Standard

Use place value understanding to round decimals to any place.

Student Language:

"I can use place value understanding to round decimals to any place."

Explanation

About the Math, Learning Targets, and Rigor

This standard refers to rounding. Students should go beyond simply applying an algorithm or procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round.

Students should have numerous experiences using a number line to support their work with rounding. When rounding a decimal to a given place, students may identify the two possible answers, and use their understanding of place value to compare the given number to the possible answers.

Example:

Round 14.235 to the nearest tenth. Students recognize that the possible answer must be in tenths thus, it is either 14.2 or 14.3. They then identify that 14.235 is closer to 14.2 (14.20) than to 14.3 (14.30).

Resources

Videos

• Khan Academy
  • Scroll to 5.NBT.4, click on skill, find videos on left side of each skill
• Learn Zillion
• Virtual Nerd

EngageNY Lessons

Extra Practice

• North Carolina Tasks
• Illustrative Math Tasks
• Howard County Tasks
  • Click on 5th grade at bottom, then 5.NBT.4
• Common Core Sheets

Released Assessment Questions

PARCC

Common Core State Standards

5.NBT.4

Use place value understanding to round decimals to any place.

• Tasks have “thin context” or no context.

Performance Indicators: 5.NBT.4

Level 5: Exceeds Expectations

Reads, writes and compares decimals to any place using numerals, number names, expanded form and symbols (>, <, =); rounds to any place and chooses appropriate context given a rounded number.

Level 4: Meets Expectations

Reads, writes and compares decimals to the hundredths using numerals, number names, expanded form and symbols (>, <, =), and rounds to any place.

Integrated Standards

5.NBT.A.Int.1

Demonstrate understanding of the place value system by combining or synthesizing knowledge and skills articulated in 5.NBT.A

Critiquing/Reasoning Standards

5.C.3

Reason about the place value system itself.

(Content Scope: Knowledge and skills articulated in 5.NBT.A)

• Tasks do not involve reasoning about place value in service of some other goal (e.g., to multiply multi-digit numbers). Rather, tasks involve reasoning directly about the place value system, in ways consistent with the indicated content scope.

Performance Indicators: 5.NBT.A.Int.1

Level 5: Exceeds Expectations

In any multi-digit number, recognizes 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 and uses whole number exponents to denote powers of 10 and uses symbols to compare two powers of 10 expressed exponentially (compare 102 to 105 ).

Level 4: Meets Expectations

In any multi-digit number, recognizes a digit in one place represents 10 times as much as it represents in the place to its right or 1/10 of what it represents in the place to its left and uses whole number exponents to denote powers of 10.

Performance Indicators: 5.C.3

Level 5: Exceeds Expectations

In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a well-organized and complete response based on place value system including:

• a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
• an efficient and logical progression of steps with appropriate justification
• precision of calculation
• correct use of grade-level vocabulary, symbols and labels
• justification of a conclusion
• evaluation of whether an argument or conclusion is generalizable
• evaluating, interpreting and critiquing the validity of other’s responses, approaches and reasoning, and providing a counterexample where applicable.

Level 4: Meets Expectations

In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a well-organized and complete response based on place value system including:

• a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
• a logical progression of steps
• precision of calculation
• correct use of grade-level vocabulary, symbols and labels
• justification of a conclusion
• evaluation of whether an argument or conclusion is generalizable
• evaluating, interpreting and critiquing the validity of other’s responses, approaches and reasoning.