Poderes de 10
5th Grade
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Alabama Course of Study Standards:
3.a, 3.b
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Explain patterns in the number of zeros of the product when multiplying a number by powers of 10,
using whole-number exponents to denote powers of 10.
Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a
power of 10, using whole-number exponents to denote powers of 10. |
Arizona Academic Standards:
5.NBT.A.2
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Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain
patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. |
Common Core State Standards:
Math.5.NBT.2 or 5.NBT.A.2
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Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. |
Georgia Standards of Excellence (GSE):
5.NR.1.2
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Explain patterns in the placement of digits when multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10, up to 103 . |
New York State Next Generation Learning Standards:
5.NBT.2
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Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. |
Alabama Course of Study Standards:
8
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Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value,
properties of operations, and/or the relationships between addition/subtraction and multiplication/division;
relate the strategy to a written method, and explain the reasoning used.- Use concrete models and drawings to solve problems with decimals to hundredths.
- Solve problems in a real-world context with decimals to hundredths.
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Arizona Academic Standards:
5.NBT.B.7
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Add, subtract, multiply, and divide decimals to hundredths, connecting objects or drawings to strategies based on place value, properties of operations, and/or the relationship between operations. Relate the strategy to a written form. |
Common Core State Standards:
Math.5.NBT.7 or 5.NBT.B.7
Wisconsin Academic Standards:
5.NBT.B.7
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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. |
Georgia Standards of Excellence (GSE):
5.NR.4.4
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Solve problems involving addition and subtraction of decimal numbers to the hundredths place using a variety of strategies. |
Mississippi College- and Career-Readiness Standards:
5.NBT.7
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Add, subtract, multiply, and divide decimals to hundredths, using concrete models s (to include, but not limited to: base ten blocks, decimal tiles, etc.) 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. |
North Carolina - Standard Course of Study:
5.NBT.7
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Compute and solve real-world problems with multi-digit whole numbers and decimal numbers.- Add and subtract decimals to thousandths using models, drawings or strategies based on place value.
- Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value.
- Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths.
- Use estimation strategies to assess reasonableness of answers.
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New York State Next Generation Learning Standards:
5.NBT.7
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Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations:- add and subtract decimals to hundredths;
- multiply and divide decimals to hundredths.
Relate the strategy to a written method and explain the reasoning used.
Notes on and/or: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between operations. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, or the relationship between operations.
Note: Division problems are limited to those that allow for the use of concrete models or drawings, strategies based on properties of operations, and/or the relationship between operations (e.g., 0.25 ÷ 0.05). Problems should not be so complex as to require the use of an algorithm (e.g., 0.37 ÷ 0.05). |
Ohio's Learning Standards:
5.NBT.7
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Solve real-world problems by adding, subtracting,
multiplying, and dividing decimals using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, or multiplication and division; relate the strategy to a written method and explain the reasoning used.- Add and subtract decimals, including decimals with whole
numbers, (whole numbers through the hundreds place and
decimals through the hundredths place).
- Multiply whole numbers by decimals (whole numbers through the
hundreds place and decimals through the hundredths place).
- Divide whole numbers by decimals and decimals by whole numbers (whole numbers through the tens place and decimals less than one through the hundredths place using numbers whose division can be readily modeled). For example, 0.75 divided by 5, 18 divided by 0.6, or 0.9 divided by 3.
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Tennessee Academic Standards:
5.NBT.B.7
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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 operations; assess the reasonableness of answers using estimation strategies. (Limit division problems so that either the dividend or the divisor is a whole number.) |
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