5.NBTNumber and Operations in Base Ten
5.NBT.A.1Recognize that in a multi-digit number, 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.
5.NBT.A.2Explain and apply patterns in the number of zeros of the product when multiplying a number by powers of 10. Explain and apply patterns in the values of the digits in the product or the quotient, when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
For example, 10⁰ = 1, 10¹ = 10... and 2.1 x 10² = 210.
5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.B.6Find 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, subtracting multiples of the divisor, and/or the relationship between multiplication and division. Illustrate and/or explain the calculation by using equations, rectangular arrays, area models, or other strategies based on place value.
5.OA.A.1Use parentheses or brackets in numerical expressions, and evaluate expressions with these symbols.
5.OA.A.2Write simple expressions that record calculations with whole numbers, fractions, and decimals, and interpret numerical expressions without evaluating them.
For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 x (18,932 + 9.21) is three times as large as 18,932 + 9.21, without having to calculate the indicated sum or product.
4.OA.A.2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and/or equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison
(Example: 6 times as many vs. 6 more than).
4.NBT.A.1Recognize that in a multi-digit whole number less than or equal to 1,000,000, a digit in one place represents ten times what it represents in the place to its right.
For example, (1) recognize that 700 ÷ 70 = 10; (2) in the number 7,246, the 2 represents 200, but in the number 7,426 the 2 represents 20, recognizing that 200 is ten times as large as 20, by applying concepts of place value and division.
4.NBT.A.2Read and write multi-digit whole numbers less than or equal to 1,000,000 using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.B.4Fluently add and subtract multi-digit whole numbers with sums less than or equal to 1,000,000, using the standard algorithm.
4.NBT.B.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.B.6Find whole-number quotients and remainders with up to four-digit dividends and one-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.
5.MD.A.1Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems (e.g., convert 5 cm to 0.05 m; 9 ft to 108 in).
Place Value Concepts for Multiplication and Division with Whole Numbers
In module 1, students describe place value relationships, express powers of 10 with exponents, convert metric measurements, and multiply and divide by multi-digit numbers. They develop fluency with the standard algorithm for multiplication.
Place Value Understanding for Whole Numbers
Students use multiplicative comparison statements to explain that a digit in one place represents 10 times as much as what it represents in the place to the right. Students notice how digits of a number shift when they multiply or divide by a power of 10 and express a power of 10 in exponential form. Then students find products and quotients by using powers of 10 and convert metric measurements from larger to smaller units.
Multiplication of Whole Numbers
Students build fluency with multiplying multi-digit numbers by using the standard algorithm. They use place value understanding to visualize the decomposition of factors while they multiply a single digit at a time by another single digit in the standard algorithm.
Division of Whole Numbers
Students use methods based on place value to find quotients of whole numbers with up to four-digit dividends and two digit divisors. They estimate quotients, then use tape diagrams, area models, and vertical form to record quotients and remainders.
Multi-Step Problems with Whole Numbers
Students move between written, pictorial, and numeric representations of mathematical statements. They use tape diagrams to determine when parentheses are needed in expressions and evaluate expressions containing grouping symbols.
FAMILY MATH LETTERS are found in your child's Apply Workbook. This workbook will be utilized for homework and should stay with your child (never at the school). There will be a FAMILY MATH LETTER for each Module Topic.
Module 1 TA --- page 3
Module 1 TB --- page 39
Module 1 TC --- page 71
Modudle 1 TD --- page 101
VIDEO LESSONS--- Click on the link below to access Kristin Wolfgang's Eureka Math Squared Module 1 playlist. There are 58 videos you can view to help you better understand the math content.
https://youtube.com/playlist?list=PLLPliXZQuGzG5SVlOkjCG2zdHun_eQ_LQ&si=eDhRZGhuA3_pistp