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.

Arkansas Academic Standards:
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 using symbols (>, =, <), and justify the conclusions (e.g., by using a visual model)

Arizona Academic Standards:
4.NF.C.7

Compare two decimals to hundredths by reasoning about their size. Understand that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <.

California Common Core State Standards:
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 the number line or another visual model.

Common Core State Standards:
Math.4.NF.7 or 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.

Georgia Standards of Excellence (GSE):
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.

North Carolina - Standard Course of Study:
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.

New York State Next Generation Learning Standards:
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. e.g., using a visual model

Tennessee Academic Standards:
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.

Wisconsin Academic Standards:
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 < ).

Pennsylvania Core Standards:
CC.2.1.4.C.3

Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g., 19/100).

Pennsylvania Core Standards:
M04.A-F.3.1.3

Compare two decimals to hundredths using the symbols >, =, or <, and justify the conclusions.

Georgia Standards of Excellence (GSE):
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.

4th Grade Math - Compare Decimals Lesson

Decimals can be compared using models.

Base ten blocks can be used to compare decimals. In this case, a flat represents 1, a rod represents 0.1, and a unit represents 0.01.

1

0.1

0.01

Example:

The model on the left is made up of five rods, so it represents 0.5.

The model on the right is made up of two rods, so it represents 0.2.

The model on the left has more rods than the model on the right.

So, a comparison shown by the models is 0.5 > 0.2.

Decimals can be compared using models.

Grid models can be used to compare decimals.

If the whole is divided into ten equal parts, each part represents 0.1. If the whole is divided into one hundred equal parts, each part represents 0.01.

Example:

The model on the left is divided into 100 equal parts, and 46 are shaded. So, it represents 0.46.

The model on the right is divided into 100 equal parts, and 73 are shaded. So, it represents 0.73.

The model on the left has fewer parts shaded than the model on the right.

So, a comparison shown by the models is 0.46 < 0.73.

Decimals can be compared using models.

Number lines can be used to compare decimals.

If the tick marks on the number line separate the space between consecutive whole numbers into ten sections, each tick mark represents 0.1.

Example:

The tick marks separate the space between consecutive whole numbers into ten sections. So, each tick mark on the number line represents 0.1.

The dot on the first number line is at 3.4.

The dot on the second number line is at 3.3.

The dot on the first number line is to the right of the dot on the second number line. So, a comparison shown by the number lines is 3.4 > 3.3.

Decimals can be compared using place value.

Example:

Compare the digits in each place from left to right. Start with the tenths place.

7 = 7

The digits in the tenths place are equal, so compare the digits in the hundredths place. When a digit is not shown at the end of a decimal, the digit in that place is zero.

So, both numbers have a zero in the hundredths place. This means that 0.7 = 0.70.

Therefore, the symbol that correctly completes the comparison is =.