Standard #: MA.5.NSO.1.2

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

• MA.5.NSO.2.4
• MA.5.NSO.2.5 
• MA.5.AR.2.1
• MA.5.AR.2.2
• MA.5.AR.2.3 
• MA.5.M.2.1

 

Terms from the K-12 Glossary

• NA

 

Vertical Alignment

Previous Benchmarks

• MA.4.NSO.1.2

 

Next Benchmarks

• MA.6.AR.1.1

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to read numbers appropriately and to write numbers in all forms. Utilizing place value, students are expected to understand the value of tenths, hundredths, and thousandths, extending from their work to read and write whole numbers in any form in grade 4 (MA.4.NSO.1.2). Writing numbers in expanded form can help students see the relationship between decimals and fractions (MTR.5.1). Translating from written form to symbolic form builds the foundation for moving from written to algebraic form in grade 6 (MA.6.AR.1.1). 

• Representing numbers in flexible ways will help students name, order, compare and operate with decimals (MTR.3.1).
• During instruction, teachers should relate all three forms using place value charts and base ten manipulatives (e.g., blocks) (MTR.3.1, MTR.4.1, MTR.5.1).

 

Common Misconceptions or Errors

• Students may incorrectly read and write from expanded form if one of the digits is 0, like in the number 67.03 as used in the benchmark example. A common mistake that students make is to name the number as 67.3 because they do not see that 3 is the value of hundredths.

 

Strategies to Support Tiered Instruction

• Instruction includes the use of place value understanding, models such as place value disks and decimal fractions to read and write multi-digit numbers with decimals to the thousandths using standard form, word form and expanded form when one of the digits in the decimal place values is 0. 
  • For example, write 2.054 in standard form, word form and expanded form using a place value chart. 

 

• $\frac{\text{54}}{\text{1,000}}$ and explaining that doing so helps us to read the decimal correctly. Also, the teacher explains that the word “and” is used for a portion of a number, decimal or fraction. Next, the teacher and students write 2.054 as 2 $\frac{\text{54}}{\text{1,000}}$ and read  the number as “two and fifty-four thousandths.”  
• For example, write 6.03 in standard form, word form and expanded form using a place value chart. 

• For example, the teacher uses decimal fractions and a place value chart to help students read 6.03, while modeling how to write the decimal portion of the number as a fraction, $\frac{\text{3}}{\text{100}}$ and explaining that doing so helps us to read the decimal correctly. Also, the teacher explains that the word “and” is used for a portion of a number, decimal or fraction. Next, write 6.03 as 6 $\frac{\text{3}}{\text{100}}$ and read the number as “six and three hundredths.”

 

Instructional Tasks

Instructional Task 1 

Use the number cards below to write a number in standard, word and expanded forms. You can use the cards in any order to make your number, but it must have a digit other than zero in the thousandths place.