CPALMS Logo Generated on 9/18/2025 at 7:23 PM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org/PreviewAccessPoint/Preview/18066
Plot, order and compare multi-digit whole numbers up to 10,000.
Access Point #: MA.4.NSO.1.AP.3
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MA.4.NSO.1.3: Plot, order and compare multi-digit whole numbers up to 1,000,000.Clarifications:Clarification 1: When comparing numbers, instruction includes using an appropriately scaled number line and using place values of the hundred thousands, ten thousands, thousands, hundreds, tens and ones digits.

    Clarification 2: Scaled number lines must be provided and can be a representation of any range of numbers.

     Clarification 3: Within this benchmark, the expectation is to use symbols (<, > or =).

Access Point Information
Number:
MA.4.NSO.1.AP.3
Category:
Access Points
Date Adopted or Revised:
03/23
Standard:
Understand place value for multi-digit numbers.
Access Point Courses
  • Grade Four Mathematics (#5012060): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 4 (#7712050): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Grade 3 Accelerated Mathematics (#5012055): In grade 3 accelerated, instructional time will emphasize five areas: (1) extending understanding of place value in multi-digit whole numbers; (2) adding and subtracting multi-digit whole numbers, including using a standard algorithm; (3) building an understanding of multiplication and division, the relationship between them and the connection to area of rectangles; (4) developing an understanding of fractions and (5) extending geometric reasoning to lines, angles and attributes of quadrilaterals.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.