5.NBT.4 - About the Math, Learning Targets, and Rigor

Grade 5 Place Value and Decimals

5.NBT.4

Full Standard

Use place value understanding to round decimals to any place.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

**5th Grade Students Learning 5th Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
		Report Card Measurement Topic: Demonstrates understanding of number, fraction, and decimal concepts.

**4th Grade Students Learning 5th Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
		Report Card Measurement Topic: Demonstrates understanding of number, fraction, and decimal concepts.

Learning Targets (I can)

Explain how decimals are rounded and why it's useful.
Round decimals to any place.
Explain how rounding and estimating are similar and different.

About the Math

Rounding is not the same as estimating. Estimating is grounded in reasoning and consideration of number, benchmarks, and context. Rounding is grounded in procedure and rule. Rounding can be useful. When rounding decimals, a number line can be a helpful tool. Using rhymes such as "five and above, give it a shove" are not to be used.

Explain how decimals are rounded and why it's useful.

Decimals are rounded in the same way that we round whole numbers. For example, we can round 30.56 to the nearest tenth. There are 5 numbers that round to the current tenth (sometimes referred to as rounding down - which can be confusing when a horizontal number line is used). Those numbers. 30.50, 30.51, 30.52, 30.53, and 30.54. There are 5 numbers that round to the next tenth. They are 30.55, 30.56, 30.57, 30.58, and 30.59. Rounding decimals is useful for estimating calculations with decimals or for approximating solutions.

Round decimals to any place.

Students round decimals based on understanding (mentioned above) and their understanding of rounding whole numbers. Students should be able to explain how a number is rounded using representations such as number lines.

Explain how rounding and estimating are similar and different.

Rounding is a way to estimate. Rounding is grounded in a procedure. Estimating is grounded in understanding. For example, 0.24 rounds to 0.2 but is more useful when estimated to 0.25. Additionally, 0.24 might even be thought of as 0.3 when estimating the sum of 13.71 and 4.24 to be about 13.7 + 4.3 (about or a little less than 18).

Essential vocabulary for this standard includes decimal place, estimate, and rounding.

Progression of Standard within Grade 5

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1	Quarter 2	Quarter 3	Quarter 4
		Explain how decimals are rounded and why it's useful. Round decimals to any place. Explain how rounding and estimating are similar and different.	Reinforce when computing with decimals.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 4	Grade
Use place value understanding to round multi-digit whole numbers to any place (4.NBT.3)	This concept is not taught after grade 5. Students are expected to apply the standard/skills proficiently.

TASKS

These tasks can be used with small group or whole group instruction.

Display the Zoomable Links to an external site. number line for students to investigate by clicking between the tick points on the number line. Students should talk about what they noticed as the number line zooms in and decimals are revealed. The zoomable number line should also be used to help students develop their number sense of rounding decimals. Please note, the teacher should be projecting the zoomable number line rather than having students explore independently.
Use an open number line to support rounding of decimals. Students can roll a decimal and round the decimal to the nearest whole number, tenth, or hundredth. The open number line can be supported by having students identify the end and midpoints on a open number line.
Jeremy rounded the weight of his fruit to 4.5 lbs. What could have been the actual weight of his fruit?
Davin and Devonte are having a “round off.” Davin says that 7,456.856 rounded to the nearest tenth is 7,460. Devonte says Davin is wrong. Settle the dispute and justify why Devonte is correct. What would be the correct response?
Randi estimates the product of 6.8 x 5.2 as 35. Is this a reasonable estimate? Why?
A number is rounded to 5.76. What would have been the lowest and highest original numbers if the numbers were rounded to the hundredths? Explain your thinking.
The tablet held by the Statue of Liberty is 23.583 feet tall and 13.583 feet wide. Using the formula for area, and rounding the dimensions to the nearest tenth, write a number sentence and calculate the area of the tablet. (related to 5.NBT.7)

SLIDE-BASED TASKS

These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 8 • Decimals

Additional Tasks

These links provide instructional ideas connected to this standard.

Rounding to Tenths and Hundredths (Links to an external site.) Links to an external site. (Illustrative Mathematics)
Decimals Links to an external site. (Inside Mathematics Lesson)
Rounding Decimals Download Rounding Decimals
(HCPSS Lesson)
Rounding Decimals 2 Download Rounding Decimals 2
(HCPSS Lesson)
Reasonable Rounding Links to an external site. (Georgia Department of Education, pg. 55-57)
Competitive Eating Records Links to an external site. (Georgia Department of Education, pg. 88-96)
The Right Cut Links to an external site.(Georgia Department of Education, pg. 83-87 )
Bob's Burger Barn Download Bob's Burger Barn
(Utah Core Academy Lesson)
Land Survey Download Land Survey
(Utah Core Academy Lesson)
Buy a Bike Download Buy a Bike
(Utah Core Academy Lesson)

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.

Print Resources
Book Title	Grade	Pages
Teaching Student-Centered Mathematics	3-5	Close "Nice" Numbers, Activity 7.10, Page192
Brain-Compatible Activities for Mathematics	4-5	66-68 "Grocery Bill Math" 69-72 "Party Planners"
Math In Practice Teaching Fifth-Grade Mathematics	5	Module 1