Virginia SOL 5.NS.1.c
The Standard
Identify equivalent relationships between decimals and fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form, with and without models.*
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 match fractions such as thirds, eighths, and twentieths to exact terminating or repeating decimals. They use grids, fraction strips, equivalent fractions, or division to justify each match.
What Mastery Looks Like
- A student converts 3/8 to 0.375, 7/20 to 0.35, and 2/3 to 0.666..., then explains each result. The student recognizes that a finite string of 6s is only an approximation for 2/3.
Common Misconceptions
- Students may write 3/8 as 0.38 by copying the numerator and denominator digits. They may treat 0.333 as exactly 1/3 rather than an approximation, or stop division too soon.
How to Assess It
- Exit ticket: Match 3/8, 2/3, and 7/20 to 0.35, 0.375, and 0.666..., then justify one match with division or a model.
Lesson moves
Ways to Teach It
Give students fraction strips and hundred grids to model 1/3, 3/8, and 7/20, then label each with its decimal.
Write and defend: Is 0.333 equal to 1/3, or only close, and how does the ellipsis change the answer?
Play a matching game with cards showing fractions, decimals, and models; students keep a set only after explaining why all three match.
Compare a recipe using 3/4 cup with a digital measuring display showing 0.75 cup, and decide whether the amounts match.
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Printable 5.NS.1.c Worksheet
A ready-to-print activity worksheet aligned to 5.NS.1.c, 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...
- 5.NS.1.a
Use concrete and pictorial models to represent fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form.*
- 5.NS.1.b
Use concrete and pictorial models to represent decimals in their equivalent fraction form (thirds, eighths, and factors of 100).*
- 4.NS.3.e
Represent equivalent fractions with denominators of 12 or less, with and without models.*
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