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In 5th Grade, students will practice and refine their multiplication and division strategies,Β attaining fluency in multiplication with whole numbers by the end of the year. Number and Operations in Base Ten is covered this year as students generalize their understanding of the base-ten system to include decimals.Β Fractions are also an integral concept our 5th graders.Β The 5th grade standards include developing conceptual understanding of volume as an attribute of solid figures. This is a new concept for 5th grade and provides an engaging context that supports problem solving throughout the remainder of the year.
Big ideas in fifth grade:
(1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)
(2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations
(3) developing understanding of volume.
Instructional Time Guidance for Fifth Grade:
Printables:Β
Printables:Β
learning targets, year at a glance, report card correlation, & resource list
learning targets, year at a glance, report card correlation, & resource list
5th grade learning targets printable list click here.
Year at a Glance printable version click hereΒ
5th gr Number talk guide click here
Report Card Standards Correlation click here Β Β
Standards Based Report Cards 5th gradeΒ Β ENGLISHΒ Β SPANISH Β ARABIC Β Β Β parent information Β Β
K-5 Math Framework click hereΒ Β Β &Β Β Vertical Coherency overview click here
5th grade Classroom Inventory list click here
Ready Teacher Toolbox math templates printables
Fifth Grade Fluency
Fifth Grade Fluency
5.NBT.B.5 Β Fluently multiply multi-digit whole numbers using the standard algorithm (connecting the algorithm to strategies learned in fourth grade)Β Β Β Multiplication strategies Β Β Β Β Β Division strategies Β Β Β (**standard division algorithm is a 6th grade standard)
5.NBT.B.5 Β Fluently multiply multi-digit whole numbers using the standard algorithm (connecting the algorithm to strategies learned in fourth grade)Β Β Β Multiplication strategies Β Β Β Β Β Division strategies Β Β Β (**standard division algorithm is a 6th grade standard)
Review fluently add and subtract multi-digit numbers using the standard algorithm from fourth grade.Β Β Β Β Β Β Β
Addition strategiesΒ Β Β Β Β Subtraction strategiesΒ Β Β
More information and Resources on the fluency tab.Β
All Print Resources from Mastering the Basic Facts Multiplication and Division: xΓ·facts
Essential Questions
Essential Questions
Year at a Glance
Year at a Glance
Click here for a printable version of Year at a Glance.Β
You will find that content in our curriculum maps have been given a priority designation; however, lower priority is not meant to imply exclusion. These priorities are meant to help guide the focus of teachers as they allocate their limited time for planning and instruction. Teachers should always use their best judgment for what works for them and their students.
π© Major content identifies those areas where students should spend the large majority (65-85%) of instructional time and focus on the major work of the grade.
π· Supporting content is designed to strengthen the areas of major emphasis, as these pieces are closely connected to the major clusters of the grade.
π‘ Additional content covers material that does not connect tightly or explicitly to the major work of the grade, but still engages students in grade-level conceptual learning.
Starting out the year
Starting out the year
Growth Mindset Lessons, Activities and Videos to use as you lay the groundwork for a Mathematical Mindset connected to The 8 Standards for Mathematical Practice. Β Good Group Work-setting norms
Begin launching Guided Math:
For assistance on structuring guided math, click here. Guide to the first 20 days here.
T1
1 week
π© 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
π© 5.NBT.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 whole-number exponents to denote powers of 10.
π© 5.NBT.3 Read, write, and compare decimals to thousandths.
5.NBT.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 Γ 100 + 4 Γ 10 + 7 Γ 1 + 3 Γ (1/10) + 9 Γ (1/100) + 2 Γ (1/1000).
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.
π© 5.NBT.4 Use place value understanding to round decimals to any place.
T1
4-5 weeks
What is the relationship between mathematical operations and whole numbers?Β
This includes order of operations with whole numbers
π© 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. work on this standard should begin with strategy based problem solving, mastery of the standard algorithm is an end of year expectation
π© 5.NBT.6 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.
π‘ 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols (WHOLE NUMBERS ONLY)
π‘ 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (WHOLE NUMBERS ONLY).
T1
4-5 weeks
What is the relationship between mathematical operations and decimals?Β
This includes order of operations with DecimalsΒ
π© 5.NBT.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.
π‘ 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols (ADD IN DECIMALS).
π‘ 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (ADD IN DECIMALS).
T1/2
4 weeks
What is the relationship between area and volume ?
What are some strategies for determining the volume of rectangular prisms?
π© 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.3a A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
5.MD.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
π© 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units
π© 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
5.MD.5b Apply the formulas V = l Γ w Γ h and V = b Γ h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
5.MD.5c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
T2
2-3 weeks
π© 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
π© 5.NF.2 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
π· 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
T2
3-4 weeks
How can we apply our knowledge of multiplication and division to fractions?
This includes order of operations with fractions
π© 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a Γ· b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
π© 5.NF.4 Appy and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.4a Interpret the product (a/b) Γ q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a Γ q Γ· b.
5. NF.4.b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
π© 5.NF.5 Interpret multiplication as scaling (resizing), by:
5.NF.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
5.NF.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n Γ a)/(n Γ b) to the effect of multiplying a/b by 1.
π© 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
π© 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5.NF.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients.
5.NF.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.
π‘ 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols (ADD IN FRACTIONS).
π‘ 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (ADD IN FRACTIONS).
T2/3
5-6 weeks
What are the attributes of two-dimensional shapes?
T3
2 weeks
How can patterns be represented on a coordinate plane?
π‘ 5.G.1 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 x-coordinate, y-axis and y-coordinate).
π‘ 5.G.2 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.
π‘ 5.OA.3 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.
T3
2-3 weeks
How can we use our knowledge of decimals and place value to convert measurements?
π· 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
π© 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.
T3
1-2 weeks
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