N5.6
Demonstrate understanding of decimals to thousandths by:
  • describing and representing
  • relating to fractions
  • comparing and ordering.

[C, CN, R, V]

Indicators for this outcome
(a)

Tell a story (orally, in writing, or through movement) that explains what a concrete or pictorial representation of a part of a set, part of a region, or part of a unit of measure illustrates and record the quantity as a decimal.

(b)

Represent concretely or pictorially a decimal identified in a situation relevant to self, family, or community.

(c)

Recognize and generate equivalent forms (decimal or fraction) of fractions and decimals found in situations relevant to one's life, family, or community.

(d)

Demonstrate, using concrete or pictorial models to explain, how a quantity in tenths or hundredths can also be recorded as hundredths or thousandths (e.g., 0.2 can be written as 0.200).

(e)

Describe the quantity represented by each digit in a given decimal.

(f)

Make and test conjectures about the relationship of equality of quantities written in decimal and fractional form (e.g., 0.7 and 7/10) and verify concretely, pictorially, or logically.

(g)

Use and explain personal strategies for writing decimals as fractions.

(h)

Use and explain personal strategies for writing fractions with a denominator of 10, 100, or 1000 as a decimal.

(i)

Explain, by providing examples, how to write decimals as a fraction with a denominator of 10, 100, or 1000.

(j)

Identify benchmarks on a number line that could be used to order a given set of decimals and explain the choices made.

(k)

Use benchmarks to order a set of decimals from a situation related to one's life, family, or community.

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