MA.4.A.2.4Archived Standard

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Compare and order decimals, and estimate fraction and decimal amounts in real-world problems.

Remarks

Measurements (e.g., lengths) and dollar amounts provide useful contexts for estimating in the real world.
Students should understand the relationships and equivalencies between decimals and fractions. . A decimal number may have an equivalent fraction- one where the denominator is (or can be) a power of 10, at this grade level 10, 100, or 1000. They should also be able to represent 5ths as decimals (for example, 3/5= 0.6) and halves as decimals (for example, 7 ½ = 7.5).
General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 4
Body of Knowledge: Algebra
Idea: Level 2: Basic Application of Skills & Concepts
Big Idea: BIG IDEA 2 - Develop an understanding of decimals, including the connection between fractions and decimals.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC item(s)
    • At Grade 4, this benchmark will be assessed using MC items.
  • Clarification :
    Students will compare and order mixed numbers and decimals through the thousandths place with no more than five digits.

    Students will compare or order decimals, fractions, and/or mixed numbers between two numbers.

    Students will estimate fractions and/or decimals in real-world situations.

    Students will identify a fraction or decimal that is closest to another number or a benchmark fraction, e.g., 7/16 of a circle is closer to 1/2 than 1/3.
  • Content Limits :
    Items may include fractions and mixed numbers.

    Items may include fractions with denominators of 1 through 12, 16, 20, 25, 50, 100, and 1000.

    The number of fractions being ordered or compared should not exceed five.

    The number of decimals being ordered or compared should not exceed six.

    Numbers being compared may be in the same form or in two different forms.

    Numbers being compared and ordered in two different forms should not exceed five.

    Items may include the inequality symbols (<, ≤ , >, ≥, =, or ≠).
  • Stimulus Attributes :
    Graphic representations of fractions or decimals should be used in some items, when appropriate.
  • Response Attributes :
    Responses should not be listed in numerical order when this would be a clue to the correct response.
Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: At a county fair, four farmers entered their hogs in a contest. The weights of their hogs are shown in the table below.

    table

    according to the table, which farmer’s hog weighed the most?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Happy Healthy School Lunch:

In this MEA students are asked by the school cafeteria manager to assist her in creating healthier school lunch menus. The students need to keep in mind both nutritional and cost guidelines. Students will develop a procedure to select school lunches.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

Happy Healthy School Lunch:

In this MEA students are asked by the school cafeteria manager to assist her in creating healthier school lunch menus. The students need to keep in mind both nutritional and cost guidelines. Students will develop a procedure to select school lunches.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.