Virginia SOL 4.NS.4

4.NS.4 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 4.NS.4.a

  Investigate and describe the ten-to-one place value relationship for decimals through thousandths, using concrete models (e.g., place value mats/charts, decimal...

• 4.NS.4.b

  Represent and identify decimals expressed through thousandths, using concrete, pictorial, and numerical representations.

• 4.NS.4.c

  Read and write decimals expressed through thousandths, using concrete, pictorial, and numerical representations.

• 4.NS.4.d

  Identify and communicate, both orally and in written form, the place and value of each digit in a decimal through thousandths (e.g., given 0.385, the 8 is in th...

• 4.NS.4.e

  Compare using symbols (<, >, =) and/or words (greater than, less than, equal to) and order (least to greatest and greatest to least), a set of no more than four...

01

What Students Need to Do

Students build, draw, read, and write decimals through the thousandths place. They name each digit's place and value, and explain how each place is one tenth of the place to its left. They compare and order up to four decimals using symbols, words, models, number lines, or place value reasoning.

02

What Mastery Looks Like

A student can move among a block model, a grid, a number line, and decimal notation without changing the value. Given 0.6, 0.587, and 0.605, the student orders them correctly and gives a place value or model-based reason.

03

Common Misconceptions

Students often think 0.587 is greater than 0.6 because 587 is greater than 6, or treat 0.5 and 0.05 as equal. They may name a digit's place but give the digit rather than its value, or shift places when zeros appear. They may compare models without first agreeing which piece represents one whole.

04

How to Assess It

Exit ticket: Order 0.5, 0.507, 0.057, and 0.75 from least to greatest, then justify one comparison with a labeled number line or place value chart. Circle the 7 in 0.507 and state its place and value.

1. 01

   Declare a Base 10 cube as one whole, then have pairs build 0.247 on place value mats and sketch their models.

2. 02

   Ask students to explain in writing why 0.6 is greater than 0.587, using place value and a number line.

3. 03

   Play Decimal Lineup: groups draw four decimal cards, arrange themselves from least to greatest, and earn a point for a correct justification.

4. 04

   Compare three race times recorded to thousandths of a second, then choose the fastest runner and explain how the digits prove it.

• 5.NS.1

  The student will use reasoning and justification to identify and represent equivalency between fractions (with denominators that are thirds, eighths, and factor...

• 4.NS.3

  The student will use mathematical reasoning and justification to represent, compare, and order fractions (proper, improper, and mixed numbers with denominators ...

• 3.NS.3

  The student will use mathematical reasoning and justification to represent and compare fractions (proper and improper) and mixed numbers with denominators of 2,...

• 4.CE.4

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...