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.

Arkansas Academic Standards:
5.NBT.B.7

Perform basic operations on decimals to the hundredths place:

Add and subtract decimals to hundredths using concrete models or drawings and strategies based on place value, properties of operations, and the relationship between addition and subtraction

Multiply and divide decimals to hundredths using concrete models or drawings and strategies based on place value, properties of operations, and the relationship between multiplication and division

Arizona Academic Standards:
5.NBT.B.7

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

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

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

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

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.

New York State Next Generation Learning Standards:
5.NBT.7

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

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.

Tennessee Academic Standards:
5.NBT.B.7

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.)

Pennsylvania Core Standards:
CC.2.1.5.B.2

Extend an understanding of operations with whole numbers to perform operations including decimals.

Pennsylvania Core Standards:
M05.A-T.2.1.3

Add, subtract, multiply, and divide decimals to hundredths (no divisors with decimals).

5th Grade Math - Divide Decimals Lesson

Use long division to divide a decimal by a whole number. Move the decimal from the dividend to the same spot in the quotient.

Example:

Step 1: Write the dividend under the long division symbol, and write the divisor to the left of the long division symbol.

Step 2: Divide as if 6.72 were a whole number. The first digit of the dividend, 6, is less than the divisor, 8, so divide the first two digits of the dividend by the divisor (67 ÷ 8 = 8 R3).

Step 3: Bring down the next digit in the dividend, and divide (32 ÷ 8 = 4).

Step 4: Write the decimal point in the quotient directly above where it is in the dividend.

Example:

Step 1: Write the dividend under the long division symbol, and write the divisor to the left of the long division symbol.

Step 2: Divide as if 9.26 were a whole number. Divide the first digit of the dividend by the divisor (9 ÷ 4 = 2 R1).

Step 3: Bring down the next digit in the dividend, and divide (12 ÷ 4 = 3).

Step 4: Bring down the next digit in the dividend, and divide (6 ÷ 4 = 1 R2).

Step 5: Since there is still a remainder, add a zero to the end of the dividend. Bring down the zero, and divide (20 ÷ 4 = 5).

Step 6: Write the decimal point in the quotient directly above where it is in the dividend.

To divide by a decimal, move the decimal point in the divisor to the end of the number. Then, move the decimal point in the dividend the same number of spaces to the right.

Example:

Step 1: Write the dividend under the long division symbol, and write the divisor to the left of the long division symbol.

Step 2: Move the decimal point in the divisor one space to the right so that it is at the end of the number. Move the decimal point in the dividend one space to the right as well.

Step 3: Divide as if 151.8 were a whole number. The first two digits of the dividend is less than the divisor, so divide the first three digits of the dividend by the divisor (151 ÷ 33 = 4 R19).

Step 4: Bring down the next digit in the dividend, and divide (198 ÷ 33 = 6).

Step 5: Write the decimal point in the quotient directly above where it is in the dividend.