Powers of 10
5th Grade


Alabama Course of Study Standards:
3.a, 3.b

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10,
using wholenumber exponents to denote powers of 10. Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a
power of 10, using wholenumber exponents to denote powers of 10. 
Arkansas Academic Standards:
5.NBT.A.2

Understand why multiplying or dividing by a power of 10 shifts the value of the digits of a whole number or decimal: Explain patterns in the number of zeros of the product when multiplying a whole number by powers of 10
 Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10
 Use wholenumber exponents to denote powers of 10

Arizona Academic Standards:
5.NBT.A.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. 
Common Core State Standards:
Math.5.NBT.2 or 5.NBT.A.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 wholenumber exponents to denote powers of 10. 
Georgia Standards of Excellence (GSE):
5.NR.1.2

Explain patterns in the placement of digits when multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10, up to 10^{3} . 
New York State Next Generation Learning Standards:
5.NBT.2

Use wholenumber exponents to denote powers of 10. 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. 
Alabama Course of Study Standards:
8

Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value,
properties of operations, and/or the relationships between addition/subtraction and multiplication/division;
relate the strategy to a written method, and explain the reasoning used. Use concrete models and drawings to solve problems with decimals to hundredths.
 Solve problems in a realworld context with decimals to hundredths.

Arkansas Academic Standards:
5.NBT.B.7

Perform basic operations on decimals to the hundredths place: Add and subtract decimals to hundredths using concrete models or drawings and strategies based on place value, properties of operations, and the relationship between addition and subtraction
 Multiply and divide decimals to hundredths using concrete models or drawings and strategies based on place value, properties of operations, and the relationship between multiplication and division

Arizona Academic Standards:
5.NBT.B.7

Add, subtract, multiply, and divide decimals to hundredths, connecting objects or drawings to strategies based on place value, properties of operations, and/or the relationship between operations. Relate the strategy to a written form. 
Common Core State Standards:
Math.5.NBT.7 or 5.NBT.B.7
Wisconsin Academic 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; relate the strategy to a written method and explain the reasoning used. 
Georgia Standards of Excellence (GSE):
5.NR.4.4

Solve problems involving addition and subtraction of decimal numbers to the hundredths place using a variety of strategies. 
Mississippi College and CareerReadiness Standards:
5.NBT.7

Add, subtract, multiply, and divide decimals to hundredths, using concrete models s (to include, but not limited to: base ten blocks, decimal tiles, etc.) 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. 
North Carolina  Standard Course of Study:
5.NBT.7

Compute and solve realworld problems with multidigit whole numbers and decimal numbers. Add and subtract decimals to thousandths using models, drawings or strategies based on place value.
 Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value.
 Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths.
 Use estimation strategies to assess reasonableness of answers.

New York State Next Generation Learning Standards:
5.NBT.7

Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations: add and subtract decimals to hundredths;
 multiply and divide decimals to hundredths.
Relate the strategy to a written method and explain the reasoning used. Notes on and/or: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between operations. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, or the relationship between operations. Note: Division problems are limited to those that allow for the use of concrete models or drawings, strategies based on properties of operations, and/or the relationship between operations (e.g., 0.25 ÷ 0.05). Problems should not be so complex as to require the use of an algorithm (e.g., 0.37 ÷ 0.05). 
Ohio's Learning Standards:
5.NBT.7

Solve realworld problems by adding, subtracting,
multiplying, and dividing decimals using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, or multiplication and division; relate the strategy to a written method and explain the reasoning used. Add and subtract decimals, including decimals with whole
numbers, (whole numbers through the hundreds place and
decimals through the hundredths place).
 Multiply whole numbers by decimals (whole numbers through the
hundreds place and decimals through the hundredths place).
 Divide whole numbers by decimals and decimals by whole numbers (whole numbers through the tens place and decimals less than one through the hundredths place using numbers whose division can be readily modeled). For example, 0.75 divided by 5, 18 divided by 0.6, or 0.9 divided by 3.

Tennessee Academic 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 operations; assess the reasonableness of answers using estimation strategies. (Limit division problems so that either the dividend or the divisor is a whole number.) 
Pennsylvania Core Standards:
CC.2.1.5.B.1

Apply placevalue concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. 
Pennsylvania Core Standards:
M05.AT.1.1.2

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 wholenumber exponents to denote powers of 10. 
Pennsylvania Core Standards:
CC.2.1.5.B.2

Extend an understanding of operations with whole numbers to perform operations including decimals. 
Pennsylvania Core Standards:
M05.AT.2.1.3

Add, subtract, multiply, and divide decimals to hundredths (no divisors with decimals). 
Georgia Standards of Excellence (GSE):
5.NR.1.2

Explain patterns in the placement of digits when multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10, up to 10^{3} . 
