# Kansas Mathematics Standards — Grade 5

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#### 5.G1

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate).

#### 5.G2

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

#### 5.MD4

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

#### 5.MD5c

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

#### 5.NBT1

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.NBT2

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.NBT3a

Read, write, and compare decimals to thousandths.

#### 5.NBT3b

Read, write, and compare decimals to thousandths.

#### 5.NBT4

Use place value understanding to round decimals to any place.

#### 5.NBT5

Fluently multiply multi-digit whole numbers using the standard algorithm.

#### 5.NBT6

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.NBT7

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.NF2

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. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2

#### 5.NF4b

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

#### 5.NF5a

Interpret multiplication as scaling (resizing), by:

#### 5.NF5b

Interpret multiplication as scaling (resizing), by:

#### 5.NF6

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.NF7a

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

#### 5.OA2

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.

#### 5.OA3

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.