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Standards: Math

CCSS.MATH.CONTENT.5.NBT.3b (0)
Understand the place value system.
Education Level: 5
Description:

Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

CCSS.MATH.CONTENT.5.NBT.4 (0)
Understand the place value system.
Education Level: 5
Description:

Use place value understanding to round decimals to any place.

CCSS.MATH.CONTENT.5.NBT.5 (0)
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Education Level: 5
Description:

Fluently multiply multi-digit whole numbers using the standard algorithm.

CCSS.MATH.CONTENT.5.NBT.6 (0)
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Education Level: 5
Description:

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

CCSS.MATH.CONTENT.5.NBT.7 (0)
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Education Level: 5
Description:

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

CCSS.MATH.CONTENT.5.NF.1 (1)
Use equivalent fractions as a strategy to add and subtract fractions.
Education Level: 5
Description:

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

CCSS.MATH.CONTENT.5.NF.2 (1)
Use equivalent fractions as a strategy to add and subtract fractions.
Education Level: 5
Description:

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2.

CCSS.MATH.CONTENT.5.NF.3 (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

CCSS.MATH.CONTENT.5.NF.4 (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS.MATH.CONTENT.5.NF.4a (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

CCSS.MATH.CONTENT.5.NF.4b (1)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

CCSS.MATH.CONTENT.5.NF.5 (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Interpret multiplication as scaling (resizing) by:

-- a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

-- b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a) / (n×b) to the effect of multiplying a/b by 1.

CCSS.MATH.CONTENT.5.NF.6 (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CCSS.MATH.CONTENT.5.NF.7 (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

CCSS.MATH.CONTENT.5.NF.7a (0)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Education Level: 5
Description:

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

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