Virginia SOL 4.NS.4.e
The Standard
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 decimals expressed through thousandths, using multiple strategies (e.g., benchmarks, place value, number lines). Justify comparisons with a model, orally, and in writing.
Virginia Standards of Learning for Mathematics · The student will use mathematical reasoning and justification to represent, compare, and order decimals through thousandths, with and without models.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare decimals by checking digits from tenths through thousandths and using zeros as placeholders when needed. They arrange up to four values and support their choices with models, number lines, benchmarks, and clear explanations.
What Mastery Looks Like
- A student accurately compares and sequences up to four decimals, including numbers with different decimal lengths. They can show a comparison with a model, explain it aloud, and write why the first unequal place determines the result.
Common Misconceptions
- Students may say 0.45 is greater than 0.7 because 45 is greater than 7. They may think a trailing zero changes the value or compare digits without aligning place values. Some also reverse the meaning of < and >.
How to Assess It
- Exit ticket: Order 0.507, 0.57, 0.075, and 0.5 from least to greatest, then complete 0.507 __ 0.57. Draw a labeled number line and write one sentence explaining the comparison.
Lesson moves
Ways to Teach It
Give pairs digit cards and place-value mats; students build four decimals, arrange them, and explain which place decided the order.
Ask, "Which is greater, 0.6 or 0.599?" Students draw or write two explanations, then defend their choice to a partner.
Play Decimal War with decimal cards; partners compare each pair, claim the cards, and record one place-value justification per round.
Compare four race times measured to thousandths of a second, then rank the runners and explain how smaller times affect placement.
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