Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 56864
Decimals in Word and Expanded Form
Students compare pairs of decimals, one in word form to one in expanded form.
Subject(s): Mathematics
Grade Level(s): 5
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, decimal, greater than, less than, equal to, expanded form
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_DecimalsInWordAndExpandedForm_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each
student to explain his or her thinking and strategy.
1. The teacher provides the student with the Decimals in Word and Expanded Form worksheet and asks the student to first write each number in standard form.
2. After the student writes each number in standard form the teacher asks the student, “Can you use the less than, equal to, or greater than symbol to compare each pair
of numbers?”
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to consistently write decimal numbers in standard form when given in expanded or word form.
Examples of Student Work at this Level
The student is unable to correctly write each of the numbers in standard form.
The student attempts to write the numbers as they are written but makes major mistakes as seen in the student work below.
page 1 of 4 Questions Eliciting Thinking
How do you write numbers in the tenths? How about numbers in the hundredths?
What place value comes to the right of the decimal point? What does that look like?
What do you know about the numbers 0.40 and 0.45? How are they alike? Which is greater?
Instructional Implications
Provide the student with more opportunities to write decimal numbers given their expanded forms and to write the expanded forms of given decimal numbers. Be sure to
include numbers that contain zero as one or more of the digits.
Provide the student with clear instruction on the meaning of the decimal point and how it relates to whole numbers.
Using base ten blocks allow the student to consider the ten rod as one whole. Ask the student to consider how much each individual cube would represent. If the student
is able to say that it is one tenth, expose the student to the decimal notation (0.1).
Consider using the MFAS tasks Using Word and Expanded Form (4.NBT.1.2), and Five Tenths (5.NBT.1.2)
Moving Forward
Misconception/Error
The student is unable to consistently tell when numbers with decimals are greater than, less than, or equal to each other.
Examples of Student Work at this Level
The student correctly writes most or all numbers in standard form by cannot determine which numbers are greater than, less than, or equal to each other.
The student says that 3.55 < 3.055 because 3.055 is a greater number because it’s longer.
Questions Eliciting Thinking
How do you compare numbers? How can we tell when one number is greater than another?
Why do you think 3.55 is less than 3.055? What place should we look at to determine which is greater?
Instructional Implications
Guide the student in understanding each of the place values in decimal numbers.
Assist the student in comparing pairs of decimal numbers by first comparing the largest place value. If those digits are the same, guide the student to compare the digits in
the next largest place. Continue this pattern until a place is seen where one digit is larger than another. Ensure the numbers chosen include decimals.
Provide the student with daily opportunities to use the less than, equal to, or greater than symbols when comparing numbers, and provide clear and concise instruction on
what each symbol means along with its appropriate use. Emphasize reading inequality statements correctly.
Almost There
Misconception/Error
The student makes a minor error in using the less than symbol or in writing one number in standard form.
Examples of Student Work at this Level
The student correctly writes each number in standard form and can correctly state that 3.55 > 3.055 and 42.706 = 42.706. However, he or she uses the symbols
incorrectly.
The student makes a minor mistake in writing one of the numbers in standard form yet uses the symbols correctly to compare. The student can correct this mistake with
page 2 of 4 prompting from the teacher.
Questions Eliciting Thinking
What does this symbol mean?
How can you remember which way the symbol should point when a number is less than another?
Is it okay to write 42.706 = 42.706? Can you have an equal sign without an operation symbol?
Instructional Implications
Provide the student with daily opportunities to use the less than, equal to, or greater than symbols when comparing numbers, and provide clear and concise instruction on
what each symbol means along with its appropriate use. Emphasize reading inequality statements correctly. Typically students at the Almost There Level on this task need
more and consistent exposure to the less than, equal to, or greater than symbols.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly writes each number in standard form, and can correctly state that 3.55 > 3.055 and 42.706 = 42.706. The student also uses the symbols correctly.
The student initially writes each of the numbers from word form as mixed numbers and after prompting from the teacher, the student correctly writes them using decimal
notation.
page 3 of 4 Questions Eliciting Thinking
What would you tell another student to think about when comparing numbers in standard form?
How could you change only the hundredths place in 3.55 to make it greater than 3.055?
Instructional Implications
Challenge the student to change digits in given inequality statements to make them greater than or less than as seen in the questions above.
Give the student an inequality statement such as 347.02 < 347.4 and challenge the student to find a second correct way to write the statement (e.g., 347.4 > 347.02).
Present the student with two expressions (e.g., 378 + 24 + 0.06 and 400 + 2, + 0.5) to compare and ask the student to use the greater than, less than, or equal to
symbols to show their relationship. Have the student explain how he or she compared the expressions.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Decimals in Word and Expanded Form worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.5.NBT.1.3:
Description
Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g.,
347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols
to record the results of comparisons.
page 4 of 4