Standards Map

Mathematics > Grade 5 > Number and Operations—Fractions
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Mathematics | Grade : 5

Domain - Number and Operations—Fractions

Cluster - Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

[5.NF.B.4] - Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Resources:


  • Fraction
    A number expressible in the form a/b where a is a whole number and b is a positive whole number. (The word fraction in these standards always refers to a nonnegative number.)
  • Whole numbers
    The numbers 0, 1, 2, 3,...
  • Multiplication Of Fractions

Predecessor Standards:

  • 3.MD.C.7.b
    Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
  • 4.NF.B.4.a
    Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).

Successor Standards:

  • 6.G.A.1
    Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
  • 7.NS.A.2.c
    Apply properties of operations as strategies to multiply and divide rational numbers.
  • 7.SP.B.3
    Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team and both distributions have similar variability (mean absolute deviation) of about 5 cm. The difference between the mean heights of the two teams (10 cm) is about twice the variability (5 cm) on either team. On a dot plot, the separation between the two distributions of heights is noticeable.

Same Level Standards:

  • 5.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 and between multiplication and division; relate the strategy to a written method and explain the reasoning used.
  • 5.NF.B.5
    Interpret multiplication as scaling (resizing), by:
  • 5.NF.B.6
    Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
  • 5.NF.B.7
    Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. [Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.]