 and 0.07?
Use place value language consistently and visual models like hundredths grids. Show that 0.7 = 7/10 covers 70 squares while 0.07 = 7/100 covers only 7 squares. Practice reading aloud: “seven tenths” versus “seven hundredths.”
What’s the connection between this standard and money concepts?
Money provides a familiar context for decimal understanding. Students know $0.25 = 25 cents, which equals 25/100 of a dollar. This real-world connection helps abstract decimal notation make sense and provides meaningful practice opportunities.
How do I assess student understanding of CCSS.Math.Content.4.NF.C.6?
Use a mix of visual representations, conversion problems, and real-world applications. Students should convert fractions to decimals, identify equivalent forms, and explain their reasoning using place value vocabulary. Include both computational and conceptual questions.
Teaching decimal fractions successfully means helping students see that 3/10 and 0.3 are simply two ways to express the same mathematical idea. When you use concrete models, visual representations, and real-world connections, this abstract concept becomes accessible to every learner.
What’s your favorite strategy for helping students connect fractions and decimals? Try the free sample above and let me know how these approaches work with your fourth graders!
