MAFS.5.NBT.1.1Archived Standard

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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.


Remarks

Examples of Opportunities for In-Depth Focus

The extension of the place value system from whole numbers to decimals is a major intellectual accomplishment involving understanding and skill with base-ten units and fractions.
General Information
Subject Area: Mathematics
Grade: 5
Domain-Subdomain: Number and Operations in Base Ten
Cluster: Level 1: Recall
Cluster: Understand the place value system. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications

  • Assessment Limits :
    Items may require a comparison of the values of digits across multiple place values, including whole numbers and decimals from millions to thousandths.
  • Calculator :

    No

  • Context :

    Allowable

Sample Test Items (4)

Related Courses

This benchmark is part of these courses.
5012070: Grade Five Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712060: Access Mathematics Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012065: Grade 4 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current))
5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

The Odometer:

Given an odometer reading, students are asked to discuss the value of each digit and explain how a digit in one place represents 10 times as much as the same digit to its right, and one-tenth as much as the same digit to its left.

Type: Formative Assessment

Dylan’s Baseball Card Collection:

Students are asked to find Syntax error from line 1 column 49 to line 1 column 73. Unexpected 'mathsize'. of 500 and are assessed on the use of their knowledge of the base-ten number system.

Type: Formative Assessment

Five-Tenths:

Students are asked to consider how much larger five is than five-tenths.

Type: Formative Assessment

Walking to School:

Students are presented with two decimals in the context of a distance word problem and asked to tell how many times longer one distance is than the other.

Type: Formative Assessment

Lesson Plans

Wire We All Wet?:

A fire caused by faulty wiring set off a sprinkler system, which damaged a school. The school must be remodeled and the electrical wiring must be replaced. Students will decide which materials to use to as conductors and which to use as insulators in the new wiring.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Understanding Place Value:

This lesson is designed to help students understand the 10 to 1 relationship among place value positions and the mathematical patterns when calculating place value.

Type: Lesson Plan

"Shift the Place, Shift the Value" - Understanding Adjacent Places in the Base-ten System:

In this lesson students will be challenged to discover the relationship between values of adjacent places in the base-ten system. After an introduction to the concept by the teacher, pairs of students will play a place value game with digit cards, then they will individually complete a written summative assessment.

Type: Lesson Plan

The Dazzling Painting Co.:

ResourceID: 49826

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Intro to Multiplying Decimals by 10, 100, 1000:

In this lesson, students are introduced to multiplying decimals by 10, 100, and 1000, in which students begin by creatively solving word problems. Students will analyze the number sentences used to solve the word problems, looking for and recording patterns and discovering that each place value has a value ten times as much as the place to its right, which is why each time a number is multiplied by 10, the digits move one place to the left.

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

The Dazzling Painting Co.:

ResourceID: 49826

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Wire We All Wet?:

A fire caused by faulty wiring set off a sprinkler system, which damaged a school. The school must be remodeled and the electrical wiring must be replaced. Students will decide which materials to use to as conductors and which to use as insulators in the new wiring.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

MFAS Formative Assessments

Dylan’s Baseball Card Collection:

Students are asked to find Syntax error from line 1 column 49 to line 1 column 73. Unexpected 'mathsize'. of 500 and are assessed on the use of their knowledge of the base-ten number system.

Five-Tenths:

Students are asked to consider how much larger five is than five-tenths.

The Odometer:

Given an odometer reading, students are asked to discuss the value of each digit and explain how a digit in one place represents 10 times as much as the same digit to its right, and one-tenth as much as the same digit to its left.

Walking to School:

Students are presented with two decimals in the context of a distance word problem and asked to tell how many times longer one distance is than the other.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

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