5.2

5.2 is a knowledge and skills statement. These are the student expectations under it.

• 5.2.A

  represent the value of the digit in decimals through the thousandths using expanded notation and numerals

• 5.2.B

  compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

• 5.2.C

  round decimals to tenths or hundredths

01

What Students Need to Do

Students read and write decimals through thousandths and explain each digit’s value. They compare, order, and round decimals to a requested place.

02

What Mastery Looks Like

A student can explain that the 3 in 4.307 has a value of three tenths. The student can correctly order decimals with different numbers of digits. The student rounds using the digit immediately to the right of the target place.

03

Common Misconceptions

Students may think 0.8 is less than 0.75 because 8 is less than 75. They may omit placeholder zeros or confuse tenths, hundredths, and thousandths. When rounding, they may check the wrong digit or change digits that should stay the same.

04

How to Assess It

Ask: Write 4.307 in expanded notation, compare 4.307 and 4.37 using a symbol, then round 4.307 to the nearest tenth and hundredth.

1. 01

   Give pairs place-value mats and digit cards to build decimals, name each digit’s value, and write each number in expanded notation.

2. 02

   Ask students to write why 0.6 is greater than 0.59, then compare explanations with a partner.

3. 03

   Play a decimal card race where students draw three digit cards, build a decimal, and arrange all players’ numbers from least to greatest.

4. 04

   Compare three race times measured to thousandths of a second, then round each time to tenths and hundredths for a results board.

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