2016 Revised Alabama Course of Study Mathematics.pdf

8 fluently multiply multi digit whole numbers using

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8. Fluently multiply multi-digit whole numbers using the standard algorithm. [5-NBT5] 9. Find 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, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [5-NBT6] 10. 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. [5-NBT7] Number and Operations – Fractions Use equivalent fractions as a strategy to add and subtract fractions. 11. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5-NF1] Example: 2 3 + 5 4 = 8 12 + 15 12 = 23 12 . (In general, a b + c d = ( ) ad bc bd + .) 12. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5-NF2] Example: Recognize an incorrect result 2 5 + 1 2 = 3 7 by observing that 3 7 < 1 2 . Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 13. Interpret a fraction as division of the numerator by the denominator ( a b = a ÷ b ). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5-NF3] Examples: Interpret 3 4 as the result of dividing 3 by 4, noting that 3 4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3 4 . If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between which two whole numbers does your answer lie?
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