Academic Context and Connections
Finer grained standards that are part of this one
Construct viable arguments and critique the reasoning of others.
In Grade 4, students use place value understanding and properties of operations to perform multi-digit arithmetic.
This expectation connects with other ideas in Grade 5: (a) understanding the place value system for decimals, (b) using equivalent fractions as a strategy, (c) applying and extending previous understandings of multiplication and division, and (d) converting like measurement units within a given measurement system.
In Grade 6, students compute fluently with multi-digit numbers and find common factors and multiples.
Look for and make use of structure.
How is computation with decimal fractions similar to and different from computation with whole numbers?
We sometimes use arrays and area models to model multiplication and division of whole numbers. Do these models work for decimal fractions, too? Why or why not?
Use appropriate tools strategically.
This expectation represents major work of the grade.