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Standards

CCSS5.NF.B.3

CCSS5.OA.A.2

CCSS5.OA.A.1

CCSS5.NBT.B.7

CCSS5.NBT.B.6

- Product Description
- StandardsNEW

5th grade math fall break packet. 5 days of practice for beginning of year skills. This includes 9 questions per day for 5 days. The goal of this packet is simply to encourage the students to practice the skills they have learned so far this year while they are on the Thanksgiving break.

Standards included in this packet are:

**5.NBT.1.1 **- Recognize 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.1.2** - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. **5.NBT.1.3 - **Read, write, and compare decimals to thousandths.

- Read 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).
- Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

**5.NBT.1.4 - **Use place value understanding to round decimals to any place.**5.NBT.2.5 - **Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.2.6 -

5.NBT.2.7 -

5.OA.1.1 -

5.OA.1.2 -

5.NF.2.3 -

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CCSS5.NF.B.3

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. For example, 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 what two whole numbers does your answer lie?

CCSS5.OA.A.2

Write simple expressions that record calculations with numbers, 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 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

CCSS5.OA.A.1

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

CCSS5.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.

CCSS5.NBT.B.6

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.

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