New York State Next Generation Mathematics Learning Standards - Unpacking Document (DRAFT) - Grade 5 Numbers and Operations in Base Ten

Q: What skills are students expected to master for NY-5.NBT.3?

Students read, write, and compare decimals to the thousandths. They also read and write decimals using base-ten numerals, number names, and expanded form, and compare decimals to the thousandths using >, =, and <.

Q: How should students compare two decimals to the thousandths?

Comparisons should be based on the meanings of digits in each place. Students should look at the greatest place value first and record results with >, =, and < while justifying conclusions.

Q: What representations and tools does the document suggest for instruction?

The document recommends using concrete models such as place value charts, disks, drawings, number lines, and base ten blocks, along with standard form, unit form, expanded form, and word form.

Oct 12, 2026

Upload by ahduag

New York State Next Generation Mathematics Learning Standards Unpacking Document (DRAFT) details Grade 5 expectations within the Numbers and Operations in Base Ten domain, focusing on reading, writing, and comparing decimals to the thousandths. It specifies cluster goals, grade level standards NY-5.NBT.3, NY-5.NBT.3a, and NY-5.NBT.3b, along with measurable performance/knowledge targets and mathematical practices. The guide explains aspects of rigor, foundational understanding linkages, and instructional examples using place value charts, disks, number lines, and varied decimal representations.

LanguageEnglish

CategoryPaper Templates

FormatPDF

Pages3

Reading Time1 min

AccessFree to download

Cluster: Understand the place value system

Grade Level Standards (NY-5.NBT.3, NY-5.NBT.3a, NY-5.NBT.3b)

Performance/Knowledge Targets

Aspects of Rigor: Procedural, Conceptual, Application

Mathematical Practices

Foundational Understanding

Instructional Examples and Adaptation Notes

New York State Next Generation Mathematics Learning Standards Unpacking Document (DRAFT) | GRADE: 5 | DOMAIN: Numbers and Operations in Base Ten | | --- | --- | | CLUSTER: Understand the place value system.
Students’ understanding of the patterns in the base ten system are extended from work with place value of multi-digit whole numbers and decimals to the thousandths place. Students deepen their knowledge through a more generalized understanding of the relationships between adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right. | | | Grade Level Standard:
NY-5.NBT.3 Read, write, and compare decimals to thousandths.
NY-5.NBT.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
NY-5.NBT.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | | | PERFORMANCE/KNOWLEDGE TARGETS
(measurable and observable) | | | --- | --- | | • Read and write decimals to the thousandths place in word form, base-ten form, and expanded form.
• Compare two decimals to the thousandths, based on the meaning of the digits in each place.
• Use comparison symbols and know how to read them correctly. | | | ASPECTS OF RIGOR
Procedural Conceptual Application | | | MATHEMATICAL PRACTICES | 1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning. | | FOUNDATIONAL UNDERSTANDING | NY-4.NBT.2a Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. NY-4.NBT. 2b Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
NY-4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
NY-4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two fractions with respective denominators 10 and 100.
NY-4.NF.6 Use decimal notation for fractions with denominators 10 or 100.
NY-4.NF. 7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify conclusions.
NY-5.NBT.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. | | The following pages contain EXAMPLES to support current instruction of the content standard and may be used at the discretion of the teacher and adapted to best serve the needs of the learners in the classroom. | | --- | | Students should build on their work from grade 4 where they worked with decimals and fractions. The use of concrete models and number lines help extend their understanding of decimals to the thousandths place. Models can include place value charts, drawings, or base ten blocks.
Students name decimals in standard form, unit form, expanded form, and word form.
Decimals can be written in several ways.
Standard Form: 7.534
Unit Form: 7 ones, 5 tenths, 3 hundredths, 4 thousandths
Expanded Form: 7+ 0.5 + 0.03 + 0.004
(7x1) + (5 x 110 ) + (3 x 1100 ) + (4 x 10100)
(7x1) + (5 x 0 . 1) + (3 x 0 .01) + (4 x 0 .001)
Word Form: Seven and five hundred thirty-four thousandths. The decimal point is always read as AND.
Students read decimals using the language of fractions. The following is taken from EngageNY Grade 5 Module 1,

FAQs

What skills are students expected to master for NY-5.NBT.3?

Students read, write, and compare decimals to the thousandths. They also read and write decimals using base-ten numerals, number names, and expanded form, and compare decimals to the thousandths using >, =, and <.

How should students compare two decimals to the thousandths?

Comparisons should be based on the meanings of digits in each place. Students should look at the greatest place value first and record results with >, =, and < while justifying conclusions.

What representations and tools does the document suggest for instruction?

The document recommends using concrete models such as place value charts, disks, drawings, number lines, and base ten blocks, along with standard form, unit form, expanded form, and word form.

Oct 12, 2026

Upload by ahduag