- describing and representing
- relating to fractions
- comparing and ordering.
[C, CN, R, V]
| (a) |
Tell a story (orally, in writing, or through movement) that explains what a concrete or pictorial representation of a part of a set, part of a region, or part of a unit of measure illustrates and record the quantity as a decimal. |
| (b) |
Represent concretely or pictorially a decimal identified in a situation relevant to self, family, or community. |
| (c) |
Recognize and generate equivalent forms (decimal or fraction) of fractions and decimals found in situations relevant to one's life, family, or community. |
| (d) |
Demonstrate, using concrete or pictorial models to explain, how a quantity in tenths or hundredths can also be recorded as hundredths or thousandths (e.g., 0.2 can be written as 0.200). |
| (e) |
Describe the quantity represented by each digit in a given decimal. |
| (f) |
Make and test conjectures about the relationship of equality of quantities written in decimal and fractional form (e.g., 0.7 and 7/10) and verify concretely, pictorially, or logically. |
| (g) |
Use and explain personal strategies for writing decimals as fractions. |
| (h) |
Use and explain personal strategies for writing fractions with a denominator of 10, 100, or 1000 as a decimal. |
| (i) |
Explain, by providing examples, how to write decimals as a fraction with a denominator of 10, 100, or 1000. |
| (j) |
Identify benchmarks on a number line that could be used to order a given set of decimals and explain the choices made. |
| (k) |
Use benchmarks to order a set of decimals from a situation related to one's life, family, or community. |
