Virginia SOL 8.NS.1.c
The Standard
Use multiple strategies (e.g., benchmarks, number line, equivalency) to compare and order no more than five real numbers expressed as integers, fractions (proper or improper), decimals, mixed numbers, percents, numbers written in scientific notation, radicals, and π. Radicals may include both positive and negative square roots of values from 0 to 400. Ordering may be in ascending or descending order. Justify solutions orally, in writing or with a model.
Virginia Standards of Learning for Mathematics · The student will compare and order real numbers and determine the relationships between real numbers.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare numbers written in several forms by converting them, locating them on a number line, or using familiar benchmarks. They order up to five values and explain why the order is correct.
What Mastery Looks Like
- Students accurately place up to five numbers in ascending or descending order. They justify each placement using equivalent forms, benchmarks, or a labeled number line.
Common Misconceptions
- Students may compare digits without first writing numbers in equivalent forms. They may reverse the order of negative numbers, misread scientific notation exponents, or treat a radical as half its radicand.
How to Assess It
- Ask students to order −√10, −3.2, −315%, −π, and −3 1/8 from least to greatest, then justify two placements with equivalent decimals or benchmarks.
Lesson moves
Ways to Teach It
Give students number cards and have them place each value on a floor number line, then check placements using decimal equivalents.
Ask students to explain in writing why −√50 is less than −7, using a benchmark or approximation.
Run a comparison relay where teams convert mixed forms, arrange five cards, and earn a point for each correct justification.
Have students order measurements from product labels and science data, including percents, fractions, decimals, and scientific notation.
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