Decimals Place Value

Ages 9–11 · 9 minutes · Math

Identify place value in decimal numbers

Students will identify the value of each digit in a decimal number, recognizing the ones, tenths and hundredths places. Students will practice breaking apart numbers like 4.62 to show what each digit represents and match digits to their correct place on a place value chart.

Part of

Decimals

Standards alignment

Common Core State Standards

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3.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).

Alabama

MA19.4.18 — Use models and decimal notation to represent fractions with denominators of 10 and 100.
MA19.4.19 — Use visual models and reasoning to compare two decimals to hundredths (referring to the same whole), recording comparisons using symbols >, =, or <, and justifying the conclusions.
MA19.5.4a — Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

Alaska

4.NF.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model).

Arizona

4.NF.C.6 * — Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and locate these decimals on a number line.
5.NBT.A.3.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).
5.NBT.A.1 * — Apply concepts of place value, multiplication, and division to understand that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Arkansas

4.NPV.10 — Apply decimal notation for fractions with denominators 10 or 100.
5.NPV.3 — Read and write decimals to thousandths, using base-ten numerals, word form, and a variety of expanded forms.

California

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions, e.g., by using the number line or another visual model.

Colorado

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3 — Read, write, and compare decimals to thousandths.

Connecticut

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3.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).

Delaware

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Florida

MA.5.NSO.1.3 — Compose and decompose multi-digit numbers with decimals to the thousandths in multiple ways using the values of the digits in each place. Demonstrate the compositions or decompositions using objects, drawings and expressions or equations.
MA.4.FR.1.2 — Use decimal notation to represent fractions with denominators of 10 or 100, including mixed numbers and fractions greater than 1, and use fractional notation with denominators of 10 or 100 to represent decimals.
MA.4.NSO.1.5 — Plot, order and compare decimals up to the hundredths.

Georgia

4.NR.5.2 — Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.
4.NR.5 — Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.
4.NR.5.3 — Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

Hawaii

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3a — 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).

Idaho

4.NF.C.6 — Use decimal notation to represent fractions with denominators 10 or 100.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size.
5.NBT.A.1 — Recognize that in a multi-digit number, including decimals, a digit in any place represents ten times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Illinois

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3 — Read, write, and compare decimals to thousandths.

Indiana

4.NS.5 — Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form, and expanded form to represent decimal numbers to hundredths. Mentally calculate fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). (E)

Iowa

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 and locate 0.62 on a number line.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size, recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole. Show decimals on a number line diagram and be able to justify numerical statements of decimal comparison by using a visual fraction model.
5.NBT.A.3.a — Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. For example, 347.392 = 300 + 40 + 7 + 0.3 + 0.09 + 0.002.
5.NBT.A.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Kansas

4.NF.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
5.NBT.3.a — Read and write decimals to thousandths using base-ten numerals, number names, expanded form, and unit form (e.g. expanded form 47.392 = 47.392 = 4 ⋅ 10 + 7 ⋅ 1 + 3 ⋅ 1/10 + 9 ⋅ 1/100 + 2 ⋅ 1/1000; unit form 47.392 = 4 tens + 7 ones + 3 tenths + 9 hundredths + 2 thousandths).
4.NF.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the relational symbols > , < , = , or ≠ , and justify the conclusions, (e.g. by using a visual model.).

Kentucky

KY.4.NF.6 — Use decimal notation for fractions with denominators 10 or 100.
KY.4.NF.7.a — Compare two decimals to hundredths by reasoning about their size.
KY.5.NBT.3.a — Read and write decimals to thousandths using base-ten numerals, number names and expanded form.

Louisiana

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3.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).
5.NBT.A.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Maine

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3a — 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).

Maryland

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3.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).

Massachusetts

4.NF.C.6 — Use decimal notation to represent fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
5.NBT.A.3.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).
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3 — Read, write, and compare decimals to thousandths.

Michigan

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Minnesota

4.1.2.4 — Read and write decimals with words and symbols; use place value to describe decimals in terms of thousands, hundreds, tens, ones, tenths, hundredths and thousandths. For example: Writing 362.45 is a shorter way of writing the sum: 3 hundreds + 6 tens + 2 ones + 4 tenths + 5 hundredths, which can also be written as: three hundred sixty-two and forty-five hundredths.
4.1.2.5 — Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks.

Mississippi

5.NBT.3.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).
4.NF.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions, e.g., by using a visual model.
5.NBT.3 — Read, write, and compare decimals to thousandths.
5.NBT.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left (e.g.,“In the number 3.33, the underlined digit represents 3/10, which is 10 times the amount represented by the digit to its right (3/100) and is 1/10 the amount represented by the digit to its left (3)).

Missouri

4.NF.C.11 — Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form.
4.NF.C.9 — Use decimal notation for fractions with denominators of 10 or 100.
5.NF.A.1 — Understand that parts of a whole can be expressed as fractions and/or decimals.

Montana

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
5.NBT.A.3.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).
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions, e.g., by using a visual model.

Nebraska

4.N.1.a — Read, write, and demonstrate multiple equivalent representations for whole numbers up to 1,000,000 and decimals to the hundredths using visual representations, standard form, and expanded form.
4.N.1 — Numeric Relationships: Students will demonstrate and represent multi-digit numbers using relationships with the base-ten number system.
4.N.1.c — Recognize a digit in one place represents ten times what it represents in the place to its right.

Nevada

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

New Hampshire

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

New Jersey

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3a — 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)

New Mexico

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

New York

NY-4.NF.6 — Use decimal notation for fractions with denominators 10 or 100.
NY-4.NF.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions.

North Carolina

NC.4.NF.6 — Use decimal notation to represent fractions. • Express, model and explain the equivalence between fractions with denominators of 10 and 100. • Use equivalent fractions to add two fractions with denominators of 10 or 100. • Represent tenths and hundredths with models, making connections between fractions and decimals.
NC.4.NF.7 — Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols > , = , or < . Recognize that comparisons are valid only when the two decimals refer to the same whole.

North Dakota

5.NO.CC.1 — Read and write decimals to the thousandths including standard, word, and expanded forms.
4.NO.NF.1 — Express equivalent fractions with a denominator of 10 and a denominator of 100 to generate a decimal notation.
5.NO.NBT.1 — Understand that in a multi-digit number, a digit in one place represents ten times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Ohio

4.NF.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions, e.g., by using a visual model.
5.NBT.3.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).

Oklahoma

4.N.3.6 — Represent tenths and hundredths with concrete and pictorial models, making connections between fractions and decimals.
4.N.3 — Represent and compare fractions and decimals in real-world and mathematical situations; use place value to understand decimal quantities.
4.N.3.7 — Read and write decimals in standard, word, and expanded form up to at least the hundredths place in a variety of contexts, including money.
4.N.3.8 — Compare and order decimals and whole numbers using place value and various models including but not limited to grids, number lines, and base 10 blocks.

Oregon

4.NF.C.6 — Use and interpret decimal notation for fractions with denominators 10 or 100.
4.NF.C.7 — Use decimal notation for fractions with denominators 10 or 100. Compare two decimals to hundredths place by reasoning about their size, and record the comparison using the symbols >, =, or <.
5.NBT.A.3 — Read, write, and compare decimals to thousandths.

Pennsylvania

CC.2.1.4.C.3 — Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g., 19/100).
CC.2.1.5.B.1 — Apply place-value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals.

Rhode Island

5.NBT.A.3.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).
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3 — Read, write, and compare decimals to thousandths.
5.NBT.A.1 — Recognize that in a multi-digit number, including decimals, a digit in any place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

South Carolina

5.NSBT.3 — Read and write decimals in standard and expanded form. Compare two decimal numbers to the thousandths using the symbols >, =, or <.
4.NSF.7 — Compare and order decimal numbers to hundredths, and justify using concrete and visual models.

South Dakota

4.NF.C.6 — Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.
5.NBT.A.3 — Read, write, and compare decimals to thousandths.
5.NBT.A.3.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).
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > , < , or = , and justify the conclusions.

Tennessee

4.NF.C.6 — Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Use the symbols > , = , or < to show the relationship and justify the conclusions.

Texas

4.2B — represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;
4.2E — represent decimals, including tenths and hundredths, using concrete and visual models and money;
4.2F — compare and order decimals using concrete and visual models to the hundredths;

Utah

4.NF.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100, describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions,* for example, by using a visual model.*
5.NBT.3.a — Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. For example, 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).
4.MP.7 — Look for and make use of structure.

Vermont

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
5.NBT.A.3.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).
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Virginia

4.NS.4b — Represent and identify decimals expressed through thousandths, using concrete, pictorial, and numerical representations.
4.NS.4d — Identify and communicate, both orally and in written form, the place and value of each digit in a decimal through thousandths (e.g., given 0.385, the 8 is in the hundredths place and has a value of 0.08).
4.NS.4a — Investigate and describe the ten-to-one place value relationship for decimals through thousandths, using concrete models (e.g., place value mats/charts, decimal squares, base 10 blocks).
4.NS.4c — Read and write decimals expressed through thousandths, using concrete, pictorial, and numerical representations.

Washington

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3.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).

Washington, D.C.

4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
5.NBT.A.3.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).

West Virginia

M.4.17 — Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram).
M.4.18 — Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions by using a visual model.
M.5.6 — 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 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 X (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.

Wisconsin

M.4.NF.C.6 — Use decimal notation for fractions with denominators 10 or 100, connect decimals to real-world contexts, and represent with visual models (e.g., number line or area model).
M.4.NF.C.7 — Compare decimals to hundredths by reasoning about their size and using benchmarks. Recognize that comparisons are valid only when the decimals refer to the same whole. Justify the conclusions, by using explanations or visual models (e.g., number line or area model) and describe the result of the comparison using words and symbols ( >, =, and < ).

Wyoming

5.NBT.C.3.A — Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
4.NF.H.6 — Use decimal notation for fractions with denominators 10 or 100.
5.NBT.C — Understand the place value system.
5.NBT.C.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.