By the end of this section, students should have a mastery of whole number, multi-digit mathematical operations and the order in which they should be performed.

Suggested pacing 4-5 weeks 

Teacher tips: 

• Review the definition of multiplication and division as the repeated addition/subtraction of equal groups.

• See instructional strategies below for suggested multiplication strategies. The goal is to avoid strategies that do not support number sense. 

• Being able to multiply multi digits using the standard algorithm is an end of the year expectation, strategies should be taught first and continued to be built upon.

• Exponential notation is only for powers of ten and is an introductory skill in fifth grade, and is therefore not expected to be included in order of operations.

sample pretest

Essential Learning Outcomes (ELO)

∎ Perform whole number multiplication/division using a variety of strategies. (5.NBT.5; 5.NBT.6) (SMP2, SMP4, SMP6)

🌕 Use parentheses, brackets, or braces in whole number numerical expressions, and evaluate expressions with these symbols. (5.OA.1) (SMP2, SMP5)

🌕 Write simple expressions that record calculations with whole numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. (5.OA.2) (SMP2, SMP5)

Learning targets

• I can fluently multiply multi-digit whole numbers using any appropriate strategy. (5.NBT.5) the teaching of the standard algorithm should not be rushed at this time as it is an end of the year expectation. 

• I can illustrate and explain the calculation using equations, arrays, or models (5.NBT.5)

• I can find whole number quotients of whole numbers with up to four digit dividends and two digit divisors using strategies based on place value,  properties of operations, and/or the relationship between multiplication and division.  (5.NBT.6) (The division standard algorithm is a 6th grade standard and does not need to be taught.)

• I can insert  parentheses ( ), brackets [ ], to solve numerical expressions with whole numbers ONLY.  (5.OA.1)

• I can evaluate expressions with parentheses   ( ) and brackets [ ] with whole numbers ONLY. (5.OA.1)

• I can write simple expressions that record calculations with numbers (5.OA.2)

• I can interpret numerical expressions without evaluating them (5.OA2)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

5th grade number talk guide printable  &   3-5th grade number talks 

Add/Subt  &  Mult/Div Strategies   

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Multiplication Strategies Whole Numbers  (Main focus)

  use partial products 1x2-digit

  friendly numbers   coin values

  break apart factors  Basic facts

Doubling/halving Basic facts

Division Strategies Whole Numbers  (Main focus)  

  Multiplying up  multiples of ten   

Partial quotients  1-digit divisor w/2-digit

Interpret remainders  Whole #s & interpret remainder

Addition Strategies Decimals (Review from 4th gr)

Break apart by place value Adding tenths and hundredths 

Chunking (break apart one number)   Adding by chunks tenths & hundredths

Friendly number  Make friendly number hundredths

Doubles/near   Within 20      Within 100

Subtraction Strategies Decimals (Review from 4th gr)

Count up/think addition Subtracting by adding up

Adjust to create easier problem   Subtracting by adjusting

Keep constant distance/difference  Subtracting by keep constant distance

Fraction Strategies (work on Fractions at least one day a week)

Reasoning & Comparing  compare to 0, ½ , 1      Using ½         using 1 whole 

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 5: Divide Multi-digit Numbers -Sessions 1-5

Assessment Tasks   5.NBT.6,    Frayer Model Assessment           Proficiency Rubrics   5.NBT.6,                            IAR sample questions

CAN DO/Additional Resources:

Math in Practice:   5.NBT.6 - Module 4      Math in Practice lesson slides and Essential Question Guide        MIP Resource folder

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB Lesson 5 Planning an Event  

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities

Prior knowledge

• 4.NBT.4   Climbing Chimney Rock     Valuable Digits

• 4.NBT.B.5,  Multiple Madness (p14)    Multiple Madness 2 (p15)

• 4.NBT.B.6,   Four Quotients p.26     Race to the Resort (p42)

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 5th grade math.

Decimals (4th)

• • Guess My Decimal 

  • Equal to 1 

  • MLC Math at Home problem solving & games

Fractions (4th)

• Capturing Hexagons 

• Comparing Fractions 

• Number Line Fill 

• MLC Math at Home problem solving & games

Spiral Practice

These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.   Please select pages carefully based on your students' needs. 

You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response.   It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.

Place value & Expressions         Fractions (4th)