Virginia SOL 5.NS.1.a
The Standard
Use concrete and pictorial models to represent fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form.*
Virginia Standards of Learning for Mathematics · The student will use reasoning and justification to identify and represent equivalency between fractions (with denominators that are thirds, eighths, and factors of 100) and decimals; and compare and order sets of fractions (proper, improper, and/or mixed numbers having denominators of 12 or less) and decimals (through thousandths).
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use fraction strips, grids, and number lines to connect fractions with decimal values. They represent terminating decimals and recognize the repeating pattern created by thirds.
What Mastery Looks Like
- Students match shaded grids, fraction strips, and number lines to correct decimal values. They explain why eighths and factors of 100 terminate, while thirds produce repeating decimals.
Common Misconceptions
- Students may write 3/8 as 0.38 by treating the numerator and denominator as decimal digits. They may also think 1/3 equals exactly 0.33 instead of a repeating decimal.
How to Assess It
- Give an exit ticket: “Use a grid, strip, or number line to show 7/20, 3/8, and 2/3 as decimals. Mark any repeating decimal.”
Lesson moves
Ways to Teach It
Fold paper strips into thirds and eighths, place them above a 0-to-1 decimal number line, and label each endpoint.
Ask students to explain why 1/3 is not exactly 0.33, using a shaded strip or number line as evidence.
Play a three-card match using fraction, decimal, and shaded-model cards for 2/5, 3/8, 7/20, and 2/3.
Read recipe amounts of 1/3 and 3/8 cup, then mark their decimal locations on a one-cup measuring strip.
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Printable 5.NS.1.a Worksheet
A ready-to-print activity worksheet aligned to 5.NS.1.a, with an answer key for the teacher on its own page. No account needed.
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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...
- 6.NS.1.c
Represent and determine equivalencies among fractions (proper or improper) and mixed numbers that have denominators that are 12 or less or factors of 100 and pe...
- 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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