Standard #: MA.4.A.2.3 (Archived Standard)

Test Item Specifications

Item Type(s): This benchmark may be assessed using: MC , GR item(s)
Also assesses MA.4.A.2.1 Use decimals through the thousandths place to name numbers between whole numbers.

Also assesses MA.4.A.2.2 Describe decimals as an extension of the base-ten number system.


Clarification :
Students will identify decimals that are equivalent to commonly used fractions or mixed numbers (see content limits on the following page) and vice versa. 
Students will identify decimals and/or fractions from a graphical representation or a number line. 
Students will recognize the relationship between the place values (e.g., place values increase by a factor of 10 as they move to the left). 
Students will identify the place value of a digit to the right of the decimal point. 
Students will find or identify a decimal, fraction, or mixed number between two numbers.
Content Limits :
Items may include mixed numbers and/or fractions.


Items may assess translating the following commonly used fractions or mixed numbers to decimals (or their decimal equivalents):1/10, 1/4, 1/2, 3/4, all fifths, tenths, hundredths, and thousandths. For example, 0.2, 0.20, 0.200, and 2/10 are all equivalent. Also, 0.5 = 1/2, 3/5 = 0.6, 3/2 = 1.5, or 7½ = 7.5.
Items will not require the use of division or dividing a denominator into a numerator to translate a fraction to an equivalent decimal.

Items will not assess simplifying fractions, except for converting commonly used fractions or mixed numbers to decimals.

When naming or identifying fractions or decimals between two consecutive whole numbers, the whole numbers may not exceed 99.
Stimulus Attributes :
Graphics should be used in some of these items, as appropriate.

Items may include number lines, area models, or other visual representations.
Response Attributes :
Gridded responses may not include fractions.

Grids will have five digits, including three decimal places, up through 99.999.

Sample Test Items (2)