Evidence of Student Common Core Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Students know: Students understand EE4.NF.5-7. N/A EE4.NF.5-7. N/A (Decimals begin at grade 7). Given two decimals, that/are able to: (Decimals begin at grade 7). Strategies for Use logical reasoning and representing decimal Strategically choose a variety of models to quantities, and apply represent and order the representations to decimals (using <, =, >) compare two decimals, Strategies for and justify their answers, comparing decimals (e.g., comparing Record the comparison Communicate the reason numerators of like of two decimals using why it is not valid to decimals creating <, =, and > notation, make a comparison common between decimals that denominators, Use mathematical refer to different wholes comparing to language and logical (e.g., why it may not be landmark fractions reasoning to justify valid to say 0.5 > 0.25 if such as 1/2). solutions. 0.5 refers to a small pizza and the 0.25 refers to an Two fractions extra-large pizza, or (decimals) are "Susie said her 0.25 pizza equivalent if they are was bigger than my 0.5 the same size share pizza. Is she correct?"). (represent the same amount) of the same whole or name the same point on a number line, Comparisons of fractions (decimals) are valid only when the two fractions (decimals) refer to the same whole.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given two decimals, Use logical reasoning and a variety of models to represent and order the decimals (using <, =, >) and justify their answers, Communicate the reason why it is not valid to make a comparison between decimals that refer to different wholes (e.g., why it may not be valid to say 0.5 > 0.25 if 0.5 refers to a small pizza and the 0.25 refers to an extra-large pizza, or "Susie said her 0.25 pizza was bigger than my 0.5 pizza. Is she correct?"). Students know: Strategies for representing decimal quantities, Strategies for comparing decimals (e.g., comparing numerators of like decimals creating common denominators, comparing to landmark fractions such as 1/2). Students understand that/are able to: Strategically choose and apply representations to compare two decimals, Record the comparison of two decimals using <, =, and > notation, Use mathematical language and logical reasoning to justify solutions. Two fractions (decimals) are equivalent if they are the same size share (represent the same amount) of the same whole or name the same point on a number line, Comparisons of fractions (decimals) are valid only when the two fractions (decimals) refer to the same whole. EE4.NF.5-7. N/A (Decimals begin at grade 7). EE4.NF.5-7. N/A (Decimals begin at grade 7).