5th Grade Mathematics
5th Grade Mathematics
Embedded Files
Overview: Grade 5 Math
Overview: Grade 5 Math
Story of Grade 5 Math by the IM Authors
Story of Grade 5 Math by the IM Authors
IM The Story of Grade 5.pdfRead the stories of the mathematics of each course of IM K–5 Math, detailed by authors of the curriculum. These stories convey the coherent structure of grade-level content, how concepts are developed for students, and the deliberate choice of tools and representations used in each grade, from kindergarten through grade 5.
IM Unit Dependency Charts & SBUSD Scope n' Guide
IM Unit Dependency Charts & SBUSD Scope n' Guide
Prioritizing Major Work of Grade 5
Prioritizing Major Work of Grade 5
IM Units: 1, 2, 3, 4 (Sections A & B), 5, 6 (Sections B & C)
IM Units: 1, 2, 3, 4 (Sections A & B), 5, 6 (Sections B & C)
Why these? Student Achievement Partners' instructional considerations
Report Card Standard Clusters in Unit 1
Report Card Standard Clusters in Unit 1
Operations and Algebraic Thinking
OA.A Writes, interprets*, and evaluates numerical expressions [* Example: 3 x (6 + 23) is 3 times as large as 6 + 23]
Measurement and Data
MD.C Geometric Measurement: Understands concept of volume and relates volume to multiplication and addition
IM Assessments for Unit 1 Learning Goals
IM Assessments for Unit 1 Learning Goals
OA.A: Learning Goals and IM Assessments
MD.C: Learning Goals and IM Assessments
Describe volume as the space taken up by a solid object.
Measure the volume of a rectangular prism by finding the number of unit cubes needed to fill it.
Use the layered structure in a rectangular prism to find volume.
Describe the calculations from the previous section as (length x width x height) or (Base area x height).
Find volume using above expressions
Find the volume of a figure composed of rectangular prisms.
Have You Checked Your Students' Readiness for Unit 1?
Have You Checked Your Students' Readiness for Unit 1?
Do so by giving your students the Unit 1 Pre-unit problems
Grade 5 Unit 1 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 1.
Grade 5 Unit 1 v1 Adaptation Guide.pdfUnit 1 Learning Targets Self-assessment
Unit 1 Learning Targets Self-assessment
Unit 1 Section Goals Monitoring Sheets
Unit 1 Section Goals Monitoring Sheets
IM Centers for Unit 1
IM Centers for Unit 1
Grade5-1-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Five in a Row: Multiplication & Division (Stages 3, 4)
Rolling for Fractions (Stages 1, 2)
Watch Your Remainder (Stage 1)
Can You Build It? (Stages 2, 3)
Capture Squares (Stage 7)
Click for Supplemental Independent Practice and Worksheets for Unit 1
Click for Supplemental Independent Practice and Worksheets for Unit 1
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CAASPP Focused Interim Assessment Block: Grade 5 - Volume Concepts
Interim Assessment Item Portal (pdf/print) or Test Administrator Interface (digital)
Priority Unit (Major Work of Grade 5)
Priority Unit (Major Work of Grade 5)
(17–19 days)
(17–19 days)
Optional Lessons: 16, 17
Optional Lessons: 16, 17
Report Card Standard Clusters in Unit 2
Report Card Standard Clusters in Unit 2
Numbers and Operations - Fractions
NF.B Applies and extends previous understandings of multiplication and division to multiply and divide fractions
Examples: 3/4 is 3 ÷ 4 , 3/4 x 4 = 3, 3 wholes shared equally among 4 means each person has 3/4, and If 9 people share a 50 pounds equally, how many pounds should each person get? Between what two whole numbers does the answer lie?
Use a model to show (2/3) × 4 = 8/3 or (2/3) × (4/5) = 8/15. Create a story context for the equations.
Create a story context for (1/3) ÷ 4, use a visual fraction model to show the quotient, and explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Create a story context for 4 ÷ (1/5), use a visual fraction model to show the quotient, and explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally?
How many 1/3-cup servings are in 2 cups of raisins?
NOTE: Division of a fraction by a fraction is not required at this grade level.
IM Assessments for Unit 2 Learning Goals
IM Assessments for Unit 2 Learning Goals
NF.B: Learning Goals and IM Assessments
Represent and explain the relationship between division and fractions.
Solve problems involving division of whole numbers leading to answers that are fractions.
Connect division to multiplication of a whole number by a non-unit fraction.
Connect division to multiplication of a whole number by a unit fraction.
Explore the relationship between multiplication and division.
Find the area of a rectangle when one side length is a whole number and the other side length is a fraction or mixed number.
Represent and solve problems involving the multiplication of a whole number by a fraction or mixed number.
Write, interpret and evaluate numerical expressions that represent multiplication of a whole number by a fraction or mixed number.
Have You Checked Your Students' Readiness for Unit 2?
Have You Checked Your Students' Readiness for Unit 2?
Do so by giving your students the Unit 2 Pre-unit problems
Grade 5 Unit 2 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 2.
Grade 5 Unit 2 v1 Adaptation Guide.pdfUnit 2 Learning Targets Self-assessment
Unit 2 Learning Targets Self-assessment
Unit 2 Section Goals Monitoring Sheets
Unit 2 Section Goals Monitoring Sheets
IM Centers for Unit 2
IM Centers for Unit 2
Grade5-2-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
How Close? (Stages 6, 7)
Compare (Stages 4, 5)
Rectangle Rumble (Stags 3, 4)
Rolling for Fractions (Stages 2, 3)
Target Measurements (Stages 4, 5)
Can You Build It? (Stage 3)
Click for Supplemental Independent Practice and Worksheets for Unit 2
Click for Supplemental Independent Practice and Worksheets for Unit 2
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
Priority Unit (Major Work of Grade 5)
Priority Unit (Major Work of Grade 5)
(19–22 days)
(19–22 days)
Optional Lessons: 9, 10, 20
Optional Lessons: 9, 10, 20
Report Card Standard Clusters in Unit 3
Report Card Standard Clusters in Unit 3
Numbers and Operations - Fractions
NF.B Applies and extends previous understandings of multiplication and division to multiply and divide fractions
Examples: 3/4 is 3 ÷ 4 , 3/4 x 4 = 3, 3 wholes shared equally among 4 means each person has 3/4, and If 9 people share a 50 pounds equally, how many pounds should each person get? Between what two whole numbers does the answer lie?
Use a model to show (2/3) × 4 = 8/3 or (2/3) × (4/5) = 8/15. Create a story context for the equations.
Create a story context for (1/3) ÷ 4, use a visual fraction model to show the quotient, and explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Create a story context for 4 ÷ (1/5), use a visual fraction model to show the quotient, and explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally?
How many 1/3-cup servings are in 2 cups of raisins?
NOTE: Division of a fraction by a fraction is not required at this grade level.
IM Assessments for Unit 3 Learning Goals
IM Assessments for Unit 3 Learning Goals
NF.B: Learning Goals and IM Assessments
Recognize that abcd=acbd and use this generalization to multiply fractions numerically.
Represent and describe multiplication of a fraction by a fraction using area concepts.
Divide a unit fraction by a whole number using whole-number division concepts.
Divide a whole number by a unit fraction using whole-number division concepts.
Solve problems involving fraction multiplication and division.
Have You Checked Your Students' Readiness for Unit 3?
Have You Checked Your Students' Readiness for Unit 3?
Do so by giving your students the Unit 3 Pre-unit problems
Grade 5 Unit 3 Pre-unit Practice Problems.pdfIf yes, continue targeted Centers and Practice from Grade 5 Unit 3.
Grade 5 Unit 3 builds exclusively from Grade 5 Unit 2 (see K-5 Dependency Chart)
Unit 3 Learning Targets Self-assessment
Unit 3 Learning Targets Self-assessment
Unit 3 Section Goals Monitoring Sheets
Unit 3 Section Goals Monitoring Sheets
IM Centers for Unit 3
IM Centers for Unit 3
Grade5-3-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
How Close? (Stages 6, 7)
Compare (Stages 4, 8)
Five in a Row: Multiplication & Division (Stage 4)
Rolling for Fractions (Stages 2, 4, 5)
Watch Your Remainder (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 3
Click for Supplemental Independent Practice and Worksheets for Unit 3
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
NF.B.4
NF.B.6
NF.B.7
PRIORITY Sections A & B (Major Work of Grade 5)
PRIORITY Sections A & B (Major Work of Grade 5)
(21–23 days)
(21–23 days)
Optional Lessons: 17, 21
Optional Lessons: 17, 21
Report Card Standard Clusters in Unit 4
Report Card Standard Clusters in Unit 4
Operations and Algebraic Thinking
OA.A Writes, interprets*, and evaluates numerical expressions [* Example: 3 x (6 + 23) is 3 times as large as 6 + 23]
Numbers and Operations in Base Ten
NBT.B Performs operations with multi-digit whole numbers and with decimals to hundredths
NBT.B.5 Fluently* multiply multi-digit whole numbers using the standard algorithm
IM Assessments for Unit 4 Learning Goals
IM Assessments for Unit 4 Learning Goals
OA.A: Learning Goals and IM Assessments
NBT.B: Learning Goals and IM Assessments
Divide multi-digit whole numbers using strategies based on place value, properties of operations, and the relationship between multiplication and division.
Multiply and divide to solve real-world and mathematical problems involving area and volume.
NBT.B.5: Learning Goals and IM Assessments
Multiply multi-digit whole numbers using the standard algorithm.
Have You Checked Your Students' Readiness for Unit 4?
Have You Checked Your Students' Readiness for Unit 4?
Do so by giving your students the Unit 4 Pre-unit problems
Grade 5 Unit 4 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 4.
Grade 5 Unit 4 v1 Adaptation Guide.pdfIM Centers for Unit 4
IM Centers for Unit 4
Grade5-4-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Mystery Number (Stage 6)
Number Puzzles: Multiplication & Division (Stages 1, 2)
Click for Supplemental Independent Practice and Worksheets for Unit 4
Click for Supplemental Independent Practice and Worksheets for Unit 4
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
NBT.B.5
NBT.B.6
Priority Unit (Major Work of Grade 5)
Priority Unit (Major Work of Grade 5)
(26–28 days)
(26–28 days)
Optional Lessons: 4, 26
Optional Lessons: 4, 26
Report Card Standard Clusters in Unit 5
Report Card Standard Clusters in Unit 5
Operations and Algebraic Thinking
OA.A Writes, interprets*, and evaluates numerical expressions [* Example: 3 x (6 + 23) is 3 times as large as 6 + 23]
Numbers and Operations in Base Ten
NBT.A Understands place value system involving whole numbers and decimals
NBT.B Performs operations with multi-digit whole numbers and with decimals to hundredths
IM Assessments for Unit 5 Learning Goals
IM Assessments for Unit 5 Learning Goals
OA.A: Learning Goals and IM Assessments
NBT.A: Learning Goals and IM Assessments
Compare, round and order decimals through the thousandths place based on the value of the digits in each place.
Read, write, and represent decimals to the thousandths place, including in expanded form.
Checkpoint 5.5.A,
NBT.B: Learning Goals and IM Assessments
Add and subtract decimals to the hundredths using strategies based on place value.
Multiply decimals with products resulting in the hundredths using place value reasoning and properties of operations.
Divide decimals with quotients resulting in the hundredths using place value reasoning and properties of operations.
Have You Checked Your Students' Readiness for Unit 5?
Have You Checked Your Students' Readiness for Unit 5?
Do so by giving your students the Unit 5 Pre-unit problems
Grade 5 Unit 5 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 5.
Grade 5 Unit 5 v1 Adaptation Guide.pdfIM Centers for Unit 5
IM Centers for Unit 5
Grade5-5-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Get Your Numbers in Order (Stages 4, 5)
Greatest of Them All (Stages 3, 4)
Mystery Number (Stages 5, 6)
Tic Tac Round (Stage 3)
Target Numbers (Stages 8, 9)
How Close? (Stages 7, 8)
Compare (Stages 4, 5)
Jump the Line (Stages 2, 3)
Would You Rather (Stage 2)
Click for Supplemental Independent Practice and Worksheets for Unit 5
Click for Supplemental Independent Practice and Worksheets for Unit 5
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
OA.A.1
OA.A.2
NBT.A.3
NBT.A.4
NBT.B.7
Adding Decimals
Subtracting Decimals
Adding and Subtracting Decimals
Multiplying Decimals
Dividing Decimals
CAASPP Focused Interim Assessment Block: Grade 5 - Operations with Whole Numbers and Decimals
Interim Assessment Item Portal (pdf/print) or Test Administrator Interface (digital)
Priority Sections B & C (Major Work of Grade 5)
Priority Sections B & C (Major Work of Grade 5)
(21–23 days)
(21–23 days)
Optional Lessons: 20, 21
Optional Lessons: 20, 21
Report Card Standard Clusters in Unit 6
Report Card Standard Clusters in Unit 6
Numbers and Operations in Base Ten
NBT.A Understands place value system involving whole numbers and decimals
Numbers and Operations - Fractions
NF.A Uses equivalent fractions as a strategy to add and subtract fractions
Examples: * 2/3 + 5/4 = 8/12 + 15/12 = 23/12
** Recognize 2/5 + 1/2 = 3/7 is incorrect by observing that 3/7 < 1/2
Measurement and Data
MD.A Converts like measurement units within a given measurement system
Example: Convert 5 centimeters to 0.05 meters or 7 meters to 700 centimeters.
MD.B Represents and interprets data
Example: Given different measurements of liquid in identical containers, find the amount of liquid each container would contain if the total amount in all the containers were redistributed equally.
IM Assessments for Unit 6 Learning Goals
IM Assessments for Unit 6 Learning Goals
NBT.A Learning Goals and IM Assessments
Student can consistently recognize a digit in one place represents ten times what it represents in the place to the right and 1/10 of what it represents in the place to the left; explain patterns in the number of zeros in multiplying by powers of 10; read, write, and compare decimals to thousandths; and round decimals to any place.
Checkpoint 5.6.C
NF.A: Learning Goals and IM Assessments
Student can consistently 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*; and solve word problems involving addition and subtraction of fractions, including cases of unlike denominators, by using visual fraction models or equations to represent the problem; and use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers**.
MD.A: Learning Goals and IM Assessments
Student can consistently convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real world problems.
MD.B: Learning Goals and IM Assessments
Have You Checked Your Students' Readiness for Unit 6?
Have You Checked Your Students' Readiness for Unit 6?
Do so by giving your students the Unit 6 Pre-unit problems
Grade 5 Unit 6 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 6.
Grade 5 Unit 6 v1 Adaptation Guide.pdfIM Centers for Unit 6
IM Centers for Unit 6
Grade5-6-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
How Close? (Stage 9)
Compare (Stages 5, 6)
Five in a Row: Multiplication & Division (Stages 3)
Number Puzzles: Multiplication & Division (Stage 2)
Rectangle Rumble (Stages 4, 5)
Rolling for Fractions (Stage 4)
Would You Rather (Stages 2, 3)
Creating Line Plots (Stages 3, 4)
Click for Supplemental Independent Practice and Worksheets for Unit 6
Click for Supplemental Independent Practice and Worksheets for Unit 6
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
MD.A.1
MD.B.2
NBT.A.2
NF.A.1
+/– Like Denominators: Fractions & Mixed Numbers:
Addition Practice B (using a number line)
Subtraction Practice B (using a number line)
+/– Unlike Denominators: Fractions:
+/– Unlike Denominators: Fractions & Mixed Numbers:
Addition Practice B (using a number line)
Subtraction Practice B (using a number line)
NF.A.2
CAASPP Focused Interim Assessment Block: Grade 5 - Add and Subtract with Equivalent Fractions
Interim Assessment Item Portal (pdf/print) or Test Administrator Interface (digital)
Or
CAASPP Focused Interim Assessment Block: Grade 5- Place Value System
Interim Assessment Item Portal (pdf/print) or Test Administrator Interface (digital)
Report Card Standard Clusters in Unit 7
Report Card Standard Clusters in Unit 7
Operations and Algebraic Thinking
OA.A Writes, interprets*, and evaluates numerical expressions [* Example: 3 x (6 + 23) is 3 times as large as 6 + 23]
OA.B Analyzes patterns and relationships
Ex: Given the rules “Add 3” starting at 0 and “Add 6” starting at 0, generate the terms in the two sequences and observe that the terms in the second sequence are twice the corresponding terms in the first sequence, and explain why.
Geometry
G.A Graphs points on the coordinate plane to solve real world and mathematical problems
* Ex: Paul walks from point B to Bryant Park. Rob walks from point B to Madison Square Garden. If they only walk along the gridlines, who walks farther? Explain.
G.B Classifies two-dimensional figures into categories based on their properties
Ex: All rectangles have four right angles and squares are rectangles, so all squares have four right angles
IM Assessments for Unit 7 Learning Goals
IM Assessments for Unit 7 Learning Goals
OA.A: Learning Goals and IM Assessments
Student can consistently use grouping symbols and the four operations to write numerical expressions accurately, interpret given numerical expressions, evaluate numerical expressions accurately.
End of Unit 5.7
OA.B: Learning Goals and IM Assessments
Student can consistently analyze patterns and relationships.
Checkpoints 5.7.C
G.A: Learning Goals and IM Assessments
Student can consistently graph points on the coordinate plane and 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*.
G.B: Learning Goals and IM Assessments
Have You Checked Your Students' Readiness for Unit 7?
Have You Checked Your Students' Readiness for Unit 7?
Do so by giving your students the Unit 7 Pre-unit problems
Grade 5 Unit 7 Pre-unit Practice Problems.pdfDid the Pre-unit problems reveal a need to address unfinished learning? If yes, adapt Unit 7.
Grade 5 Unit 7 v1 Adaptation Guide.pdfIM Centers for Unit 7
IM Centers for Unit 7
Grade5-7-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Which One? (Stages 5, 6, 7)
Picture Books (Stage3)
How Are They the Same? (Stages 4, 5)
Can You Draw It? (Stages 4, 5, 6, 7)
Click for Supplemental Independent Practice and Worksheets for Unit 7
Click for Supplemental Independent Practice and Worksheets for Unit 7
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
Report Card Standard Clusters in Unit 8
Report Card Standard Clusters in Unit 8
Numbers and Operations in Base Ten
NBT.B Performs operations with multi-digit whole numbers and with decimals to hundredths
NBT.B.5 Fluently* multiply multi-digit whole numbers using the standard algorithm
IM Assessments for Unit 8 Learning Goals
IM Assessments for Unit 8 Learning Goals
NBT.B: Learning Goals and IM Assessments
Student can consistently find whole # quotients of whole #’s 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; and 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, relating the strategy to a written method and explain the reasoning used.
NBT.B.5: Learning Goals and IM Assessments
With consistency, student fluently multiplies multi-digit whole numbers using the standard algorithm.
Unit 8 Learning Targets Self-assessment
Unit 8 Learning Targets Self-assessment
Unit 8 Section Goals Monitoring Sheets
Unit 8 Section Goals Monitoring Sheets
Grade5-8-Unit-monitoring-sheet.pdfIM Centers for Unit 8
IM Centers for Unit 8
As Needed, Choose Any of the Centers from Previous Units
IM Practice Problems for Each Section of Unit 8
IM Practice Problems for Each Section of Unit 8
For Lesson 1, Lesson 2, and Lesson 3: Practice Problems (Unit 4 Section A)
For Lesson 4 and Lesson 5: Practice Problems (Unit 4 Section B)
For Lesson 6: Practice Problems (Unit 1 Section A)
For Lesson 7, Lesson 8: Practice Problems (Unit 4 Section A) and Practice Problems (Unit 4 Section B)
For Lesson 10 and Lesson 11: Practice Problems (Unit 6 Section B)
For Lesson 12: Practice Problems (Unit 5 Section B)
For Lesson 13: Practice Problems (Unit 3 Section A)
Additional Support
Additional Support
For Lesson 1, Lesson 2, and Lesson 3, look to Unit 4 Section A: Multi-digit Multiplication Using the Standard Algorithm
For Lesson 4 and Lesson 5, look to Unit 4 Section B: Multi-digit Division Using Partial Quotients
For Lesson 6, look to Unit 1 Section A: Unit Cubes and Volume
For Lesson 7, Lesson 8, look to Unit 4 Section A: Multi-digit Multiplication Using the Standard Algorithm and Unit 4 Section B: Multi-digit Division Using Partial Quotients
For Lesson 10 and Lesson 11, look to Unit 6 Section B: Add and Subtract Fractions with Unlike Denominators
For Lesson 12, look to Unit 5 Section Section B: Add and Subtract Decimals
For Lesson 13, look to Unit 3 Section A: Fraction Multiplication
Math Manipulatives
Math Manipulatives
Anytime Resources
Anytime Resources
Page updated
Report abuse