Virginia SOL 4.NS.5.c
The Standard
Write the decimal and fraction equivalent for a given model (e.g., 1 4 = 0.25 or 0.25 = 1 4 ; 1.25 = 5 4 or 11 4 ; 1.02 = 102 100 or 1 2 100 ).*
Virginia Standards of Learning for Mathematics · The student will reason about the relationship between fractions and decimals (limited to halves, fourths, fifths, tenths, and hundredths) to identify and represent equivalencies.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read a shaded model and name the amount as both a decimal and a fraction. For amounts greater than one, they connect the model to a mixed number and an improper fraction.
What Mastery Looks Like
- Students correctly identify the whole, the number of equal parts, and the shaded amount in a model. They write matching decimals and fractions, including mixed numbers and improper fractions for amounts greater than one. They simplify fractions when an equivalent half, fourth, or fifth applies.
Common Misconceptions
- Students may count shaded pieces for both the numerator and denominator instead of counting all equal parts for the denominator. They may read 1.02 as one and two tenths. They may not recognize that 1.25 can also be 1 1/4 or 5/4.
How to Assess It
- Show two hundred grids, one fully shaded and one with 2 squares shaded. Ask students to write the decimal, a mixed number using hundredths, and an improper fraction using hundredths.
Lesson moves
Ways to Teach It
Give pairs hundred grids and fraction strips to model 1.25, then label the models 1.25, 125/100, 5/4, and 1 1/4.
Display a model of 0.50 and ask students to explain how it can be named with tenths, hundredths, and a simplified fraction.
Run a matching-card game with models, decimals, mixed numbers, and improper fractions; students keep each set only after explaining the match.
Give students $1.25 in play money and have them record the amount as a decimal, mixed number, and improper fraction of a dollar.
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Related Standards
- 4.NS.5.b
Identify and model equivalent relationships between fractions (proper or improper) and/or mixed numbers and decimals, using halves, fourths, fifths, tenths, and...
- 3.NS.3.c
Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number (e.g., 1 4 , 2 4 , 3...
- 5.NS.1.b
Use concrete and pictorial models to represent decimals in their equivalent fraction form (thirds, eighths, and factors of 100).*
- 5.NS.1.c
Identify equivalent relationships between decimals and fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form...
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