1. Instructions and Suggestions
Module 4
Grade
Instructions and Suggestions
*Click on the standard or the problem to go directly to desired page.
MAFS.5.NBT.1.1
Problem 1
Problem 2
Problem 3
Problem 4
Problem 5
MAFS.5.NBT.1.2
MAFS.5.NBT.1.3
MAFS.5.NBT.1.4
MAFS.5.NBT.2.7 5

2. Instructions and Suggestions
This has been created to start off your math block with grade level appropriate items. This is intended to take less than 10 minutes.
This resource is designed to be used daily to address the standards that are in the module.
The problems you are doing with your students should coincide with your current standard.
Every problem 5 is a formative assessment from CPALMs that can be used to remediate and enrich students. Click on the link at the top of the page for the rubric.
Back to Start Page

3. MAFS.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.
Problem 1
Answer Key
Problem 2
Problem 3
Problem 4
Problem 5
Back to Start Page
Next Standard Page

4. Justine made a mistake when she was copying a number from the chart
Justine made a mistake when she was copying a number from the chart. She copied 12,984 in her notebook. The correct number was 𝟏 𝟏𝟎 the value of 12,984. What number should Justine have copied in her notebook?
5th Grade
Module 4
Standard page
Answer
MAFS.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.
Problem 1

5. Justine made a mistake when she was copying a number from the chart
Justine made a mistake when she was copying a number from the chart. She copied 12,984 in her notebook. The correct number was 𝟏 𝟏𝟎 the value of 12,984. What number should Justine have copied in her notebook?
1,298.4
5th Grade
Module 4
Standard page
Problem 2
MAFS.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.
Problem 1
Answer Key

6. Standard 1 problem 2
Year
Player
Batting Average
2000
M. Greenlee
0.334
2005
K. Foster
0.378
2007
E. Brink
0.360
2009
C. Bernier
0.325
2010
H. Culverhouse
0.357
5th Grade
Module 4
How many times greater is the value of the digit 5 in Culverhouse’s batting average than the digit 5 in Bernier’s batting average.
Standard page
Answer
MAFS.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.
Problem 2

7. Year
Player
Batting Average
2000
M. Greenlee
0.334
2005
K. Foster
0.378
2007
E. Brink
0.360
2009
C. Bernier
0.325
2010
H. Culverhouse
0.357
5th Grade
Module 4
How many times greater is the value of the digit 5 in Culverhouse’s batting average than the digit 5 in Bernier’s batting average.
10 times (x) greater
Standard page
Problem 3
MAFS.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.
Problem 2
Answer Key

8. Which statements about the values 0.92 and 92.0 are true?
92.0 is 10 times 0.92
0.92 is 𝟏 𝟏𝟎𝟎 of 92
92.0 is 𝟏 𝟏𝟎𝟎 of 920
92.0 is 100 times 0.92
0.92 is 𝟏 𝟏𝟎 of 92
5th Grade
Module 4
Standard page
Answer
MAFS.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.
Problem 3

9. Which statements about the values 0.92 and 92.0 are true?
92.0 is 10 times 0.92
0.92 is 𝟏 𝟏𝟎𝟎 of 92
92.0 is 𝟏 𝟏𝟎𝟎 of 920
92.0 is 100 times 0.92
0.92 is 𝟏 𝟏𝟎 of 92
5th Grade
Module 4
Standard page
Problem 4
MAFS.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.
Problem 3
Answer Key

10. Ten blueberries weigh 35 grams
Ten blueberries weigh 35 grams. How many grams would one blueberry weigh?
5th Grade
Module 4
Standard page
Answer
MAFS.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.
Problem 4

11. Ten blueberries weigh 35 grams
Ten blueberries weigh 35 grams. How many grams would one blueberry weigh?
𝟏 𝟏𝟎 of 35 grams is 3.5 grams
5th Grade
Module 4
Standard page
Problem 5
MAFS.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.
Problem 4
Answer Key

12. How are these two numbers related?
Five Tenths -CPALMs Formative Assessment
How are these two numbers related?
0.5 5
5th Grade
Module 4
Use the link All About Angles-Cpalms Formative Assessment above to look at the formative assessment for MAFS.5.NBT.1.1. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
* Click on link above to access the formative assessment rubric.
MAFS.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.
Problem 5

13. 5th Grade Module 4 Five Tenths -CPALMs Formative Assessment
Five is ten times as large as five tenths because you would need to multiply five tenths by ten to get five.
5th Grade
Module 4
Questions Eliciting Thinking:
How about five hundredths and five ones? How much larger is five than five hundredths?
Use the link All About Angles-Cpalms Formative Assessment above to look at the formative assessment for MAFS.5.NBT.1.1. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Next Standard Page
*Click on link above to access the formative assessment rubric.
MAFS.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.
Problem 5
Answer Key

14. MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 1
Answer Key
Problem 2
Problem 3
Problem 4
Problem 5
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Next Standard Page

15. In the following table, which of the original numbers were divided by 𝟏𝟎 𝟐 to create the new numbers?
Original Number
New Number
285.0
2.850
7090
709.0
546,000
546.0
20.3
2030.0
41.7
0.417
56.030
560.30
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 1

16. In the following table, which of the original numbers were divided by 𝟏𝟎 𝟐 to create the new numbers?
Original Number
New Number
285.0
2.850
7090
709.0
546,000
546.0
20.3
2030.0
41.7
0.417
56.030
560.30
5th Grade
Module 4
Standard page
Problem 2
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 1
Answer Key

17. 5th Grade Module 4 An expression is shown. 4.730 × 𝟏𝟎 𝟓
Standard 1 problem 2
An expression is shown.
4.730 × 𝟏𝟎 𝟓
What is the value of the expression?
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 2

18. 473,000.0 5th Grade Module 4 An expression is shown. 4.730 × 𝟏𝟎 𝟓
Standard 1 problem 2
An expression is shown.
4.730 × 𝟏𝟎 𝟓
What is the value of the expression?
473,000.0
5th Grade
Module 4
Standard page
Problem 3
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 2
Answer Key

19. 5th Grade Module 4 An equation is shown. 7,210 ×𝟏𝟎 =𝟕,𝟐𝟏𝟎,𝟎𝟎𝟎
7,210 ×𝟏𝟎 =𝟕,𝟐𝟏𝟎,𝟎𝟎𝟎
What is the value of the missing exponent?
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 3

20. 5th Grade Module 4 An equation is shown. 7,210 ×𝟏𝟎 =𝟕,𝟐𝟏𝟎,𝟎𝟎𝟎
7,210 ×𝟏𝟎 =𝟕,𝟐𝟏𝟎,𝟎𝟎𝟎
What is the value of the missing exponent? 3
5th Grade
Module 4
Standard page
Problem 4
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 3
Answer Key

21. 5th Grade Module 4 What is the value of 𝟏𝟎 𝟓 ? MAFS.5.NBT.1.2 Answer
Standard page
Answer
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 4

22. 5th Grade Module 4 100,000 What is the value of 𝟏𝟎 𝟓 ? MAFS.5.NBT.1.2
Standard page
Problem 5
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 4
Answer Key

23. *Click on link above to access the formative assessment rubric.
The Error - CPALMs Formative Assessment
Mary and Ben both were solving x 10.
Mary said that her answer was and Ben said that was his answer.
1. Is Mary or Ben correct?
2. Why is the other answer incorrect?
3. If you divide a decimal by 10, what happens to the decimal point?
5th Grade
Module 4
Use the link Sketching Quadrilaterals- CPALMs Formative Assessment above to look at the formative assessment for MAFS.5.NBT.1.2. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
*Click on link above to access the formative assessment rubric.
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 5

24. *Click on link above to access the formative assessment rubric.
The Error - CPALMs Formative Assessment
Ben’s answer of is correct and Mary is incorrect because all she did was add a zero to When we multiply numbers by 10, the decimal point moves one place to the right and when we divide numbers by 10, the decimal point moves one place to the left. 
5th Grade
Module 4
Questions Eliciting Thinking:
By what power of 10 do you need to divide by to get a quotient of ?
Use the link Sketching Quadrilaterals- CPALMs Formative Assessment above to look at the formative assessment for MAFS.5.NBT.1.2. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Next Standard Page
*Click on link above to access the formative assessment rubric.
MAFS.5.NBT.1.2
Explain patterns in the number of zeroes 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.
Problem 5
Answer Key

25. MAFS.5.NBT.1.3 Problem 1 Answer Key Problem 2 Problem 3 Problem 4
Read, write, and compare decimals to thousandths.
Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., = 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.
Problem 1
Answer Key
Problem 2
Problem 3
Problem 4
Problem 5
Back to Start Page
Next Standard Page

26. 5th Grade Module 4 A number is shown in expanded form.
5 x x x 𝟏 𝟏𝟎𝟎 + 6 x 𝟏 𝟏𝟎𝟎𝟎
What is the number in standard form?
5th Grade
Module 4
Standard page
Answer
MAFS.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., = 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.
Problem 1

27. 5th Grade Module 4 What is the number in standard form.
5 x x x 𝟏 𝟏𝟎𝟎 + 6 x 𝟏 𝟏𝟎𝟎𝟎
5th Grade
Module 4
Standard page
Problem 2
MAFS.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., = 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.
Problem 1
Answer Key

28. Standard 1 problem 2
Select all of the statements that correctly compare the two numbers.
2.765 > 2.345
<
>
>
>
5th Grade
Module 4
Standard page
Answer
MAFS.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., = 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.
Problem 2

29. Standard 1 problem 2
Select all of the statements that correctly compare the two numbers.
2.765 > 2.345
<
>
>
>
5th Grade
Module 4
Standard page
Problem 3
MAFS.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., = 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.
Problem 2
Answer Key

30. 5th Grade Module 4 Select the standard form of each number name.
4.205
42.05
402.50
40.205
Forty and two hundred five thousandths
Forty-two and five hundredths
Standard page
Answer
MAFS.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., = 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.
Problem 3

31. 5th Grade Module 4 Select the standard form of each number name.
4.205
42.05
402.50
40.205
Forty and two hundred five thousandths
Forty-two and five hundredths
Standard page
Problem 4
MAFS.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., = 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.
Problem 3
Answer Key

32. Mrs. Williamson’s class was picking strawberries
Mrs. Williamson’s class was picking strawberries. Each student had to weigh their basket at the end of the day to see who picked the most.
Write the measurements of these three student baskets in order from least to greatest.
5th Grade
Module 4
3.927 pounds
3.129 pounds
3.972 pounds
Standard page
Answer
MAFS.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., = 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.
Problem 4

33. Mrs. Williamson’s class was picking strawberries
Mrs. Williamson’s class was picking strawberries. Each student had to weigh their basket at the end of the day to see who picked the most.
Write the measurements of these three student baskets in order from least to greatest.
5th Grade
Module 4
3.129 pounds
LEAST
3.927 pounds
3.972 pounds
GREATEST
Standard page
Problem 5
MAFS.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., = 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.
Problem 4
Answer Key

34. *Click on link above to access the formative assessment rubric.
MAFS.5.NBT.1.3 Problem 5-
Decimals in Word and Expanded Form - CPALMs Formative Assessment
First write each pair of numbers in standard form on the lines below. After writing each number in standard form, use the >, <, or = symbol to compare each pair of numbers.
Three and fifty five hundredths
____________________ ____________________
Forty two and seven hundred six thousandths
____________________ ____________________
5th Grade
Module 4
Use the link Identifying and Explaining Symmetry-CPALMs formative assessment above to look at the formative assessment for MAFS.5.NBT.1.3. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
*Click on link above to access the formative assessment rubric.
MAFS.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., = 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.
Problem 5

35. *Click on link above to access the formative assessment rubric.
Decimals in Word and Expanded Form - CPALMs Formative Assessment
> =
5th Grade
Module 4
Questions Eliciting Thinking:
How could you change only the hundredths place in 3.55 to make it greater than 3.055?
Use the link Identifying and Explaining Symmetry-CPALMs formative assessment above to look at the formative assessment for MAFS.5.NBT.1.3. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Next Standard Page
*Click on link above to access the formative assessment rubric.
MAFS.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., = 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.
Problem 5
Answer Key

36. MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 1
Answer Key
Problem 2
Problem 3
Problem 4
Problem 5
Back to Start Page
Next Standard Page

37. 5th Grade Module 4 What is 73.409 rounded to the nearest tenth?
Standard page
Answer
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 1

38. 73.4 5th Grade Module 4 What is 73.409 rounded to the nearest tenth?
Standard page
Problem 2
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 1
Answer Key

39. Standard 1 problem 2
Select all of the following answers that round to 4.56 when rounded to the nearest hundredth.
4.567
4.565
4.564
4.571
4.557
4.562
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 2

40. Standard 1 problem 2
Select all of the following answers that round to 4.56 when rounded to the nearest hundredth.
4.567
4.565
4.564
4.571
4.557
4.562
5th Grade
Module 4
Standard page
Problem 3
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 2
Answer Key

41. Select the value of each number when rounded to the nearest tenth.
5th Grade
Module 4
4.7
4.8
4.74
4.83
4.76
4.70
Printable 360* Protractors can be located at
Standard page
Answer
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 3

42. Select the value of each number when rounded to the nearest tenth.
5th Grade
Module 4
4.7
4.8
4.74
4.83
4.76
4.70
Standard page
Problem 4
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 3
Answer Key

43. Rounded to the Nearest Tenth Rounded to the Nearest Hundredth
Numbers are rounded to the nearest tenth and hundredth.
Complete the table to show the numbers that could be rounded to these values.
MAFS.5.NBT.1.4 Problem 4
5th Grade
Module 4
Number
Rounded to the Nearest Tenth
Rounded to the Nearest Hundredth
9.3
9.33
5.1
5.09
4.8
4.78
Standard page
Answer
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 4

44. Rounded to the Nearest Tenth Rounded to the Nearest Hundredth
Numbers are rounded to the nearest tenth and hundredth.
Complete the table to show the numbers that could be rounded to these values. Possible answers are shown
5th Grade
Module 4
Number
Rounded to the Nearest Tenth
Rounded to the Nearest Hundredth
9.329
9.3
9.33
5.092
5.1
5.09
4.784
4.8
4.78
Standard page
Problem 5
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 4
Answer Key

45. *Click on link above to access the formative assessment rubric.
MAFS.5.NBT.1.4 Problem 5-
Rounding To The Nearest Whole Number - CPALMs Formative Assessment
Use your understanding of place value to round each of these numbers to the nearest whole number.
4.501
0.18
34.3
386.89
5th Grade
Module 4
Use the link Lawn Sprinkler- CPALMs Formative Assessment -CPALMs formative assessment above to look at the formative assessment for MAFS.5.NBT.1.4. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
*Click on link above to access the formative assessment rubric.
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 5

46. *Click on link above to access the formative assessment rubric.
Rounding To The Nearest Whole Number - CPALMs Formative Assessment
4.501 = = 34
0.18 = = 387
5th Grade
Module 4
Questions Eliciting Thinking:
Can you round 49.9 to the nearest whole number?
Use the link Lawn Sprinkler- CPALMs Formative Assessment -CPALMs formative assessment above to look at the formative assessment for MAFS.5.NBT.1.4. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Next Standard Page
*Click on link above to access the formative assessment rubric.
MAFS.5.NBT.1.4
Use place value understanding to round decimals to any place.
Problem 5
Answer Key

47. MAFS.5.NBT.2.7
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.
Problem 1
Answer Key
Problem 2
Problem 3
Problem 4
Problem 5
Back to Start Page
Next Standard Page

48. Select all the expressions that are equivalent to 0.28.
0.7 x 0.4
1.32 – 1.04
2.1 – 1.92
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.2.7
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.
Problem 1

49. Select all the expressions that are equivalent to 0.28.
0.7 x 0.4
1.32 – 1.04
2.1 – 1.92
5th Grade
Module 4
Standard page
Problem 2
MAFS.5.NBT.2.7
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.
Problem 1
Answer Key

50. 5th Grade Module 4 An expression is shown. 9.32 – 7.28
Standard 1 problem 2
An expression is shown.
9.32 – 7.28
What is the value of the expression?
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.2.7
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.
Problem 2

51. 5th Grade Module 4 9.32 - 7.28 2.04 An expression is shown.
Standard 1 problem 2
An expression is shown.
9.32 – 7.28
What is the value of the expression?
9.32
- 7.28
2.04
5th Grade
Module 4 2 12
Standard page
Problem 3
MAFS.5.NBT.2.7
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.
Problem 2
Answer Key

52. 5th Grade Module 4 Solve the following equation using a number line.
3.6 ÷ 1.2 = ?
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.2.7
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.
Problem 3

53. 5th Grade Module 4 Solve the following equation using a number line.
3.6 ÷ 1.2 = 3
5th Grade
Module 4
Standard page
Problem 4
MAFS.5.NBT.2.7
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.
Problem 3
Answer Key

54. 5th Grade Module 4 Kerri is using an area model to solve the equation.
MAFS.5.NBT.2.7 Problem 4
Kerri is using an area model to solve the equation.
1.6 x 0.4 = 0.64
Is Kerri’s answer correct?
Explain why or why not.
5th Grade
Module 4
Standard page
Answer
MAFS.5.NBT.2.7
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.
Problem 4

55. 5th Grade Module 4 Kerri is using an area model to solve the equation.
1.6 x 0.4 = 0.64
Is Kerri’s answer correct?
Explain why or why not.
Yes she is correct because
4 tenths of 1.6 is 0.64.
5th Grade
Module 4
Standard page
Problem 5
MAFS.5.NBT.2.7
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.
Problem 4
Answer Key

56. *Click on link above to access the formative assessment rubric.
MAFS.5.NBT.2.7 Problem 5-
Buying Candy Bars - CPALMs Formative Assessment
One candy bar costs $0.89. Lorelei bought 5 candy bars. How much did the candy bars cost all together?
5th Grade
Module 4
Use the link Using a Protractor to Draw Angles- CPALMs Formative Assessment above to look at the formative assessment for MAFS.5.NBT.2.7. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
*Click on link above to access the formative assessment rubric.
MAFS.5.NBT.2.7
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.
Problem 5

57. *Click on link above to access the formative assessment rubric.
Buying Candy Bars - CPALMs Formative Assessment
Students may use various strategies.
Possible answer:
0.09 x 5 = 0.45
0.80 x 5 = = 4.45
5th Grade
Module 4
Questions Eliciting Thinking:
How could you use an area model to show multiplication of decimals?
Use the link Using a Protractor to Draw Angles-CPALMs Formative Assessment -CPALMs formative assessment above to look at the formative assessment for MAFS.5.NBT.2.7. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Back to Start Page
*Click on link above to access the formative assessment rubric.
MAFS.5.NBT.2.7
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.
Problem 5
Answer Key