Louisiana Standards

• 5.NBT.AUnderstand the place value system.

  • 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.A.3Read, write, and compare decimals to thousandths.

    1. 5.NBT.A.3.aRead and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

    2. 5.NBT.A.3.bCompare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

  • 5.NBT.A.4Use place value understanding to round decimals to any place.

• 5.NBT.BPerform operations with multi-digit whole numbers and with decimals to hundredths.

  • 5.NBT.B.7Add, 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; justify the reasoning used with a written explanation.

• 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.NF.C.6Use decimal notation for fractions with denominators 10 or 100.
  For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram; represent 62/100 of a dollar as $0.62.

• 4.NF.C.7Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

• 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).

• 4.MD.A.3Apply the area and perimeter formulas for rectangles in real-world and mathematical problems.
  For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

• 4.G.A.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

• 3.MD.C.7.aFind the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.