At A Glance - 5th

Common Core Math At-A-Glance
Table of Contents
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1 ....................................................................................................................................................................2
5.OA.2 ....................................................................................................................................................................9
Analyze patterns and relationships.
5.OA.3 .................................................................................................................................................................. 14
Numbers and Operations in Base Ten
Understanding the place value system.
5.NBT.1 ................................................................................................................................................................ 22
5.NBT.2 ................................................................................................................................................................ 27
5.NBT.3 ................................................................................................................................................................ 36
5.NBT.4 ................................................................................................................................................................ 42
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5 ................................................................................................................................................................ 47
5.NBT.6 ................................................................................................................................................................ 54
5.NBT.7 ................................................................................................................................................................ 63
Numbers and Operations Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
5.NF.1 ................................................................................................................................................................... 78
5.NF.2 ................................................................................................................................................................... 86
Apply and extend previous understandings of multiplication and division.
5.NF.3 ................................................................................................................................................................... 92
5.NF.4 ................................................................................................................................................................... 97
5.NF.5 .................................................................................................................................................................. 103
5.NF.6 .................................................................................................................................................................. 107
5.NF.7 .................................................................................................................................................................. 111
Measurement and Data
Convert like measurement units within a given measurement system.
5.MD.1 ................................................................................................................................................................ 117
Represent and interpret data.
5.MD.2 ................................................................................................................................................................ 123
Geometric measurement: understand concepts of volume.
5.MD.3 ................................................................................................................................................................ 129
5.MD.4 ................................................................................................................................................................ 134
5.MD.5 ................................................................................................................................................................ 137
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.1 .................................................................................................................................................................... 144
5.G.2 .................................................................................................................................................................... 151
Classify two-dimensional figures into categories based on their properties.
5.G.3 .................................................................................................................................................................... 154
5.G.4 .................................................................................................................................................................... 161

5.OA.1
Back to Top
Use parentheses, brackets, or braces in numerical expressions, and

evaluate expressions with these symbols.
Mechanics
Teacher Notes: Students have worked extensively with using the four operations in
previous grades. This standard builds upon that knowledge to include grouping symbols
within expressions and equations.
It is recommended that the concept be presented early in the year, so that practice with
these types of problems can continue over several months and can be expanded to
include problems involving fractions and decimals. After the presentation of 5.NBT.2,
students can be expected to evaluate expressions that include exponents.
Vocabulary:
Grouping symbols include parentheses ( ), brackets [ ], and braces { }.
Parentheses, brackets, and braces tell what numbers are grouped together.
An expression names an amount or number. For example, the expression
2 5 is another name for 10.
An equation is a number sentence that says two amounts are equal. An
equation uses an equals sign because it shows that the two sides or amounts
are equal. For example, 3 + 2 = 4 + 1. The two sides of the equation are equal
because they both name the number 5.
To evaluate means to find the value of an expression. Another way to say it is
to simplify the expression. For example, when you evaluate 8 102, you get
816, which is a simpler way to say 8 102. (Later, students will also substitute a
value for a variable when evaluating an expression.)
When you write an expression, use the grouping symbols in this order: parentheses
first, then brackets, and then braces. A problem will only have brackets if it also has
parentheses. It will only have braces if it also has brackets, and parentheses.
When you solve an equation, work from the inside out. Solve the part in parentheses
first, then do the part in brackets, and then do the part in braces.
Examples
Study the expression. 5 9 6
This could be solved in two different ways:
(5 9) 6
5 (9 6)
45 6
53
39
15
This example shows that the order does matter when solving expressions.
Place grouping symbols to make this equation true: 24 12 3 = 4
(24 12) 3 = 4
24 (12 3) = 20
74 (24 2) = 62
Compare:
684
48 4
44
and
6 (8 4)
64
24
Compare:
16 7 + 1
9+1
10
and
16 (7 + 1)
16 8
8
Two-Step Equations
32 + (6 5) =
32 + (30) =
62
(2 8 ) 4 =
(16) 4 =
12
4 (8 2) =
4 (4)
16
(18 6) 3 =
(3) 3 =
0
Remind students to work with the innermost grouping symbol and work outward.
Sometimes it is helpful for students to underline the part they should complete first
before moving on.
(24 3) 7
7
(24 3) 7
8 7
1
[(2 5) + 6] 8
[
[
[(2 5) + 6] 8
+ 6] 8
[ 10 + 6] 8
]8
[ 16 ] 8
2
Allow students to practice what they know by inserting the grouping symbols into
equations to make the equations true.
Place grouping symbols to make the equation true.
13 (5 3) = 11
13 5 3 = 11

24 (6 3) = 8
24 6 3 = 8

7 (5 3) = 14
7 5 3 = 14

10 + (30 6) 2 = 13
10 + 30 6 2 = 13

100 (5 5) + 1= 76
100 5 5 + 1 = 76

35 7 4 = 10 10 8 3
(35 7) 4 = (10 10) (8 3); this is true because 5 4 = 20 and 100 5 = 20
To deepen their understanding, students may compare expressions that are grouped
differently. After some practice, students can work in pairs to create their own versions of
these comparison equations. Partners can then trade and solve each others examples.
Compare the expressions. Write >, <, or =.
25 10 + 4
25 (10 + 4)
25 10 + 4 > 25 (10 + 4)
(6 8) + 2
6 (8 + 2)
(6 8) + 2 < 6 (8 + 2)
72 9 6
72 (9 6)
72 9 6 < 72 (9 6)
(17 10) + 3
17 (10 + 3)
(17 10) + 3 > 17 (10 + 3)
54 (18 3)
(54 18) 3
54 (18 3) > (54 18) 3
(7 + 6) (4 2)
7 + [(6 4) 2]
(7 + 6) (4 2) > 7 + [(6 4) 2]
Multi-Step Equations
{52 [(3 2) + 14]} + 85
{52 [(
{52 [
{
{52 [(3 2) + 14]} + 85
) + 14]} + 85
{52 [( 6 ) + 14]} + 85
]} + 85
{52 [ 20 ]} + 85
} + 85
{ 32 } + 85
117
Cooper has a bag of different types of balls. The bar diagram shows the types of
balls in the bag:
4
3
2
1
0
Baseballs
Soccer Balls
Footballs
Basketballs
Tennis Balls
How many balls does Cooper have all together? Show two ways to write an
equation and solve it.
+
+
+
+
=
4 + 2 + 2 + 3 + 4 = 15 balls
(2
(2
) + (2
) + (2
) +
) +
=
= 15 balls
Luke and Jack equally shared the cost of a $15.00 pizza. They have a coupon for
$3.00 off. Fill in the expression to find out how much each of the boys paid.
(
(cost of pizza coupon) 2
Answer: $6 each
)2
)2
(15 3) 2
12 2
6
Once students have reached a level of mastery working problems with whole numbers,
begin to introduce problems involving fractions and decimals.
(65.4 55.8) (34.5 31.5)
9.6 3
3.2
{[10 (0.3 2)] 5.6} +13

{[10 0.6] 5.6} + 13
{6 5.6} + 13
0.4 + 13
13.4
(523 + 113) (4 1)
73
21
[(2 + 3) + 7] 1
[5 + 7] 1
12 1
11
Place grouping symbols to make this equation true: 21.5 + 22.5 11 = 4

Answer: (21.5 + 22.5) 11 = 4
Answer: 74 (24 42) = 62
Place grouping symbols to make this equation true: 4.75 18 2 3 = 1.75
Answer: 4.75 [18 (2 3)] = 1.75
Place grouping symbols to make this equation true: 8 6 + 22 3 = 24
Answer: [(8 6) + 22] 3 = 24
After standard 5.NBT.2 is addressed, students are able to work with powers of ten and
should practice evaluating expressions that contain powers of ten.
(4 103) 5 = (4 1,000) 5 = 4,000 5 = 800
(16 4) + 102 = 4 + 100 = 104
5 + [(103 775) (5 5)] = 5 + [1,000 775) 25] = 5 + [225 25] = 5 + 9 = 14
[(30 6) + (7 104)] 1,000 =
[5 + (7 10,000)] 1,000 = [5 + 70,000] 1,000 = 70,005 1,000 = 69,005
103 [(9 5) + (9 3) + 458] = 1,000 [45 + 27 + 458] = 1,000 530 = 470
Additional Practice:
1) [(20 10) 3 ] 6
[10 3] 6
30 6
5
2) 3 [ (39 21) 9]
3 [18 9]
32
6
4) (88 11) + 2 [(54 9) + (35 7)]

(8) + 2 [6 + 5]
8 + 22
30
6) {45 [(3 3) + 19]} + 71
{45 [9 + 19]} + 71
{45 28} + 71
17 + 71
88
3) [(6 9) + (8 9)] + 73
[54 + 72] + 73
126 + 73
199
5) (6 12) [2 (66 11) + (45 5)]

(6 12) [2 6 + 9]
72 21
51
7) 572 {[(874 799) (63 9)] + 410}

572 {[75 7] + 410}
572 {68} + 410}
572 {478}
94
Concept Mastery
Students are able to use parentheses, brackets, or braces in numerical
expressions and to evaluate expressions with these symbols.
Web Resources* Always preview websites and web videos prior to use with
students. Read more here: Internet Content Tips & Cautions.
Teacher Background
Algebraic Expressions See Question #2
Use Parentheses or Brackets
Class Demo & Activities

A Maths Dictionary for Kids
Order of Operations Instructional Tool Create the board to have problems involving parentheses.
Order of Operations BINGO Some questions may need to be altered to 5th grade appropriate ones.
Simplifying with Parentheses and Nested Parentheses
Mathmaster Worksheet Generator
Grouping Symbols Video Video may be stopped at No Grouping Symbols
CliffsNotes: Grouping Symbols
Target Number Dash
Numerical Expressions Wall Clock
Student Practice
Connect Four Parentheses
Parentheses and Order of Operations Rescue
Bracket Basics
Using Grouping Symbols in Expressions Mini lesson & problems
Nested Parentheses Lesson and Problems
Brackets (Parentheses) Mini lesson & problems
Order of Hierarchy
* The Web Resources are links to websites that are neither created nor published by Bright Ideas
Press. BIP has no control over the content of these websites, and the material contained therein
does not necessarily reflect the views and opinions of Bright Ideas Press. The school and classroom
teacher are responsible for abiding by the terms of use for each website. Links were set up to open
in Internet Explorer and may not open in other browsers.
References
National Governors Association Center for Best Practices, Council of Chief State School Officers.
Common Core State Standards, Mathematics. Washington, D.C.: National Governors Association
Center for Best Practices, Council of Chief State School Officers, Washington, D.C., 2010.
http://www.corestandards.org/Math
Arizonas Common Core Standards. Arizona Department of Education. 2010. June.
http://www.azed.gov/standards-practices/mathematics-standards/
Common Core State and NC Essential Standards. Public Schools of North Carolina State Board of
Education. 2010. June.
http://www.ncpublicschools.org/acre/standards/common-core-tools/

5.OA.2
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Write simple expressions that record calculations with 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 (18,932 + 921) is three times as large as 18,932 + 921,
without having to calculate the indicated sum or product.
Mechanics
Teacher Notes: Students will rely on their experience with the four operations and their
understanding of the grouping symbols (5.OA.1) to write and to interpret numerical
expressions. Students should practice writing and interpreting without having to
evaluate; however, they should understand what it means to evaluate an expression.
Expressions will include fractions, decimals, and exponents along with whole numbers.
After practice with concepts addressed in 5.NBT.2, students can be expected to write and
interpret numerical expressions that include powers of ten, for example 102, 103, 104, and
so on.
Writing a Simple Expression
A simple verbal expression can be something like cold as an icicle. The expression
communicates an idea, but it is not a complete sentence. A numerical expression
names a number, but it is not a number sentence. An equation is a number
sentence. Study the examples.
Expression: (17 4) 2
Equation: (17 4) 2 = 26
Remember, an expression can contain numbers, grouping symbols, the symbols for
the four operations, and exponents, but not an equal sign. An equation can contain
all of these things, but it always has an equal sign.
To evaluate means to find the value of an expression, in other words, to solve
it. However, you do not always have to evaluate. You will practice writing and
explaining expressions without having to evaluate them.
Look for key words to help you know how to write an expression.
Jens mystery number is sixteen divided by the sum of three and five. The words tell
you to divide 16 by the sum of two numbers. So, the expression is 16 (3 + 5).
Billys mystery number is four times two less than ten. The words four times tell you
to multiply something. The words two less than ten tell you to subtract 2 from 10.
So, the expression is 4 (10 2).
Notice, in Billys number, that the order of the numerical expression does not match the
order of the worded expression. A common error would be to write 4 2 10 because
this is the order of the wording. Point out that the phrase says two less than ten, not
two minus ten. Two less than ten is eight, whereas two minus ten is negative eight.
Here are some key words to look for.
Addition +
add
sum
increased by
together
more than
plus
combined
Subtraction
subtract
difference
decreased by
less
minus
take away
take from
Multiplication
product
times
of
multiple
twice
double
multiplied by
Division
quotient
shared among
equally shared
per
ratio
divided by
Equal =
equals
is, are, were
is the same as
will be
gives
totals
Key phrases let you know that grouping symbols will be used or that you will need
to switch the order of the words when you write a numerical expression. Here are
some examples.
Parentheses Words ()
times the difference of, sum of, quotient of, or product of
twice the sum of, difference of, product of, or quotient of
plus the difference of, sum of, quotient of, or product of
less the sum of, difference of, or product of
Turn Around Words

x times y more than
c less than the product of a and b
r taken from the sum of t and v
w more than the difference of c and e
Examples
Write a numerical expression that tells what to do. Be sure to include all of the steps
and any grouping symbols, if needed.
Note that students understanding of the properties of operations will allow for some
variation in their answers. For example, twice the sum of 4 and 7 can be written in a
variety of ways:
2 (4 + 7)
2 (7 + 4)
(4 + 7) 2
(7 + 4) 2
2(4) + 2(7)
2(7) + 2(4)
108 decreased by 92
Answer: 108 92
116 and 488 together
Answer: 116 + 488
double five; then add 9
Answer: (2 5) + 9
twice the sum of 78 and 5813
Answer: 2 (78 + 5813)
7.2 more than the difference of 12.43 and 0.82
Answer: 7.2 + (12.43 0.82)
take the product of 80 and 5 from 260
Answer: 260 (80 5)
one-fifth of 720
Answer: 15 720 or 720 5
six more than ten cubed
Answer: 6 + 102
90 less than10 to the power of 3
Answer: 103 90
68 taken from the sum of 25 and 125
Answer: (25 + 125) 68
Interpreting a Simple Expression

Students are expected to interpret the meaning of a numerical expression. This goes
beyond simply recording an expression with numbers and symbols.
What does the expression mean?
Which of these is a way to interpret (56 + 8) 10?
A) ten times more than 56 plus 8
B) 56 plus the product of 8 and 10
C) 10 more than 56 plus 8
Answer: A) ten times more than 56 plus 8
Study this expression: 3 (12 + 15). What does it mean?
A) one-third of 12 and 15
B) 3 times as much as 12 and 15
C) 3 twelves plus 15
Answer: B) 3 times as much as 12 and 15
Study this expression: (32 + 24). What does it mean?
A) one-quarter of the sum of 32 and 24
B) the product of 32 and 24
C) 32 plus 24 times 4
Answer: A) one-quarter of the sum of 32 and 24
Explain what (9 8) 23 means.
Possible Answer: 23 taken from the

product of 9 and 8
Expain the expression, (35 7) .
Possible Answer: less than 35 divided

by 7.
Interpret the expression, (22 1.23) 5.
Possible Answer: five times as much as

the difference between 22 and 1.23
More Practice Items

Sarah is buying lunch at a hot dog stand. She orders 4 hot dogs at a cost of $2.00
each and uses a coupon for $0.50 off her purchase. Use the outline below to write a
numerical expression that represents the total cost of the lunch.
(amount of hot dogs price of hot dog) coupon = total
(
)
=
(4 2) 0.5 = $7.50
A tee-shirt costs $15.00 and a hat costs $8.00. Five friends each buy a tee-shirt and a
hat. Use the outline below to write a numerical expression that represents the total
cost of shirts and hats for all five friends.
(tee-shirt cost + hat cost) amount of friends = total cost
(
+
)
=
(15.00 + 8.00) 5 = $115.00
Use key words to help translate each written expression into a numerical expression.
6 times more than the sum of 5 plus 3
Answer: 6 (5 + 3)
divide the product of 2 and 9 by 4
Answer: (2 9) 4
multiply by the sum of 3,210 and 103
Answer: (3,210 + 103)
subtract 2.3 from the product of 4 and 3.5.
Answer: (4 3.5) 2.3
double the quotient of 938 divided by
Answer: (938 ) 2
add 4 to the product of 2.2 and 5.2.
Answer: 4 + (2.2 5.2)
Concept Mastery
Students are able to write simple expressions that record calculations with
numbers.
Students are able to interpret numerical expressions without evaluating
them.
Teacher Background
Algebraic Expressions

Find the Gleamers Introduction into Equation writing.
Verbal Expressions
Student Practice
Algebraic Reasoning Have students write an algebraic equation for each example.
Writing Algebraic Expressions
Writing Algebraic Equations
Algebra Equations
Thinking Blocks Word Problems Some problems have a link to algebra showing the equation. If not,
ask students to write the equation that solved the word problem.
Balloon Pop Math
References

5.OA.3
Back to Top
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. For example, given the
rule Add 3 and the starting number 0, and given the rule Add 6 and the
starting number 0, generate terms in the resulting sequences, and observe
that the terms in one sequence are twice the corresponding terms in the
other sequence. Explain informally why this is so.
Mechanics
Teacher Notes: This standard can be thought of as having two components. The first
deals with generating numerical patterns based on rules; it extends the work begun
in 4.OA.5 and in 3.OA.9. The second part of the standard requires students to graph
ordered pairs on a coordinate plane, which is new at this grade level. This part builds
upon the concepts addressed in 5.G.1.
A sequence is a list of numbers that follow a pattern. Each number in the list is
called a term.
number sequence
1, 3, 9, 27,
term
Growth of Bean Plant

Plant Height
Week
in Inches
0
2
1
4
2
6
3
8
4
10
+2
+2
+2
+2
The dots show that the

sequence continues.
Study the sequence shown in the table. Each term

in the sequence can be found by adding
to the
previous term.
Answer: 2
What will the next 3 terms in the sequence be?
,
,
,
Answer: 12, 14, 16
Examples
Have students begin to identify a pattern by stating the rule.
1. Identify the pattern by stating the rule. 5, 15, 25, 35, 45
The sequence begins with
. The rule is
.
The sequence begins with 5. The rule is + 10 (or add 10).
2. Identify the pattern by stating the rule. 100, 92, 84, 76
. The rule is
.
The sequence begins with 100. The rule is 8 (or subtract 8).
. The rule is
.
The sequence begins with 6. The rule is 2 (or multiply by 2).
. The rule is
.
The sequence begins with 81. The rule is 3 (or divide by 3).
Once students are able to identify the pattern, they can continue the pattern:
1. State the rule; then write the next two terms. 340, 320, 300, 280,
,
. The rule is
. The next terms are
,
.
The sequence begins with 340. The rule is 20. The next terms are 260, 240.
2. State the rule; then write the next two terms. 16, 22, 28, 34,
,
. The rule is
,
The sequence begins with 16. The rule is + 6. The next terms are 40, 46.
3. State the rule; then write the next two terms. 3,125, 625, 125,
,
. The rule is
,
The sequence begins with 3,125. The rule is 5. The next terms are: 25, 5.
4. State the rule; then write the next two terms. 3, 12, 48,
,
. The rule is
,
The sequence begins with 3. The rule is 4. The next terms are 192, 768.
In other variations, students are given the rule and asked to create the sequence.
1. Start with 2 and use the rule times 5 to write a sequence of 4 numbers.
2,
,
,
2, 10, 50, 250
2. Start with 6 and use the rule add 3 to write a sequence of 4 numbers.
6,
,
,
6, 9, 12, 15
3. Start with 2 and use the rule add 2 to write a sequence of five numbers. Then,
start with 2 and use the rule add 3 to write another sequence of five numbers.
Compare the two sequences. What pattern do you see?
2,
,
,
,
2,
,
,
,
2, 4, 6, 8, 10
2, 5, 8, 11, 14
A possible explanation may include that both sequences begin with 2, and after
that, the second terms are one apart, the third terms are two apart, the fourth terms
are three apart, and the fifth terms are four apart.
4. Start with 12 and use the rule add 6 to write a sequence of four numbers. Then
start with 12 and use the rule add 16 to write a sequence of four numbers.
Compare the two sequences. Describe what you notice.
12,
,
,
12,
,
,
12, 18, 24, 30
12, 28, 44, 60
A possible explanation may include that both sequences begin with 12, and after
that, the difference between the corresponding numbers in each set is 10 greater
than the difference between the previous two corresponding numbers.
Students will form ordered pairs consisting of corresponding terms from the two
patterns, and graph the ordered pairs on a coordinate plane. Ideally, students know
what a coordinate plane is and have plotted points in the first quadrant as part of their
work with 5.G.1.
Sally wants to compete in the championship swim meet on Saturday. Each day
she adds the same number of laps to her routine. Complete the table to show how
many laps Sally will complete by day 5.
Day
Number of Laps
1
5
2
8
3
11
4
14
5
17
Point out that there are two sequences in this example.

Rule for x: start at one and add one: 1, 2, 3, 4, 5
Rule for y: start at 5 and add 3: 5, 8, 11, 14, 17
Plot the coordinates on the graph.
Swimming Laps
Number of Laps
20
15
10
5
0
3
Day
Kevin has 50 pages left to read. He wants to finish the book in 5 days. Each day he
reads the same number of pages until he finishes the book. Complete the table to
show how many pages Kevin will have read on day 4 and on day 5.
Day
Total Pages Read
1
10
2
20
3
30
4
40
5
50
Give the rules and describe the two sequences shown in the table.
One rule is start at one and add one. The other rule is start at 40 and subtract 10.
The Day sequence is increasing by 1 and the Pages sequence is decreasing by 10.
Plot the coordinate pairs on the graph. Explain the relationship between each x and
y coordinate.
As the days increase by 1, the number of pages decreases by 10.
Reading
Pages Read
40
30
20
10
0
3
Day
Mary Lynn needs to make a choice between two different cell phone providers. Red
Rings charges $3.00 per month for texting. Blue Bells charges $5.00 per month for
texting. Complete the table to show how much Mary Lynn will save after 5 months if
she chooses Red Rings.
Month
Red Rings
Blue Bells
1
3
5
2
6
10
3
9
15
4
12
20
5
15
25
Answer: savings = $10 after 5 months

Give the rules and describe the relationship between the two sequences you
completed.
Answer: The Red Rings rule is start at 3 and add 3, and the Blue Bells rule is start at
five and add 5. The amounts differ by only 2 in the beginning, but the difference
between the 2 numbers increases by 2 each time, so that the difference is 2, then
4, 6, 8, and finally 10. The amounts are getting farther apart as time goes on, so the
longer she stays with Red Rings, the more savings Mary Lynn accumulates.
Cell Phone Provided
25
Providers
20
15
10
5
0
2
3
Month
Polar Ice Cream charges $2.00 for a small ice cream cone and $2.50 for a large ice
cream cone. Complete the table to show the cost of up to 5 ice cream cones. Then
compare the total cost of 5 cones at the shop.
Cones
Small
Large
1
2.00
2.50
2
4.00
5.00
3
6.00
7.50
4
8.00
10.00
Answer: 5 small cones = $10.00 and 5 large cones = $12.50
5
10.00
12.50
Give the rules and describe the relationship between the two sequences you
completed.
Answer: The small cone rule is start at 2.00 and add 2, and the large cone rule is start
at 2.50 and add 2.50. The amounts get farther apart. At first they differ by , then 1,
1, 2, and finally 2. The more cones you buy, the greater the cost difference. The
numbers differ by because the amount added differs by .
Cost of Ice Cream Cones
Cost
15
10
5
0
4
1
2
3
Number of Cones
Concept Mastery
Students are able to generate two numerical patterns using two given rules.
Students are able to identify apparent relationships between corresponding
terms.
Students are able to form ordered pairs consisting of corresponding terms
from two patterns they have generated.
Students are able to graph the ordered pairs on a coordinate plane.
Patterns in Sequences
Number Sequences
Patterns in Algebra
Pede Patterns
Ambleweb Function Machine
Student Practice
Its a Bit Nutty
Number Patterns Introductory material with 10 practice questions at the end.
Number Cracker Game
Whole Number Cruncher

Spooky Sequence A This series of sequences involves adding 2 to each number.
Spooky Sequence B This series of sequences involves adding 5 to each number.
Spooky Sequence C This series of sequences involves adding 10 to each number.
Spooky Sequence D This series of sequences involves subtracting 1 from each number.
Spooky Sequence E This series of sequences involves subtracting 5 from each number.
Spooky Sequence F This series of sequences involves subtracting 10 from each number.
Spooky Sequence G This series of sequences involves Triangular Numbers (or adding two more than
the last addition step for each step in the series).
Spooky Sequence H This series of sequences involves adding two more than the last addition step for
each step in the series).
Missing Numbers There are a couple of errors in the early sequences that are embedded in the story.
Ask your students to see if they can spot the errors and give the correct answers.
Supermarket Displays
Ten in the Bed Many know this as Ten Little Monkeys Jumping On the Bed.
Function Machine
Find a Missing Number in a Sequence Counting up or down by 10s
Find a Pattern 1 You may want students to do these in pairs so they can identify both the pattern and
the rule for starting.
References

5.NBT.1
Back to Top
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 110 of what
it represents in the place to its left.
Mechanics
Teacher Notes: This standard is a continuation of 4.NBT.1 and extends to include
understanding that a digit in one place represents 110 of what it represents in the place
to its left. In other words, this standard includes decimal places, whereas the 4th grade
standard included only whole numbers.
Reviewing examples from 4.NBT.1 may be helpful. Students will draw upon a deep
understanding of place value and unit fractions. They should employ place value charts,
number lines, base ten blocks, and other manipulatives to practice these concepts.
Students should be exposed to these concepts in as many forms as possible.
Examples
Study this number; what is the value of each digit?
4,444,444.44
Say, four million, four hundred forty-four thousand, four hundred forty-four and
forty-four hundredths.
4,444,444.44
4,444,444.44
4,444,444.44
4,444,444.44
4,444,444.44
4,444,444.44
4,444,444.44
4,444,444.44
4,444,444.44
The value of the 4 in the millions place is

4,000,000 or 10 400,000. It is 110 as much as
40,000,000.
The value of the 4 in the hundred thousands
place is 400,000 or 10 40,000. It is 110 as much
as 4,000,000.
The value of the 4 in the ten thousands place
is 40,000 or 10 4,000. It is 110 as much as
400,000.
The value of the 4 in the thousands place is
4,000 or 10 400. It is 110 as much as 40,000.
The value of the 4 in the hundreds place is 400
or 10 40. It is 110 as much as 4,000.
The value of the 4 in the tens place is 40 or 10
4. It is 110 as much as 400.
The value of the 4 in the ones place is 4 or 10
0.4. It is 110 as much as 40.
The value of the 4 in the tenths place is 410 or 10
0.04. It is 110 as much as 4.
The value of the 4 in the hundredths place is
4100 or 10 0.004. It is 110 as much as 410.
A place-value chart shows the value of each digit compared to the one in the place to
right or to the left of it.
Millions
Thousands
Ones
Decimals
Ones
Hundreds Tens Ones Hundreds Tens Ones Tenths Hundredths Thousandths
4
4
4
4
4
4
4
4
4
4
10
10
10
10
10
10 10
10
10
Millions
Thousands
Ones
Decimals
Ones
Hundreds Tens Ones Hundreds Tens Ones Tenths Hundredths Thousandths
4
4
4
4
4
4
4
4
4
4
10
10
10
10
10
10 10
10
10
Complete the table by listing the value of each digit in the number 7,384,592.36.
(Answers are in red.)
Digit
7
3
8
4
5
9
2
3
6
Place Value
1,000,000 =
100,000 =
10,000 =
1,000 =
100 =
10 =
1=
10 = ( or 110)
100 = (or 1100)
Digit Value
7,000,000
300,000
80,000
4,000
500
90
2
0.3
0.06
Word Name
seven million,
three hundred eighty-four thousand,
five hundred ninety-two, and
thirty-six hundredths
The standard form of a number is the most common way to write a number.
Standard form: 2,354,870
The expanded form of a number is a way of writing a number as the sum of the
values of the digits. Expanded form:
2 1,000,000 + 3 100,000 + 5 10,000 + 4 1,000 + 8 100 + 7 10
Write the number in expanded form.
230,712
100,000 +
10,000 +
100 +
10 +
Write the number in expanded form.

520.24
100 +
10 +
110 +
1100
Write the numbers in standard form.

(6 1,000,000) + (4 100,000) + (7 100) + (3 10) + (8 1) =
Answer: 6,400,738
(4 1,000) + (6 100) + (2 10) + (5 1) + (4 110) + (7 1100) + (8 11,000) =
Answer: 4,625.478
In the number 55, the underlined digit is in the tens place. Its value is 10 times as
much as the digit in the ones place.
In the number 33,333 the underlined digit is in the hundreds place. Its value is 110
as much as the digit in the thousands place.
In the 5.55 the underlined digit is in the tenths place. Its value is 10 times as much
as the digit in the hundredths place.
In the number 77.777, the underlined digit is in the hundredths place. Its value is
110 as much as the digit in the tenths place.
In the number 4,444,444 the underlined digit is in the ten thousands place. Its
value is 110 as much as the digit in the hundred thousands place.
Shade in fourteen hundredths. Write this number in two other

ways.
Answer: 14100, 0.14
Shade in three tenths. Write this number in two other ways.

Answer: 310 , 0.3
What number is represented on the decimal model?

A) 0.1
B) 0.100
C) one tenth
D) all of these
Concept Mastery
Students 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.
Students recognize that in a multi-digit number, a digit in one place
represents 110 of what it represents in the place to its left.
Teacher Background
Fractions and Decimals
Teaching Students Decimal Concepts

Comparing Digits
Place Value Activities Scroll down to Decimal Build a Number; Includes links to number printouts.
Identify the Value of a Digit by Looking at its Place
Understand That a Digit in One Place Is 1/10 the Value of the digit to the Left (Using Whole
Numbers)
Understand That the Value of a Digit in One Place is 10 Times the Value of the Digit to the Right
(Using Decimals)
Understand That the Value of a Digit in One Place is 110 the Value of the Digit to the Left (Using
Decimals)
Student Practice
Multiplying with 10
Identifying Place Value Position
Place Value
Understanding Decimals Place Value
Decimal Interactive Parts of this activity cover different aspects of the 5.NBT standards so I have copied
it into the appropriate areas. You can stop the activity or save it for the last NBT standard.
Place Value and Ordering Decimals
References

5.NBT.2
Back to Top
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.
Mechanics
Teacher Notes: This standard extends and builds upon 5.NBT.1 and all the 4th grade
standards in this domain. Working with whole number exponents is new to fifth graders.
Here, they will deepen their grasp of place value to understand why multiplying or
dividing by powers of ten results in a shift of the decimal point to the right or to the left.
Multiplying tens by tens results in a product called a power of 10. The numbers 10, 100,
1,000, 10,000, 100,000, and 1,000,000 are powers of 10. Sometimes an exponent is used
to show a power of 10. The exponent shows how many times the base is used as a factor.
In the equation 102 = 10 10, the base (10) is used as a factor 2 times.
The base is the number that is raised to a power. The exponent shows how many
times the base is used as a factor. Another word for exponent is power. In the
example below, say ten to the power of five or ten to the fifth power.
10
exponent
base
10 10 10 10 10 = 105
factors
We can show the product of 10 10 in different ways. This is the way you have seen
it before: 10 10 = 100.
We can also write the product using an exponent: 10 10 = 102 .
(Say, Ten times ten is ten squared or ten to the second power.)
So, all three forms name the same number:
10 10 = 102 = 100
Examples
Write the product using an exponent. 10 10 10 = 103
Write the product using an exponent. 10 10 10 10 10 = 105
Write the product using an exponent. 10 10 10 10 10 10 10 = 107

Write the product using an exponent. 10 10 10 10 = 104
Write the product using an exponent. 10 10 10 10 10 10 10 10 = 108
Names of Powers
Power
Words
104
10 to the fourth power
2
10
10 to the second power

or
10 squared
10
10 to the third power

or
10 cubed
Once students are comfortable with writing the products of 10 using exponents, they
can continue on to find values from the power of 10 as a product of the same factor. The
exponent shows how many 0s to add after the 1. So 102= 10 10 = 100
Power of 10
101
102
103
104
Exponent
1
2
3
4
Standard Form
10
100
1,000
10,000
Number of Zeros
1
2
3
4
The number of zeros in the product increases when the power of ten increases.
Write the power of 10 as a product of the same factor.
104 = 10 10 10 10 = 10,000
106 = 10 10 10 10 10 10 = 1,000,000
105 = 10 10 10 10 10 = 100,000
108 = 10 10 10 10 10 10 10 10 = 100,000,000
103 = 10 10 10 = 1,000
The standard also requires students to be able to 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.
Find 23 104
Look at the power of
10. Write 104 without
exponents.
Count the number of

zeros in 10,000.
10,000
Write the same

The product of
number of zeros to the 23 104 is
right of 23.
230,000
230000
Find the product: 14 102 =
Answer: 1,400
Answer: 57,000,000
Answer: 600
Answer: 320
Answer: 97,000
Find the product for each problem. Describe the pattern in the number of zeros in
each product.
412 102 = 41,200
412 103 = 412,000
Possible descriptions could include the exponent increased by one. The second
problem has one additional zero. Teachers should also add to the description that the
decimal point at the end of the number is what moves over; the empty spots are filled
with the zeros.
each product.
9 106 =
9,000,000
9
9 10 = 9,000,000,000
Possible descriptions could include the exponent increased by three. The second
problem has three additional zeros. Teachers should also add to the description that
the decimal point at the end of the number is what moves over; the empty spots are filled
with the zeros.
each product.
2,100,000
21 105 =
21 107 =
210,000,000
Possible descriptions could include the exponent increased by two. The second
problem has two additional zeros. Teachers should also add to the description that the
with the zeros.
each product.
522 104 = 5,220,000
522 103 =
522,000
Possible descriptions could include the exponent decreased by one. The second
problem has one less zero. Teachers should also add to the description that the
with the zeros.
each product.
15 108 = 1,500,000,000
15 105 =
1,500,000
Possible descriptions could include the exponent decreased by three. The second
problem has three less zeros. Teachers should also add to the description that the
with the zeros.
Once students understand that multiplying by a power of 10 can determine how many
zeros to add to the end of a number, they will then be introduced to the concept that
multiplying by powers of ten is really moving the decimal point to the right.
To multiply a decimal by a power of 10, move the decimal point to the right the same
number of zeros in the power of ten. This is also the same number as the exponent of 10.
Find 13.147 102
exponents.
100
Count the number of

zeros in 100.
2
Move the decimal

point to the right two
spaces.
13.14.7
The product of
13.147 102 is
1,314.7
0.247 102 =
Answer: 24.7
1.6478 104 =
Answer: 16,478
78.4 101 =
Answer: 784
Find 23.4 103

exponents.
1,000
Count the number of

zeros in 1000.
3
Move the decimal

The product of
point to the right three 23.4 103 is
spaces.
23,400
23.400.
0.23 105 =
Answer: 23,000
72.1 104 =
Answer: 721,000
1.146 102 =
Answer: 114.6
Find the product for each problem. Describe the pattern in the placement of the
decimal point.
14.12 102 = 1,412
14.12 101 =
141.2
Possible descriptions could include the decimal point was moved the same number
of spaces as the exponent. Teachers should point out that the decimal point is moved
to the right because we multiplied.
decimal point.
1.578 104 = 15,780
1.578 103 =
1,578
decimal point.
2,018.76
20.1876 102 =
20.1876 103 =
20,187.6
decimal point.
5,348.71
53.4871 102 =
53.4871 104 =
534,871
decimal point.
4,873.4
487.34 101 =
487.34 103 = 487,340
Students will also divide by powers of 10. The connection to multiplying will be an easy
transition as long as they realize that dividing by powers of ten is really moving the
decimal point to the left.
Find 324.7 102
exponents.
100
Count the number of

zeros in 100.
2
Move the decimal

point to the left two
spaces.
The quotient of
324.7 102 is
3.247
3.24.7
45.21 102 =
Answer: 0.4521
7,642.14 103 =
Answer: 7.64214
78.4 101 =
Answer: 7.84
Find 12.41 103

exponents.
1,000
Count the number of

zeros in 1,000.
3
Move the decimal

point to the left three
spaces.
0.012.41
3.189 104 =
Answer: 0.0003189
45.2 10 =
Answer: 0.000452
0.24 101 =
Answer: 0.024
The quotient of
12.41 103 is
Add zeros to the

beginning of the
number if needed.
0.01241
Find the quotient for each problem. Describe the pattern in the placement of the
decimal point.
25.14 101 = 2.514
25.14 102 = 0.2514
to the left because we divided.
decimal point.
345.8 103 = 0.3458
345.8 102 = 3.458
decimal point.
876 102 = 8.76
876 101 = 87.6
decimal point.
23.5 104 = 0.00235
23.5 101 = 2.35
decimal point.
164.187 103 = 0.164187
164.187 104 = 0.0164187
Concept Mastery
Students are able to use whole-number exponents to denote powers of 10.
Students are able to explain patterns in the number of zeros of the product
when multiplying a number by powers of 10.
Students are able to explain patterns in the placement of the decimal point
when a decimal is multiplied or divided by a power of 10.
Teacher Background

Multiplying a Whole Number by a Power of 10
Multiplying a Decimal by a Power of 10
Dividing a Whole Number by a Power of 10
Dividing a Decimal by a Power of 10
Decimal Place Value
Ten to Any Power
Multiply Decimal Numbers by a Power of Ten
Use Whole Number Exponents to Denote Powers of Ten
Compare Numbers Written in Exponential Notation
Student Practice
Place Value of Decimals
Understanding Moving the Decimal
Multiplying Decimals by 10, 100, and 000
Dividing Decimals by 10, 100, and 1000
Penalty Value Shootout
Math Frog Powerama 5D
Math Frog Powerama 5M
References

5.NBT.3
Back to Top
Read, write, and compare decimals to thousandths.
5.NBT.3.a
Read and write decimals to thousandths using base-ten

numerals, number names, and expanded form,
e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (110) + 9
(1100) + 2 (11,000).
5.NBT.3.b
Compare two decimals to thousandths based on

meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
Mechanics
Teacher Notes: This standard builds upon the third and fourth grade NBT standards and
is very similar to 4.NBT.2 with the exception that this standard includes decimals. There
are numerous ways to address these concepts and to assess students ability to read,
write, and compare decimals.
Examples
Study the table.
Model
Fraction
Decimal
Words
210
0.2
two tenths
7100
0.07
seven hundredths
91,000
0.009
nine thousandths
Shade the model to show each fraction. Write the fraction as a decimal and in word
form.
Fraction Form
Model
Decimal Form
Word Form
13100
0.13
thirteen hundredths
310
0.3
three tenths
4181,000
0.418
four hundred eighteen

thousandths
27100
0.27
twenty-seven
hundredths
410
0.4
four tenths
Expanded Form
Write three and two hundred seventeen thousandths in expanded form.
3 is in the ones place
31
decimal point
3.217
7 is in the thousandths place
7 11,000
2 is in the tenths place
1 is in the hundredths place
2 110
1 1100
Expanded Form: (3 1) + (2 110) + (1 1100) + (7 11,000) = 3.217

Complete the table.
Base Ten
0.45
15.137
3.286
26.4
487.391
Expanded Form
(4 110) + (5 1100)
Words
forty-five hundredths
fifteen and one hundred
1 10 + 5 1 + (1 110) + (3 1100) + (7 11,000)
thirty-seven thousandths
three and two hundred
3 1 + (2 110) + (8 1100)+ (6 11,000)
eighty-six thousandths
2 10 + 6 1 + (4 110)
twenty-six and four tenths
four hundred eighty-seven
4 100 + 8 10 + 7 1 + (3 110) + (9 1100) + (1 11,000)
and three hundred
ninety-one thousandths
Remind students that they can add zeros to the end of a decimal number without
changing its value. It is much easier to compare and order decimals when numbers are
the same length.
Errors often happen when students do not carefully read the order: least to greatest and
greatest to least are often confused. Encourage students to underline the order asked for
in the directions. This helps them to avoid errors.
Order these numbers from least to greatest:
5.04
5.4
5.14
Add zeros to the end of the numbers if necessary to make all the numbers
the same length.
Compare the numbers. The digits are the same until the tenths place.
The smallest digit is 0, so 5.04 is the smallest number.
The next smallest digit is 1, so 5.14 will come next.
The largest digit is 4, so 5.40 or 5.4 will be the greatest number.
Answer: 5.04, 5.14, 5.4
5.04
5.40
5.14
5.04
5.04
5.04
5.04
5.40
5.40
5.14
5.14
5.14
5.14
5.40
5.40
Order the numbers from greatest to least.

Answer: 13.871
13.870
13.187
13.870
13.871
13.187
Order the numbers from greatest to least.

Answer: 25.270
25.027
20.721
25.027
20.721
25.270
Order the numbers from least to greatest.

Answer: 375.150
375.500
375.518
375.150
375.500
375.518
Order thenumbers from least to greatest.

Answer: 81.008
81.080
81.800
81.080
81.800
81.008
Using <, =, and >

To compare decimals, use the same process that was used above. Encourage students to
make decimal numbers the same length by adding zeros to the right of the last digit after
the decimal point, and then compare the numbers moving from the largest place value
to smallest place value.
Fill in the sign that make this number sentence true:
62.741
62.74
Answer: 62.741 > 62.740
Fill in the sign that make this number sentence true.

0.145
Answer: 0.143
0.143
7.40
Answer: 7.40
7.4
17.45
Answer: 17.045
17.045
2.170
Answer: 2.170
2.17
<
=
0.145
7.40
<
=
17.450
2.170
Concept Mastery
Students are able to read and write decimals to the thousandths place using
base-ten numerals, number names, and expanded form.
Students are able to compare two decimal numbers to the thousandths place
and to record the comparisons using <, >, and = symbols.
Teacher Background

Decimals Place Value Tutorial Video
Maths Online Link opens to the instructions; to use the toolbar, click on Use the Decimals Number
Lines Tool.
Representing Decimals with Base 10 Blocks
Representing Decimals in Different Ways
Hunt for Decimals
Comparing Decimals
Changing a Decimal to a Fraction
Decimal Place Value 2
Write Thousandths as Decimal Numbers
Write Decimals in Expanded Notation
Name Decimals Through the Thousandths Place
Flower Power; Ordering Decimals
Student Practice
Decimals of the Caribbean
Place Value Puzzler The Choose Place Value exercise goes to ten thousandths.
Place Value Strategy
Reading Decimals 1
Reading Decimals 2
Decimal Squares Rope Tug
Place Value of Decimals
Decimal Place Value Quiz
Comparing Decimals Fruit Shoot
Ordering Decimals Balloon Pop

Decimal Darts The parameters given represent the edges of the dartboard so adjust accordingly.
Math Frog Naming Decimals
Decimals
Greater Than, Less Than, or the Same
Writing Fractions & Decimals
Arrange Least to Greatest A Selecting play again brings up new problems.
Arrange Least to Greatest B Selecting play again brings up new problems.
Understanding Decimals Place Value
Write the Decimal Number
Read & Write Puppy Pull
Shoot the Smallest Decimal
Place Value Quiz
Reading, Naming, and Writing the Decimal
Comparing Decimals
References

5.NBT.4
Back to Top
Use place value understanding to round decimals to any place.
Mechanics
Teacher Notes: Students will draw upon their number sense, understanding of place
value, and concepts they practiced in 5.NBT.3 (comparing decimal numbers). See 4.NBT.3
(rounding whole numbers) for a review of what was covered in Grade 4.
Students should be able to justify their answers, using words and/or drawings of number
lines. Later, students may employ an algorithm, such as the one shown near the end of
this document.
Examples:
Round 0.452 to the nearest tenth.
Say the number: four hundred fifty-two thousandths. The digit in the tenths place is 4.
Find 0.452 on the number line between 0.400 and 0.500.
0.452
0.400
0.410
0.420
0.430
0.440
0.450
0.460
0.470
0.480
0.490
0.500
halfway
Think: Is 0.452 closer to 0.400 or closer to 0.500? It is closer to 0.500?

Answer: 0.452 rounded to the nearest tenth is 0.5.
Round 1.61 to the nearest tenth.
Say the number: one and sixty-one hundredths. The digit in the tenths place is 6.
Think: 1.61 comes between
and
(between one and sixty hundredths
and one and seventy hundredths). Answer: 1.60 and 1.70
Find 1.61 on the number line between 1.60 and 1.70. Is 1.61 closer to 1.60 or closer to
1.70?
Answer: closer to 1.60, so 1.61 rounded to the nearest tenth is 1.6.
1.60
1.61
1.62
1.63
1.64
1.65
1.66
1.67
1.68
1.69
1.70
Round 7.1245 to the nearest hundredth.

Say the number: seven and one thousand, two hundred forty-five ten thousandths.
The digit in the hundredths place is 2.
7.1245
7.1200 7.1210 7.1220 7.1230 7.1240 7.1250 7.1260 7.1270 7.1280 7.1290 7.1300
Think: Is 7.1245 closer to 7.1200 or closer to 7.1300? It is closer to 7.1200.

Answer: 7.1245 rounded to the nearest hundredth is 7.12.
Say the number: two and three hundred ninety-five thousandths. The digit in the
hundredths place is 9.
2.300
2.310
2.320
2.330
2.340
2.350
2.360
2.370
2.380
2.390
2.400
Is 2.395 closer to 2.390 or closer to 2.400?

Answer: Its right in the middle. Because there is a 5 in the thousandths place, round
up. 2.395 rounded to the nearest hundredth is 2.40.
Round the number 24.4697 to the nearest thousandth.
First, find the digit in the thousandths place. Underline that digit and what comes after
it.
24.4697
Think: 24.4697 is between
Answer: 24.4690 and 24.4700
and
Is 24.4697 closer to 24.4690 or 24.4700?

Answer: is closer to 24.4700, the rounded number is 24.470.
Practice with an Algorithm

Rules for Rounding Decimals
Underline the number in the place to which you want to round.
Circle the number to its right.
If the number is 4 or less, keep the underlined digit.
If the number is 5 or greater, round the underlined digit up to the next greater
number.
Because the numbers in this standard are decimals, drop the circled number
and all numbers to the right. (If the number is a whole number, then replace the
circled number and numbers to the right with zeros. )
Examples
Answer: 44.44
44.4442
Here the student will look at the thousandths place; the digit is a 4. Because 4 is less
than 5, the number in the hundredths place stays the same.
This can also be seen on the number line:
44.44
44.45
Answer: 1.47
1.4689
Here the student will look at the thousandths place; the digit is an 8. Because 8 is
greater than 5, the number in the hundredths place increases by one.
This can also be seen on the number line:
1.46
Round 275.1078 to the nearest thousandth.
1.47
Answer: 275.108
275.1078
Here the student will look at the ten thousandths place; the digit is an 8. Because 8
is greater than 5, the number in the thousands place value increases by one.
Round 919.8731 to the nearest thousandth.
Answer: 919.873
919.8731
Here the student will look at the ten thousandths place; the digit is a 1. Because 1 is
less than 5, the number in thousandths place stays the same.
Round 32.918 to the nearest one (whole number).
Answer: 33
32.918
Here the student will look at the tenths place; the digit is a 9. Because 9 is greater
than 5, the number in the ones place increases by one.
Concept Mastery
Students are able to round decimals to any place.
Students are able to justify rounding of decimals using number lines or
explanations based on place value and number sense.
Teacher Background
Estimating and Rounding Decimals

Rounding Decimals to the Nearest Hundredth
Estimation with Decimals
Rounding with Decimals
Round to the Nearest Whole Number Worksheet
Round to the Nearest Tenth Worksheet
Round to the Nearest Hundredth Worksheet
Student Practice
Place Value Puzzler The Round Number exercise goes to ten thousandths.
Finding Place Values: Countdown
Half-Court Rounding Select the 3 point shots for decimal rounding.
Round the Decimal Number
Computation Castle Reviews other math skills while working up to an exercise involving rounding.
Decimal Rounding Game
Rounding Numbers
Rounding Decimals to the Nearest Tenth
Rounding Decimals to the Nearest Hundredth
Rounding Decimals to the Nearest Tenth Quiz
Place Value Pirates
References

5.NBT.5
Back to Top
Fluently multiply multi-digit whole numbers using the standard

algorithm.
Mechanics
Teacher Notes: For this standard, students will rely upon fluency with multiplication facts
and understanding of place value. The standard extends work presented in 4.NBT.5.
To fluently multiply means that students have flexibility in problem solving, and they
can draw upon strategies that are not too lengthy or laborious.
Although the standard algorithm is presented, conceptual understanding is the goal.
Therefore, students should be exposed to or review various strategies for multiplying
multi-digit numbers. Later, students will use many of these same strategies to multiply
with decimals.
It is recommended at this grade level that students multiply up to three-digit by two-digit
factors only.
Using the Distributive Property
In math, a property is a rule that can be applied to all numbers. Students should already
be very familiar with use of the distributive property: breaking a number into addends,
multiplying each addend separately, and then adding the products.
5 41
5 41 = 5(40 + 1)
= (5 40) + (5 1)
= 200 + 5
= 205
Use the distributive property to solve:

4 63
4 63 = 4 (60 + 3)
= (4 60) + (4 3)
= 240 + 12
= 252
3 764
3 764 = 3(700 + 60 + 4)
= (3 700) + (3 60) + (3 4)
= 2,100 + 180 + 12
= 2,292
65 42
65 42
81 893
81 893
= 60 (40 + 2)
= (60 40) + (60 2)
= 2,400 + 120
= 2,520
+
+
+
+
2,520
+ 210
2,730
5 (40 + 2)
(5 40) + (5 2)
200 + 10
210
= 80 (800 + 90 + 3)
= (80 800) + (80 90) + (80 3)
= 64,000 + 7,200 + 240
= 71,440
+
+
+
+
1 (800 + 90 + 3)
800 + 90 + 3
893
893
71,440
+ 893
72,333
Models for Multiplication

An area model is an organized way to approach an equation by breaking the larger
number into easy-to-multiply addends, then multiplying to find partial products, and
finally adding the partial products. This strategy also makes use of the distributive
property.
The sizes of the rectangles in an area model correspond to the place value; hence, the
rectangle containing the thousands is the longest, followed by the hundreds, tens, and
ones.
Examples of Area Models:
Thousands
Hundreds
Tens
Ones
6 23
23 is 20 + 3, so the problem can be written as 6 (20 + 3).
6 20 = 120 and 6 3 = 18, so the product is 120 + 18, or 138.
Multiply.
20
6
120
3
18
Then, add partial products: 120 + 18 = 138

Answer: 6 23 = 138
Use the area model to solve the equation.

5 36
30
5
150
6
30
Answer: 150 + 30 = 180
Use the area model to solve the equation.

7 631
600
30
4,200
210
Answer: 4,200 + 210 + 7 = 4,417
The multiplication model shown here, which is sometimes called a matrix, has
rectangles of equal size. It is introduced in Grade 4 (4.NBT.5).
79 45
70
40
2,800
360
3,160
350
45
+ 395
405
3,555
3,150 +
976 92
900
70
90
81,000
6,300
540
87,840
1,800
140
12
+ 1,952
82,800 +
6,440 +
552
89,792
Using the Standard Algorithm for Multi-digit Multiplication

An algorithm is a step-by-step method that always produces the correct answer as long
as the steps are followed properly.
Even when students are using the standard algorithm for multi-digit multiplication,
they are using the distributive property. For example, students should understand that
when they multiply 37 by 5, they are multiplying 5 7 and 5 30, and then adding those
products to get a final answer.
Multiplying a Two-Digit Number by a One-Digit Number
37
5
Write the equation vertically
with numbers lined up
according to place value.
Think: 5 (30 + 7) =
(5 30) + (5 7)
+3
37
5
5
Multiply 5 ones by 7 ones. The
product is 35. Write 5 in the
ones place and regroup 3 tens
by making a note above the
tens place in the next column.
+3
37
5
185
Multiply 5 by 3 tens. 5 30
equals 150; add 3 tens to get
180. 180 is 100 plus 8 tens, so
write 8 in the tens place and 1
in the hundreds place.
Multiplying a Three-Digit Number by a One-Digit Number

+4
237
7
237
7
9
Write the equation

vertically with
numbers lined up
according to place
value.
Think:
7 (200 + 30 + 7) =
(7 200) + (7 30) +
(7 7)
Multiply 7 ones by 7
ones. The product
is 49 or 4 tens and
9 ones. Write 9 in
the ones place and
regroup 4 tens by
making a note above
the tens place in the
next column.
+2 +4
+2 +4
237
7
59
tens. 7 3 tens equals
21 tens; add the 4 tens
that were regrouped
to get 25 tens (or
250). Write 5 in the
tens place and note
2 (for 200) above the
hundreds place.
237
7
1,659
Multiply 7 ones by
2 hundreds to get
14 hundreds; add 2
hundreds that were
regrouped, and that
is 16 hundreds (or
1,600). Write 6 in the
hundreds place and
1 in the thousands
place. The product is
1,659.
Multiplying a Two-Digit Number by a Two-Digit Number

75
24
Write the equation

vertically with
numbers lined up
according to place
value.
Think:
(20 + 4) (70 + 5)
(20 70) + (20 5)
+ (4 70) + (4 5)
+2
75
24
300
+1 +2
+1 +2
75
24
300
1,500
75
24
300
1,500
1,800
ones. The product
is 20 or 2 tens and
zero ones. Write 0 in
the ones place and
regroup two tens by
making a note above
the tens place.
Next, multiply 2 tens

by 5 ones to get 10
tens or 1 hundred.
Write zero in the ones
place and in the tens
place. Regroup the 1
(for 1 hundred) above
the hundreds place.
Add the two products,

1,500 + 300. The final
answer is 1,800.
tens to get 28 tens;
add the 2 tens that
were regrouped to get
30 tens or 300.
Multiply 2 tens by
7 tens and get 14
hundreds (1,400). Add
the hundred from
the last step to get 15
hundreds.
Check:
20 70 = 1,400
20 5 =
100
4 70 =
280
4 5 = + 20
1,800
Multiplying a Three-Digit Number by a Two-Digit Number

Students will carry out six multiplication equations to get the partial products that they
will eventually add to get the final product.
Think:
Write the equation vertically

with numbers lined up
according to place value.
(1 7)
(20 7)
(1 80)
(20 80)
+ (1 600) + (20 600)
687
21
Multiply the ones by ones, tens, and hundreds.

1
687
21
687
40
20 7 = 140
Write 0 in the
ones place and
4 in the tens
place. Regroup
the hundred
(show 1 set of
10 tens).
11
687
21
687
740
20 80 = 1,600 + 100 = 1,700
Add the 1 set of 10 tens
that was regrouped and
get 1,700. Write 7 in the
hundreds place and regroup
the 1 by making a note in
the next column.
Add all the partial products.
11
687
21
687
+ 13,740
14,427
Ways to Check:
(20 600) + (20 80) + (20 7)
+ (1 600) + (1 80) + (1 7)
11
687
21
687
13,740
20 600 = 12,000 + 1,000 = 13,000
Add 1 that was regrouped and get
13,000. Write 13 or 3 in the thousands
place and 1 in the ten thousands place.
The product is 14,427.
12,000 + 1,600 + 140

600 +
80 + 7
12,600 + 1,680 + 147
(1 7) =
7
(20 7) = 140
(1 80) = 80
(20 80) = 1,600
+ (1 600) = 600 + (20 600) =12,000
687 +
13,740 = 14,427
13,740
+ 687
14,427
12,600
1,680
+ 147
14,427
Concept Mastery
Students are able to fluently multiply multi-digit whole numbers using the
standard algorithm.
Students are able to use various strategies to multiply multi-digit numbers
and to check their work.
Make the Largest Product Game can also be played by aiming to make the smallest product possible.
Multiplying Whole Numbers and Applications 2
Multiplying Whole Numbers and Applications 4
Multiplying Using the Standard Algorithm
Kidzone Multiplication Worksheets Some illustrations seem too juvenile for 5th grade but the
problems are not.
Student Practice
Multiplication 2 Digits by 2 Digits
Drop and Drag Math: Multiplication Select the number of digits in the multiplication problem and the
number of problems.
Multi-Digit Multiplication
Multiply 5-Digit Number by a 2-Digit Number
3 2 Digit Number Multiplication (no regrouping)
1 3 Digit Number Multiplication (regrouping)
Math Frog MultipliACTION
References
References

5.NBT.6
Back to Top
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.
Mechanics
Teacher Notes: This standard builds upon 5.NBT.5 (multiplication using standard
algorithm) and 5.NBT.2 (multiplying and dividing by powers of 10). Students will rely
upon their fluency with basic multiplication and division facts to help them with larger
divisors and dividends.
Students need to have practice with multiple strategies, one of which may resemble
the standard algorithm for division. However, this strategy should support conceptual
understanding of place value, the properties of operations, and/or the relationship
between multiplication and division.
For example, when solving 6,472 19, students know that 19 is close to 20 and 20 goes
into 6,400 three hundred twenty times, and so on.
Examples
Relationship Between Multiplication and Division
The relationship between multiplication and division provides a strategy for solving
division problems. This strategy works best for familiar fact families. A fact family is a
group of related facts that use the same numbers.
Fact Family for 7, 8, and 56
56
7
7 8 = 56
8 7 = 56
56 7 = 8
56 8 = 7
When solving division problems with this strategy, student explains,

I know that 7 8 = 56, so I know that 56 8 = 7.
36 9 = 4 (because 9 4 = 36)
48 6 = 8 (because 6 8 = 48)
49 7 = 7 (because 7 7 = 49)
63 9 = 7 (because 9 7 = 63)
The strategy can be extended when there are multiples of ten in the divisor and/or
dividend.
72 9 =
720 9 =
You know that 9 8 = 72, so 9 what = 720?

Answer: 80
63 7 =
635 7 =
How many 7s are in 63? Answer: 9

How many 7s are in 635? Answer: 90 (with 5 left over)
12 2 =
123 20 =
Because you know that there are six 2s in 12, you know
that there are
20s in 123. Answer: 6 (with 3 left over)
32 4 =
3,200 40 =
Because you know that there are eight 4s in 32, you know
that there are
40s in 3,200. Answer: 80
Find the quotient of 83 3
Select 83 base-ten blocks.
Divide the blocks into 3 equal
groups. Start with tens.
Each group has 2 tens. 2 tens

and 3 ones are left over.
Break each ten into 10 ones for

regrouping. Divide the blocks
into 3 equal groups. Each
group has 7 ones, and 2 ones
are left over.
There are three groups and

each group has 2 tens and 7
ones. There are 2 blocks left
over.
83 3 = 27 r2
There is a remainder of 2.
Check:
27
3
81
+ 2
83
Use base-ten blocks to solve each equation.

42 3 =
Three groups each have
remaining.
42 3 = 14
Three groups each have
remaining.
Answer: 1, 4, 0
165 20 =
Twenty groups each have
remaining.
165 2 = 82 r1
Twenty groups each have
remaining.
Answer: 8, 2, 1
870 5 =
Five groups each have
with
remaining.
870 5 = 174
Five groups each have
with
remaining.
Answer: 1, 7, 4, 0
125 4 =
Four groups each have
remaining.
125 4 = 31 r1
Four groups each have
remaining.
Answer: 3, 1, 1
ten(s) and
one(s) with
ten(s) and
one(s) with
ten(s) and
one(s) with
ten(s) and
one(s) with
hundred(s),
ten(s), and
one(s)
hundred(s),
ten(s), and
one(s)
ten(s) and
one(s) with
ten(s) and
one(s) with
Place Value Models

Write the dividend in expanded form.
436 = 400 + 30 + 6
4 400
(The dotted box is for a remainder.)
Put the divisor in the space to the left.
100
4 goes into 400 one hundred times. Or, there are
4 400
100 fours in 400 with none left over.
r
30
6
r
30
There are 7 fours in 30, 7 4 = 28.

30 28 = 2, so there are 2 ones are left.
Move the ones to the ones place, so now there
are 8 ones.
6+2=8
100
7
4 400 30 28 = 2 6 + 2 = 8
Four goes into 8 two times with no remainder.
100
7
2
4 400 30 28 = 2 6 + 2 = 8
Add the partial quotients: 100 + 7 + 2 = 109, so 436 4 = 109

Check: 109 = 100 + 9
(100 4 = 400) + (9 4 = 36) = 436

Write the dividend in expanded form.
592 is 500 + 90 + 2
5 500 90
(The dotted box is for a remainder.)
Put the divisor in the space to the left.
100
5 goes into 500 one hundred times (or, there are
5 500 90
100 fives in 500) with no remainder.
r
2
r
2
5 goes into ninety 18 times (or, there are 18 fives

in 90) with no remainder.
100 18
5 500 90
5 goes into two 0 times (or, there are 0 fives in 2),

so there are 2 ones left over.
20=2
100
5 500
18
90
0
2
The remainder is 2.
100
5 500
18
90
0
2
r
2
Add the partial quotients: 100 + 18 + 0 = 118 r2

Check: 118
5
590
+ 2
592
592 5 = 118 r2
Use a place value model to solve each equation.

Solve.
792 4
792 = 700 + 90 + 2
100
90
8
4 700 90 + 300 = 390 30 + 2 = 32
100 + 90 + 8 = 198
r
4 700
90
Explanation: There are at least 100 fours in 700, and 4 100 = 400, so 300 moves to
the next column. 90 + 300 = 390; there are at least 90 fours in 390, and 4 90 = 360,
so move 30 to the next column. 30 + 2 = 32, and there are 8 fours in 32.
Explanations may vary. For example:
150
40
8
I know that 4 200 is 800. Thats too
4 700 90 + 100 = 190 30 + 2 = 32
high. Ill try 4 150 and 150 4 is 600.
150 + 40 + 8 = 198
Ill move 100 over to the next column.
90 + 100 = 190; there are at least 40
fours in 190, and 4 40 = 160, so move
30 to the next column. 30 + 2 = 32, and
there are 8 fours in 32.
Solve. 2,063 20 2,063 = 2,000 + 0 + 60 + 3

20 2,000 0 60
Solve. 521 70
r
3
100 0 3 0 r
20 2,000 0 60 3 3
100 + 0 + 3 + 0 = 103 r3
521 = 500 + 20 +1
r
70 500
20
7
70 500
0
0
20 + 10 = 30 30 + 1 = 31
7 + 0 + 0 = 7 r31
Explanation: 7 70 = 490, so I moved 10 to the next column. 20 + 10 = 30, and

there are no 70s in 30, so I wrote 0 and moved 30 to the next column. 30 + 1 = 31,
but there are no 70s in 31 either, so the remainder is 31.
Solve. 3,967 3
3 3,000 900 60
3,967 = 3,000 + 900 + 60 + 7

7
r
1
1,000 300 20 2 r
3 3,000 900 60 7 1
1,000 + 300 + 20 + 2 = 1,322 r1
Area Model
Students have used an area model for multiplication (see the AAG for 4.NBT.5), and now
they will use the same type of model for division. Students understand that the area
of a rectangle is its length times its width, so they imagine that a dividend represents
the whole area and the divisor represents one known dimension of the rectangle, for
example the length.
Students choose a friendly number for the quotient, multiply it by the divisor, and then
represent it as a portion of the larger area. The process continues until the entire amount
of the dividend is represented. There may be a remainder.
Find the quotient of 3,651 32
32
100
3200
10
320
128
32 3,651
32 100
3,200
451
32 10
320
131
32 4
128
3 Left Over
100 + 10 + 4 = 114
3,651 32 = 114 r3
I know there are at least 100 thirtytwos in 3,651. 32 100 = 3,200.

Subtract that amount from 3,651. The
difference is 451.
I know there are at least 10 thirty-twos
in 451. I multiply and subtract. The
result is 131.
I know 4 30 is 120, so it seems
reasonable that about 4 thirty-twos
are in 131. I multiply and subtract. The
remainder is 3.
I add the partial quotients on the left
side of the area model. The sum is 114
(with a remainder of 3).

27
30
810
10
270
27
27 1,107
27 30
810
297
27 10
270
27
27 1
27
0 Left Over
30 + 10 + 1 = 41
1,107 27 = 41
27 is about 30 and 1,107 is about

1,000. I know 30 30 = 900, so there
are at least 30 twenty-sevens in 1,107.
27 30 = 810. Subtract that amount
from 1,107. The difference is 297.
I know there are at least 10 twentysevens in 297. I multiply and subtract.
The result is 27.
There is 1 twenty-seven in 27.
I add the partial quotients on the left
side of the area model. The sum is 41.
There is no remainder.
Partial Quotients
Partial quotients is a method of using friendly numbers. Students divide chunks off
the larger number and keep track of how much of the dividend is left to divide. Then they
add the partial quotients.
26 1,248
260
988
260
728
260
468
260
208
130
78
26
52
26
26
26
0
26 10
26 10
26 10

When using partial quotients, choose numbers that are easy to multiply.
Study this example: 1,248 26
Since 26 10 = 260, begin by subtracting groups of 260.
26 10
26 5
26 1
26 1
26 1
Once you get to the point where you can no longer subtract 260, use a
smaller number. Another easy multiplication problem is 26 5 = 130.
Subtract 130 from what is left.
Now we can no longer take 130 from the total, but we can use a smaller
number: 26 1 = 26. Continue to subtract 26 from the total.
Add the partial quotients.
10 + 10 + 10 + 10 + 5 + 1 + 1 + 1 = 48
Check:
How many groups of 10 are there?
48
26
288
+ 960
1,248
So 1,248 26 = 48
81 4,121
810
3,311
810
2,501
810
1,691
810
881
810
71
81 10
81 10
81 10

When using partial quotients, choose numbers that are easy to multiply.
Study this example: 4,121 81 How many groups of 10 are there?

Since 81 10 = 810, begin by subtracting groups of 810.
81 10
81 10
Left Over
There are no more groups of 810, and 71 is smaller than the divisor;
therefore, 71 is the remainder.
Check:
81
50
4050
+ 71
4,121
Add the partial quotients.

10 + 10 + 10 + 10 + 10 = 50
So 4,121 81 = 50 r71
Concept Mastery
Students are able to find whole-number quotients of whole numbers with up
to four-digit dividends and two-digit divisors.
Students know and are able to use two or more strategies for solving division
problems (relationship between multiplication and division, base-ten blocks,
place value model, partial quotients, and/or area models).
Teacher Background
Level 4 Division
Area Models for Multiplication and Division: Division with Manipulatives

Estimating Quotients
Divide 4-Digit Dividends by 2-Digit Divisors by Setting Up an Equation
Divide 4-Digit Dividends by 2-Digit Divisors by Estimating and Adjusting the Quotient
Divide 4-Digit Dividends by 2-Digit Divisors by Using an Area Model

Divide 4-Digit Dividends by 2-Digit Divisors by Using a Rectangular Array
Divide 4-Digit Dividends by 2-Digit Divisors by Using Expanded Notation
Kidzone Division Worksheets Some illustrations seem too juvenile for 5th grade but the problems are
not.
Sundae Mystery Picture Division
Party Mystery Picture
Area Models for Multiplication and Division: Division with Manipulatives
Student Practice
Multi-Digit Division
Divide a 4-Digit Number by a 2-Digit Number
Divisions Equations with 2-Digit Numbers
References

5.NBT.7
Back to Top
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.
Mechanics
Teacher Notes: This standard addresses two of five clusters representing the major work
for Grade 5 (the place value system and performing operations with multi-digit whole
numbers and with decimals to the hundredths). Hence, this standard will require plenty
of time and practice.
Students should be exposed to multiple strategies for performing the four operations
just as they have under other standards. Because decimals are a logical part of the place
value system, students can use the same strategies they are already familiar with.
A solid understanding of place value is key (see 5.NBT.1 through 5.NBT.6), and students
should be reminded to properly align decimal points and decimal places. They will gain
further practice in composing and decomposing numbers, knowing that 10 tenths or
100 hundredths equals one, that 10 hundredths equals 1 tenth, and one-tenth of one
hundredth is one thousandth, and so on.
Students should be encouraged to place zeros to the right or left of any number as place
holders. For example, when adding 1.6 and 7.23, write the first addend as 1.60, and
when adding 34 and 53.07, write the first addend as 34.00. Remind students that there
is always a presumed decimal point after any whole number even if the decimal point is
not shown.
Addition and Subtraction of Decimals
Combining base ten blocks or using drawings with the properties of operations is a good
way to introduce addition with decimals.
2.7 + 1.43
chart.
Show each addend using base ten blocks or drawings on a place value
2.7 equals 2 + 0.7 + 0.00 (shown in yellow), and 1.43 equals 1 + 0.4 + 0.03 (shown in
blue)
Look at the ones place: 2 + 1 is 3. Next, look at the tenths place. Combine 10 tenths
to make 1. There is 1 tenth left, and 1 whole is added to the ones place (shown in
green). There are 3 hundredths, so 2.7 + 1.43 = 4.13.
Ones
Tenths
Hundredths
Ones
Tenths
Hundredths
Add whole numbers and decimals using base-ten blocks or drawings and what you
know about place value.
3.17 + 2.14 = (3 + 0.1 + 0.07) + (2 + 0.1 + 0.04)
Combine 7 hundredths and 3 hundredths to get 10 hundredths, and that is 1 tenth,
so now there are 3 tenths and 1 hundredth.
3 + 2 = 5 and 0.1 + 0.1 + 0.1 = 0.3 and there is 1 hundredth, so 3.17 + 2.14 = 5.31.
Ones
Tenths
Hundredths
Ones
Tenths
Hundredths
1.83 + 7.24 = ( +
+ )+( +
+ ) Answer: 1 + .8 + .03) + (7 + .2 + .04)
Combine 8 tenths and 2 tenths to get 10 tenths or 1. Now, there are 1 + 7 + 1 ones,
no tenths, and 3 plus 4 hundredths, so 1.83 + 7.24 = 9.07.
Ones
Tenths
Hundredths =
3.5 + 6.19 =
Ones
Ones
Tenths
Hundredths
Tenths
Hundredths
3.5 + 6.19 = 9.69

Tenths
Hundredths =
Ones
0.46 + 3.7 =
Combine 7 tenths and 3 tenths to get 10 tenths or 1. Add 3 + 1 + 1 tenth + 6
hundredths.
0.46 + 3.7 = 4.16
Ones
Tenths
Hundredths =
Ones
Tenths
Hundredths
Place Value Models for Addition

Place value models stress the importance of lining up the decimals and decimal places
when adding vertically. Instruct students to place zeros to the right (and in the ones
place if necessary) as placeholders in the addends.
Write the equation in the place value chart. Use a zero to hold the hundredths place
in the second addend.
153.13 + 27.5 = 180.63
Hundreds
1
1
Tens
1
5
2
8
Ones
3
7
0
Tenths
1
5
6
Hundredths
3
3
After some practice with concrete models, students will add using place value and will
regroup as needed, just as they have done with whole numbers. The rules are still the
same: line up the decimals, add zeros as placeholders if necessary.
23.41
+ 132.4
23.41
+ 132.4
23.41
+ 132.4
155.81
Note: Estimation is useful for checking the reasonableness of an answer. Consider the
equation 103.01 + 67.9. If the digits are not properly aligned, for example, I might get
a sum of 109.8; however, by rounding and estimating (100 + 70), I know that the sum
should be nearly 170.
Add. 1.1 + 3.87
Use estimation to check your answer.

Estimation
Addition
1.1
1
+ 3.87
+ 4
4.97
5
4.97 is very close to 5, so the answer is reasonable.
Subtraction
Subtract whole numbers and decimals using base-ten blocks or drawings and what
you know about place value.
5.61 2.4 Show the minuend and the subtrahend using base-ten blocks or
drawings on a place value chart.
5.61 equals 5 + .6 + .01 (shown in purple) and 2.4 equals 2 + .4 (shown crossed out
with red)
Look at the ones place: 5 2 = 3. Look at the tenths place: 6 tenths minus 4 tenths
= 2 tenths. Look at the hundredths place: one hundredth minus zero = one
hundredth, so 5.61 2.4 = 3.21.
Ones
Tenths
Hundredths =
Ones
Tenths
Hundredths
0.9 0.22 = nine tenths minus 22 hundredths. There are no hundredths in the
minuend, so take one of the tenths and decompose it into 10 hundredths. Now
there are 0 ones, 8 tenths, and 10 hundredths. Subtract 2 hundredths; subtract 2
tenths.
0.9 0.22 = 0.68
Ones
Tenths
Hundredths =
Ones
Tenths
Hundredths
1.72 0.91 = one and 72 hundredths minus 91 hundredths. You cant subtract 9
from 7, so decompose the 1 into 10 tenths. Now there are 17 tenths. 17 tenths
minus 9 tenths equals 8 tenths, and 2 hundredths minus 1 hundredth equals 1
hundredth.
1.72 0.91 = 0.81
Ones
3.51 2.48 = 1.03
Ones
Tenths
Hundredths =
Ones
Tenths
Hundredths
(Regrouping: 5 tenths becomes 4 tenths and 10 + 1 hundredths. 3

minus 2 is 1, and 4 tenths minus 4 tenths is 0, and 11 hundredths
minus 8 hundredths is 3 hundredths.)
Tenths
Hundredths =
Ones
Tenths
Hundredths
Relationship between Addition and Subtraction

A subtraction problem is a missing addend problem.
7.3 2.1 = ?
2.1 + ? = 7.3
Use previously learned strategies, such as counting on ( 3.1. 4.1, 5.1, 6.1, 7.1 that is 5
and 0.2, 0.3 is 2 tenths, so the missing addend is 5 and 2 tenths). 7.3 2.1 = 5.2
The relationship between addition and subtraction can also be used to check an answer.
16.43 5.4 =
Check:
11.03
+ 5.40
16.43
+ 5.4 = 16.43
Answer: 11.03
Place Value Models for Subtraction

Write the equation in the place value chart. Use a zero to hold the hundredths place in
the minuend.
183.2 29.15 = 154.05
Hundreds
1
1
Tens
7
8
2
5
Ones
1
3
9
4
Tenths
1
2
1
0
Hundredths
1
5
5
After some practice with concrete models, students will subtract using place value and
will regroup as needed, just as they have done with whole numbers. The rules are still the
same: line up the decimals, add zeros as placeholders if necessary.
350.24
72.8
350.24
72.8
14 9 1
350.24
72.8
7.44
2 14 9 1
350.24
72.8
77.44
2 14 9 1
350.24
72.8
277.44
Use estimation to check an answer. Think about 6.7 1.24. What number will the
difference be close to?
Estimation
Subtraction
6.7
7
1.24
1
5.46
6
The actual difference is 5.46, and the estimate was 6,
so this is answer is reasonable.
Multiplication and Division

Students should multiply up to tenths by tenths and tenths by hundreds and know why
doing so generates products in the hundredths or thousandths respectively.
When performing operations with decimals, students can use some of the same
strategies they use with fractions (see 5.NBT.3 and 5.NF.1, 5.NF.4, 5.NF.7). For example,
when faced with 0.6 0.15, students should recognize the equation as 610 15100,
which would allow them to easily multiply to get a product of 901,000 or 9100.
Writing decimals as fractions will help students to see that when multiplying decimals,
the product will be 10 or 100 times as small as one of the factors. For example, 1 tenth
times 36 hundredths equals 36 thousandths, as shown below. This also allows practice
with the properties of operations.
2.1 2.36 = 2110 23610

2110 23610 = (2 2) + (2 36100)
+
(110 2) + (110 36100) =
(2 2) + (2 36100)
+
(110 2) + ( 110 36100) =
4
+ 72100
+
210 + 361,000 =
Add the partial products: 4 + 72100 + 210 + 361,000 = 4 + 7201,000 + 2001,000 + 361,000 = 49561,000
Convert to fractions with common denominators.
Decimal Models
A square is divided into 100 units, each of which represents one-hundredth or 0.01. Use
the squares to create a decimal model of a multiplication equation.
Using 3 separate decimal models, students can easily see that three times thirteen
hundredths is thirty-nine hundredths.
0.13 3 = 0.39
This is the same as 0.13 + 0.13 + 0.13 = 0.39
Students can also use a 10-by-10 decimal model

(graph paper) to multiply decimals.
This example shows 0.04 0.06. The shaded
part is four hundredths units wide and six
hundredths units long. There are 24 squares
shaded, representing 0.04 0.06 = 0.24.
0.04
0.04 0.06 = 0.24

In this case, the product can also be used to show an area model.
0.06
Practice Examples
Multiply the decimals. Show your work by using decimal models.
0.7 3 =
0.7 3 = 2.1
2 sets of 100 hundredths + 10 hundredths = 210 hundredths
0.25 2 =
0.25 2 = 0.5
0.9 0.2 =
50 hundredths or 5 tenths
0.9 0.2 = 0.18
In this case, the product

can also be used to
show an area model.
0.9
0.2
0.7 0.6 =
0.7 0.6 = 0.42
In this case, the product

can also be used to
show an area model.
0.7
0.6
Once students have demonstrated that they can use various strategies to both multiply
and to explain their work, they can learn to use the standard algorithm. The number
of decimal places in the product must equal the total number of decimal places in the
factors.
1.24
6.3
1.24
6.3
372
7440
7812
Multiply 1.24 6.3

Line up the numbers, not the decimal points.
Start with the place farthest to the right.
Multiply tenths by hundredths, tenths, and
ones. Multiply ones by hundredths, tenths, and
ones. Add the partial products to get a final
product.
Count the decimal places in the factors.
1.24
6.3
7.812
There are two in 1.24; there is one in 6.3. There

is a total of 3 decimal places (2 + 1) in the
factors, so there will be three decimal places in
the product. Count three decimal places from
the right and place the decimal point.
Solve. 19.7 9 = ?
Use estimation to check for reasonableness. Estimate first, than multiply and
compare your answers to determine the reasonableness of the product.
Estimation
Multiplication
20
19.7
9
9
180
177.3
The estimate is 180, and the actual product is 177.3,
so the answer is reasonable.
Decimal models can be used to demonstrate dividing decimals by separating into equal
groups.
Solve. 3.9 3 = ?
3.9
three and
nine tenths
3 groups of 3 tenths
Make three groups. There is one whole in each group. Divide nine tenths by three.
Three tenths will go into each group.
1.3
Answer: 3.9 3 = 1.3
1.3
1.3
2.4 2 = 1.2
Students know that dividing by two is the same as halving.
Solve the equation 5.4 6. Show your work using decimal models.
The decimal model represents 5.4.
Were dividing 5.4 into six groups. Coloring a 110 strip is a way of assigning it to one of the
groups.
The pattern is followed until a total of 5410 (or 5.4) is filled.
Strips of the same color are combined and counted. This model demonstrates that 5.4
can be divided into six equal groups of 910. This shows that 6 0.9 = 5.4.
Imagine sliding the strips together so they fill in the empty spaces, once again filling the
original 5.4.
Answer: 5.4 6 = 0.9
Solve the equation 1.2 0.3.

The decimal model represents 1.2.
In this example, students color sets of 0.3 in different colors, until 1.2 of the model is filled
in. There are 4 groups of 0.3 in 1.2. The model shows that 0.3 4 = 1.2.
Answer: 1.2 0.3 = 4

Once students have demonstrated that they can use various strategies to both divide
and to explain their work, they can learn to use the standard algorithm.
2 8.14
4.07
2 8.14
8
01
0
14
14
0
Divide 8.14 20
Place the decimal point
directly above the decimal
point in the dividend.
Follow the same steps you

would use to divide a whole
number.
Solve. 27.18 9 = ?
Use estimation to check for reasonableness. Estimate first, then divide and compare
your answers to determine the reasonableness of the quotient.
Estimation
27 10 = 2.7
Division
3.02
9 27.18
The actual quotient is 3.02, and the estimate

was 2.7, so this answer is reasonable.
Concept Mastery
Students will be able to add, subtract, multiply and divide decimals.
Students will use many strategies to solve the decimal problems.
Teacher Background
Adding and Subtraction Decimals
Multiplying Decimals
Dividing Decimals

Decimals of the Week
Base Blocks: Adding & Subtracting Decimals
Base Ten Pictures with Decimals
Decimal Numbers Cross Includes 20 unique number puzzles.
Decimal Addition to 500
Decimal Addition BINGO
Magic Squares
Adding Decimals
Dividing Decimals
Dividing Decimals 2.1
Multiplying Decimals Word Problem
Subtracting Decimals
Subtracting Decimals Word Problem
Decimal Worksheets and Keys
Decimal Worksheet Creator Creates decimal (addition, subtraction, multiplication, and division)
worksheets for printout or online.
Student Practice
Fraction Four Select Adding & Subtracting Fractions and/or Multiplying and Dividing Fractions.
Lessons: Decimals Select from a full menu of operations with decimals.
Computation Castle
Power Football
Decimal Speedway Fun game for one or two players involving multiplying and adding decimals.
Math Duck Decimal Games

Adding Decimals
Adding Decimals Grid Use the arrow keys to get the ball behind the green blocks to push them in the
holes that add up to the target number; Hit enter key in the URL box to get a new decimal addition
problem.
Adding Decimals 0.5
Adding Decimals 2
Dividing Decimals 0.5
Subtracting Decimals 0.5
Subtraction with One Decimal Digit
Fractions & Decimals Select Decimals and a single operation or a combination of operations from
menu on the left.
Hotel Decimalfornia
Understanding Decimals as Written Words
Dividing Decimals to the Tenths
Decimals Word Problems
Draggable Math Choose the number of problems and the number of digits.
Mad Math Minutes
Addition of Numbers with Three Decimal Digits
Addition with Two Decimal Digits
Hungry Puppies
Decimal Squares Blackjack
Decimal Multiplication
Decimal Addition
Decimal Division
Decimal Subtraction
Adding and Subtracting Decimals
Multiplying a Decimal by a Whole Number
Dividing a Decimal by a Whole Number
Multiplying and Dividing byLess Than 1
Railroad Repair
Case of Daryl the Dirty Dealer
Case of the Troublesome Triplets
Multiplying Decimals Quiz
Subtracting Decimals Quiz

Adding Decimals Quiz
Dividing Decimals Quiz
Using Grids to Add Decimals
References

5.NF.1
Back to Top
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. For example, 23 + 54 = 812 + 1512 = 2312.
(In general, ab + cd = (ad + bc)bd.)
Mechanics
Teacher Notes: This standard builds upon students general understanding of fractions,
equivalence, common denominators, improper fractions, and mixed numbers.
Students will also use what they know about the four operations. They should be given
opportunities to use fraction models, drawings, and manipulatives to make the concept
clear before applying any algorithms for addition of fractions with unlike denominators.
Review addition and subtraction of fractions with like denominators (4.NF.3). Use
fraction models, student drawings, or manipulatives to find and show sums and
differences.
Examples
38
28
58
45
35
15
Find the sum. 58 + 48 =
Answer: 98 = 118
Find the sum. 4310 + 2710 =
Answer: 61010 = 7 (or 4310 + 2710 = 7010 = 7)

Since 1010 equals 1, the answer is 6 + 1 or 7.
Find the difference. 1112 712 =
Answer: 412 = 13
Find the difference. 623 213 =
Answer: 413 (or 203 73 = 133 = 413)
Adding and Subtracting Fractions with Unlike Denominators

Students understand that in order to add or subtract fractions, the fractions must
have a common denominator.
If the fractions have unlike denominators, students replace them with equivalent
fractions that have common denominators.
Multiplying the denominators is one way to find a common denominator and is
acceptable at this level, although the product of the two denominators may not
be the least common denominator. It is not necessary to have the least common
denominator before adding or subtracting fractions or mixed numbers.
Multiplying both the numerator and the denominator by the same number will
produce equivalent fractions, and this is another strategy for finding a common
denominator. For example, consider 58 and . The student recognizes that 4 is
a factor of 8, so he can multiply by 22 to get 28. The student understands that
multiplying by 22 is the same as multiplying by 1, so the value of the fraction is
unchanged (4.NF.1, 4.NF.5).
Find the sum. 23 + = ?
+
What is a common denominator for 23 and ?
Answer: 12 because 3 4 = 12
Remember, when multiplying to make an equivalent fraction, multiply both the

numerator and the denominator by the same number. This works because it is the
same as multiplying by 1.
23 44 = 812
33 = 312
812 + 312 = 1112

Answer: The sum is 1112.
Find the difference. 35 13 = ?
What is a common denominator for 35 and 13?

Answer: 15 because 5 3 = 15
Remember, when multiplying to make an equivalent fraction, multiply both the
numerator and the denominator by the same number. This works because it is the
same as multiplying by 1.
35 33 = 915
13 55 = 515
915 515 = 415

Answer: The difference is 415.
Adding and Subtracting Mixed Numbers with Unlike Denominators

Students may add or subtract the whole numbers first.
Then, convert the fractions to get like denominators and add or subtract to solve
the equation.
Subtraction of fractions will sometimes require regrouping. See below.
Find the sum. 223 + 4= ?
Study the fraction models. Add the whole numbers. How many whole parts are
there?
Answer: 2 + 4 = 6
223
+
4
Next, add the fractions, 23 + .

Use the steps shown above to find a common denominator.
23 44 = 812 and 33 = 312
812 + 312 = 1112
Answer: 61112
First subtract 6 3 = 3. Then subtract 56 13.

Follow the steps to get a common denominator.*
56 33 = 1518 and 13 66 = 618
1518 618 = 918
Answer: 3918 (or 3)
*The final form of the answer may vary. For example, a student may choose to use 6 as
the common denominator; 56 already has 6 as a denominator and 13 can be multiplied
by 22 to get 26. 56 26 = 36 , so the final answer would be 336 (or 3). Help students to
recognize that both answers are equal and correct.
Subtraction with Regrouping
By following the steps outlined above, students will see that 4 1 = 3; however, when
they try to subtract the fractions, they will see that it is not possible. This is because 27 is
less than 35. Therefore, regrouping is required.
See that 27 is less than 35.
Students will need to regroup 427 by borrowing from the ones and adding a one to the
fraction. This will produce an improper fraction. Another name for 1 is 77 and 27 + 77 = 97.
Now the fraction is greater than 35. Help students to understand that 397 is equivalent to
427.
=
Now the equation is 397 135 = ? 3 1 = 2
Find a common denominator for 97 and 35 .
97 55 = 4535 and 35 77 = 2135
4535 2135 = 2435
Answer: 22435
Alternate Solution
Find a common denominator for 427 and 135. 7 5 = 35, so the denominator will be
35.
27 55 = 1035 and 35 77 = 2135
You cannot subtract 2135 from 1035 , so take 1 from 4 (make it 3), and then add 1 (in the
form of 3535) to the fraction to get 4535.
427 = 41035 = 34535
135 = 12135 = 12135
Answer:
22435
Concept Mastery
Students are able to add and subtract fractions and mixed numbers that have
unlike denominators.
Students know that adding and subtracting fractions and/or mixed
numbers requires a common denominator.
Students are able to find a common denominator by multiplying the
denominators of two fractions or by multiplying one of the fractions by a
form of 1 (a/a).
Students are able to regroup when necessary to solve subtraction
equations that include mixed numbers with unlike denominators.
Teacher Background
Teaching Fractions According to the Common Core Standards
Adding & Subtracting Fractions
Fraction Tracks Board Game
Beyond Slices of Pizza: Teaching Fractions Effectively

Add Unlike Fractions with Lines
Mixed Fractions: Subtraction with Lines
Add Unlike Fractions with Circles
Mixed Fractions: Subtraction with Circles
Adding & Subtracting Fractions When the Denominators are Different
Adding & Subtracting Fractions with Whole and Mixed Numbers
Adding Fractions This site is excellent for instruction, as well as student practice.
Adding and Subtracting Fractions
Adding Fractions with Unlike Denominators
Adding Mixed Numbers with Unlike Denominators
Subtracting Mixed Numbers 2
Add & Subtract Fractions Worksheet
Adding and Subtracting Fractions and Mixed Numbers
Fraction Models
Fraction Bars
Adding Fractions Worksheet Unlike Denominators Multiples A
Adding Fractions Worksheet Unlike Denominators Multiples B
Adding Fractions Worksheet Unlike Denominators Not Multiples A
Adding Fractions Worksheet Unlike Denominators Not Multiples B
Subtracting Fractions Worksheet Unlike Denominators Multiples
Subtracting Fractions Worksheet Unlike Denominators Not Multiples A
Subtracting Fractions Worksheet Unlike Denominators Not Multiples B
Fraction Array
Student Practice
Adding and Subtracting Fractions Game
Add Unlike Fractions with Lines
Mixed Fractions: Subtraction with Lines

Add Unlike Fractions with Circles
Mixed Fractions: Subtraction with Circles
Adding Fractions This site is excellent for instruction, as well as student practice.
Soccer Shootout
Who Wants Pizza 4?
Action Fraction
Fruit Shoot Fraction Addition Game Choose levels 2 and 3.
Fruit Shoot Fraction Subtraction Game Choose levels 2 and 3.
Bridge Builders Fraction Game
Mathman Fraction Addition
Add & Subtract Fractions Worksheet (with answers)
Adding Fractions
Subtracting Fractions
Football Math
Adding Fractions: Self Check
Workout
Fraction Game
Computation Castle
Adding Fractions with Different Denominators
Subtracting Fractions
Fraction Jeopardy
Factors Millionaire Game
Cookies for Grampy
Melvins Make a Match Starts easy but builds to more complex equivalent fraction problems.
References


5.NF.2
Back to Top
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. For
example, recognize an incorrect result 25 + = 37, by observing that 37 < .
Mechanics
Teacher Notes: This standard extends what is presented in 5.NF.1 to include solving word
problems. Students are challenged to rely on number sense and a grasp of benchmark
fractions* (4.NF.2) to help them mentally assess the reasonableness of their sums or
differences. Students learn to write equations and/or use visual models to find and justify
their answers.
*These are examples of benchmark fractions (see 4.NF.2): 13
23
Examples
Study the examples. Which is closest to one-half?
+ 110
13 + 23
210 + 15
Discussion: + 110 is 720 and 13 + 23 equals 1, so neither of those is close to . 210 + 15

is the same as 210 + 210 , which is 410. 510 is one-half, so that is the closest.
There are 7 girls in the troop, and 6 of them went to camp. If 2 of the girls left the
camp, is it reasonable to say that about of the troop was at the camp? Explain.
Possible Answer: Yes, about of the troop was at camp because 67 27 = 47, and
thats about half.
Micah and Eli shared a bag of popcorn. Micah ate 23 of the bag, and Eli ate of the
bag. Which boy ate more popcorn? Use fraction models to show your thinking.
Eli ate this much.
Micah ate this much, so Micah ate more

popcorn.
How much of the bag of popcorn did the boys eat altogether? Write an equation and
solve it.
Adding and subtracting fractions with unlike denominators requires that students be
able to find a common denominator (see 5.NF.1).
Answer: + 23 = ( 33) + (23 44) = 312 + 812 = 1112
Check your answer. Is the solution reasonable?

The answer is reasonable because Micahs portion was most of the bag, and Eli ate a
little, so a very small amount is left. The fraction model proves this.
Grady had a strip of ribbon. He used 25 of the ribbon to wrap a present. How much
ribbon was left? Use fraction models to show your thinking.
part that was used
part that is left over
Answer: 35 of the strip of ribbon was left.

Write an equation and solve it. Answer: 55 25 = 35
Students understand that the whole must be rewritten as 55 for the sake of subtraction.
Kelly brought home 45 of a gallon of ice cream from the birthday party. The next day,
her family ate of the gallon of ice cream. Is there more or less than a half gallon
left? Write an equation and solve it. Use words and/or models to explain your answer.
45 =
(45 44 = 1620) ( 55 = 520) =
1620 520 = 10
Possible Answer: When I wrote the equation, I chose 20 as a common denominator
because 4 5 = 20. I subtracted and got a difference of 10 of a gallon; 1020 is half a
gallon, so there is a little more than a half gallon left.
Draw a fraction model to show your answer.

Kelly brought home 45 of a gallon. (This represents the whole in this case.)
Her family ate of a gallon.
So, there is a little more than one half gallon left.
Strategies for Adding and Subtracting Mixed Numbers

One strategy is to perform the computation with the whole numbers first; then add
or subtract the fractions, knowing that the denominators must be the same. Another
strategy is to convert the mixed numbers to improper fractions, and then find the
common denominator necessary to complete the operation. Since subtraction
sometimes involves regrouping, converting to improper fractions would save a step.
Hank has 113 gallons of blue paint and 213 gallons of red paint. How many gallons
does he have in all? Write an equation and solve it.
Answer: 213
+ 113
323 gallons in all
Alycia has 456 pounds of clay. If she gives 113 pounds of clay to Tammy, how many
pounds of clay will Alycia have left? Draw a fraction model to represent the problem.
Then, write and solve an equation.
Possible Answer: Each rectangle stands for one pound of clay. I know that 13 is the
same as 26, so I crossed out 1 whole rectangle and 26 more. That leaves 336 pounds
of clay left.
456 126 = 336 (or 3) pounds of clay
Mrs. Petry had 3 boxes of candy bars, and she gave another teacher 1 boxes.
How much did Mrs. Petry have left? Draw a fraction model to show your thinking.
amount Mrs. Petry started with
amount Mrs. Petry gave away
amount Mrs. Petry had left
You can see that Mrs. Petry had the same amount left as she gave away, so she had
1 boxes left.
Write an equation and solve it. Use improper fractions.
Answer: 3 1 = 72 74 = 144 74 = 74 = 1
Displaying the fraction model in fourths is another way of showing the equation with
improper fractions. The shaded part, altogether, represents the original amount. The
darkly shaded part is 1 and the lightly shaded part is 1.
Concept Mastery
Students are able to solve word problems involving addition or subtraction of
fractions and mixed numbers with like or unlike denominators.
Students are able to use visual models and equations to represent the
problems.
Students are able to estimate mentally, using benchmark fractions and
number sense, to assess the reasonableness of their answers.
Teacher Background
Fraction Word Problems and Video Tutorials Quite a few of the links on the site are to ads rather than
to the content so scroll down past advertising links to the word problems and videos.

Adding Mixed Numbers Word Problem
Fraction Word Problems
Subtracting Fractions Word Problem Examples
Subtracting Mixed Numbers Word Problem
Solve Word Problems Using Fraction Bars to Add Unlike Fractions
Solve Word Problems Using Fraction Bars to Subtract Unlike Fractions
Solve Word Problems Using Area Models to Add Unlike Mixed Number Fractions
Solve Word Problems Using Area Models to Subtract Unlike Mixed Number Fractions
Solve Word Problems Using Number Lines to Add Unlike Fractions
Solve Word Problems Using Number Lines to Subtract Unlike Mixed Number Fractions
Word Problems Worksheet Page 11 shows examples and word problems begin on page 12.
Grade 5 Fraction Word Problems A
Grade 5 Fraction Word Problems B
Sample Math Practice Fraction Word Problems This is a student practice site but, if I student scrolls
down, he or she will find the answers.
Thinking Blocks
Using Fractions to Solve Word Problems
Fraction Subtraction Base Blocks
How to Add Fractions Visualizations
How to Subtract Fractions Visualizations
Student Practice
Bridge Builders Fraction Game
Fractions & Decimals Dont forget to select the operation, fractions, and the appropriate level.
Computation Castle
Chocolate Bar Problem
Snack Time
Fraction Word Problems

Add, Subtract, Multiply, and Divide Fraction Word Problems
Adding / Subtracting Mixed Numbers 1
Fraction Word Problems 1
Ice Ice Maybe
Adding Fractions Visualizations
Fraction Word Problems: Level 1a
Fraction Word Problems: Level 1b
Fraction Word Problems: Level 1c
Fraction Word Problems: Level 1d
Fraction Word Problems: Level 1e
Fraction Word Problems: Level 2a
Fraction Word Problems: Level 2b
Fraction Word Problems: Level 2c
Fraction Word Problems: Level 2d
Fraction Word Problems Worksheet
Subtracting Mixed Numbers
Subtracting Fractions with Different Denominators
References

5.NF.3
Back to Top
Interpret a fraction as division of the numerator by the denominator

(ab = a 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.
For example, interpret as the result of dividing 3 by 4, noting that
multiplied by 4 equals 3, and that when 3 wholes are shared equally among
4 people each person has a share of size . If 9 people want to share a
50-pound sack of rice equally by weight, how many pounds of rice should
each person get? Between what two whole numbers does your answer lie?
Mechanics
Teacher Notes: This standard may be presented after 5.NF.1 and 5.NF.2. Students
understand that fractions represent equal parts of a whole; now they will explore
the idea of a fraction as a numerator divided by its denominator and will use this
understanding to solve word problems. Students will continue to use fraction models
along with equations to represent these problems.
Use your number sense to select the best answer to each question.
If 6 children equally share 4 chocolate bars, how much will each child get?
A) more than 1 bar but less than 2
B) less than 1 bar
C) about a half of a bar each
Answer: B; Each child will get less than 1 bar because 4 6 < 1.
If 2 families equally share 15 carnival ride tickets, how many will each family get?
A) fewer than 6
B) more than 2 tickets but less than 3
C) 7 tickets
Answer: C; 15 2 = 7 r1
These problems can be represented by fractions.
Chocolate bars:
4 6 = 46 , so each child will get 46 (or 23) of a bar.
Three whole bars are partitioned into 4 equal parts.

Carnival ride tickets:
15 2 = 152 or 7
A set of 15 is divided into two groups. Each family will get 7 tickets, and there will be one
left over. Students should be able to interpret the answer, realizing that half a ticket is
probably not useful to either family.
Tiffany used 3 cans of soda to equally fill 4 glasses. What part of a can of soda is in each
glass? Think: 3 cans divided among 4 glasses.
Answer: of a can is in each glass. When you divide 3 cans of soda into four equal
parts, each part is of a can. (3 4 = and 4 = 3)
Student should also have plenty of practice with word problems whose solutions are
mixed numbers. For example, in the problem shown below, students should understand
that 19 cans divided by 4 is nineteen-fourths or 4 and cans.
19 cans of juice are divided equally among 4 pitchers. How much is in each pitcher?
Write your answer as an improper fraction and as a mixed number.
Answer: 19 4 = 194 cans or 4 cans in each pitcher
(19 4 = 194 and 194 4 = 764 or 19)
Jeff ordered 26 gallons of ice cream for the soccer tournament. There were equal
amounts of triple chocolate, strawberry cheesecake, peanut butter cup, and French
vanilla. How many gallons of each flavor did Jeff order?
Answer: There were 4 flavors, so 26 4 = 264 gallons or 624 gallons of each flavor.
(26 4 = 264 and 264 4 = 1044 or 26)
Show your thinking with a fraction model.

gal gal
triple
chocolate
strawberry
cheesecake
peanut butter
cup
French
vanilla

gal gal
There are 6 gallons each of 4 flavors and another half-gallon of each flavor. In all,
there are 6 gallons of each flavor. (Another way to say this is there are 6 gallons
and 2 quarts of each flavor.)
Sheila has 8 lb of apples, and she will use them to bake 6 apple strudels. She
wonders how many pounds of apples will be in each strudel. Between which two
numbers does the answer lie? Explain your answer.
between 0 and 1
between 1 and 2
between 2 and 4
Possible Explanation: The answer has to be between 1 and 2 because 6 goes into 8
once with 2 left over. So, each strudel will have more than a pound of apples but less
than 2 pounds.
Show the answer with a fraction model and explain.
Each strudel uses 1 whole pound and 26 of a pound. If you count all the whole
pounds and all the partial pounds, it adds up to 8 pounds.
David used 25 sacks of potting soil to plant 7 flower boxes. If he divided the soil
evenly, how many sacks of potting soil went into each box?
between 4 and 5
between 1 and 2
between 3 and 4
Possible Explanation: Between 3 and 4 sacks of soil went into each box because 25
divided by 7 is 3 with 4 left over. So, each box would have more than 3 sacks of soil
but less than 4.
David says that he used about 3 sacks of soil per flower box. Is the estimate
reasonable?
Possible Explanation: Yes, because 25 7 = 257 or 347, which is a little more than 3.
Three and four-eighths is equal to 3. Three and four-sevenths looks like this:
Concept Mastery
Students understand that a fraction represents a number, the numerator,
divided by another number, the denominator.
Students are able to solve word problems in which a whole number divided
by another whole number results in a fraction or mixed number.
Students are able to use visual fraction models and/or equations to solve the
problems and justify their answers.
Teacher Background

Relating Fractions to Division
Changing Improper Fractions to Mixed Numbers
Representing a Number as a Decimal, Percent, and Fraction 2 This video tutorial continues on to
cover percents which is not part of the standard.
Fraction Worksheet Will create a new worksheet if selected repeatedly.
Dividing Mixed Numbers
How to Multiply Fractions
How to Divide Fractions
Fraction & Decimal Word Problems
Relating Fractions to Division & Word Problems
Interpreting Fractions as Division of the Numerator by the Denominator
Interpreting Fractions as Division of Whole Numbers Resulting in Fraction Answers
Understand Fractions as a Division of the Numerator by the Denominator
Student Practice
Dividing Fractions Word Problems
Dividing Fractions by Fractions
Dividing Fractions by Whole Numbers
Ice Ice Maybe
Fractions to Decimals This service requires a free log in for access to this resource.
Converting a Fraction to a Decimal
Death to Decimals
Converting Fractions to Decimals Tank Game
Computation Castle
Divide Fractions
Divide Fractions: Easy
Fraction Caf: Mixed Number Quiz with Word Problems
References

5.NF.4
Back to Top
Apply and extend previous understandings of multiplication to multiply

a fraction or whole number by a fraction.
5.NF.4.a Interpret the product (ab) q as a parts of a partition of q
into b equal parts; equivalently, as the result of a sequence

of operations a q b. For example, use a visual fraction
model to show (23) 4 = 83, and create a story context for this
equation. Do the same with (23) (45) = 815.
(In general, (ab) (cd) = acbd.)
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.
Mechanics
Teacher Notes: Students already understand that a fraction such as 17 represents 1 part
of a whole divided into 7 equal parts, and they know that 47 is (4 17) or the sum of 17
+ 17 + 17 + 17. Now, students will multiply fractions by fractions and fractions by whole
numbers.*
5.NF.4.a Interpret the product (ab) q as a parts of a partition of q into b equal

parts; equivalently, as the result of a sequence of operations a q b.
Examples
Study the equation 6 25. One way to
show this is with 6 rectangular blocks
of equal size that are each divided into
5 equal sections with 25 of each block
shaded. Count all of the fifths that are
shaded. How many are there? This is
the product of 6 25.
Answer: 12 fifths are shaded, so the product is 125 or 225.
Interpreting the Product: Based on practice with 5.NF.4, students understand that 125
is the same as 225. Therefore, they can interpret the product of 6 25 as 6 (2 5), or 12
one-fifths. Each set of 5 fifths makes 1, so if the shaded parts can be stacked up to create
whole rectangular blocks, there will be 2 whole blocks and 2 more fifths.
6 25 is the same as (6 2) 5 and can be written as 6 2 over 5.
5 = 125 = 225
(6 2)
Create a story context for the equation 6 25 = 225.

Possible Answer: Mr. Sweet bought 25 of a pound of 6 different flavors of fudge.
Altogether, he bought 225 pounds of fudge.
Solve 23 35. Study the fraction models to help you solve the equation.
2 of 3 equal rows
are shaded yellow
3 of 5 equal columns
are shaded blue
35 blue
23 yellow
615 green (product)
The fraction model shows a rectangle partitioned into 3 equal rows. 2 of the 3 rows, or 23
of the whole rectangle, were shaded yellow. The rectangle is also partitioned into 5 equal
columns, and 3 of the 5 were shaded blue (35 of the rectangle).
Interpreting the Product: The intersection is green (combination of blue and yellow)
and shows the product, 6 out of 15 equal parts. So, 23 35 is the same as 2 3 divided by
3 5. The product is 6 divided by 15 or 615.
Equation: 23 35 = 2 33 5 = 615
Creating a story context for an equation helps to strengthen conceptual understanding

because a real-world problem requires that students interpret the equation rather than
simply solve it. Start by using a fraction times a whole number factor and then move to
equations where both factors are fractions.
Create a story context for the equation 23 35 = 615.
Possible Answers: The Langleys used 23 of an acre to plant their summer garden, and
35 of the garden was used to plant corn. So, the corn took up 615 of an acre.
23 of the students in the fifth grade class ride a bus to and from school, and 35 of the
bus riders are boys. So, 615 of the class are boys who ride the bus.
Study the equation 4. Create a story context for the equation, and show the
product on a number line.
Possible Answer: Every day, Suzie takes her dog for a mile walk. After 4 days, they
have they walked 3 miles.
Create a story context for the equation 23 35. Solve
the problem and show your work with a fraction model.
Possible Answer: Kevin had 23 of a sheet cake left after
his birthday party, and he gave Mrs. Willis 35 of the
leftover cake. Mrs. Willis got 615 of the original cake.
23
35
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.
Examples
Students have worked with finding the area of a rectangle in previous grades (see
3.MD.7 and 4.MD.3). Here, they will extend this to include fractional side lengths. Provide
manipulatives and graph paper or templates that students can use to create fraction
models.
Remind students that area is always given in square units.
Review of Area: A community garden is 3 meters long and 2

meters wide. Study the fraction model. What is the area of the
garden?
2m
Answer: 3 2 = 6 square meters or 6 m2
3m
The fifth graders at Jamison Elementary will plant an

area of the garden that is 2 meters long and 1 meters
wide. Shade the fraction model to show how much of
the garden the students will plant.
2
Answer:
1
1
1
1
Count the tiles to find the area of the part of the garden that the fifth graders will
plant. Explain your answer.
Possible Explanation: I see 2 whole square meters. And there is 416 of a square meter
at the top of the garden. If you add that to the bottom left part of the garden, it will
total 1616 of a square meter (416 + 1216 = 1616). So that makes 3 square meters. There are
1216 + 316 of a square meter in the bottom right of the garden, so altogether, the area
is 31516 meters squared.
Alternate: If you count all the shaded squares there are 63, so 6315 square meters are
planted by the fifth graders. This is
58
the same as 31516 m2.
*Note: The sequence of operations

mentioned in the standard refers
to the fact that multiplying by a
fraction includes dividing by the
fractions denominator.
15
fifths
Find the area of a section of a floor

that is 15 of a unit wide and 58 of
a unit long. Shade the fraction
model to show your answer.
Answer: 540 square units
eighths
When multiplying whole numbers so far, students have observed that the product is
always greater than either factor. While working on this standard, students may begin
to realize that when multiplying by a fraction less than one, the number decreases, and
when multiplying by a fraction greater than one, the number increases. For example,
3 58 = 158 or 178
45 910 = 3650
4 2 =202 or 10
(The product is less than 3 because 3 51 8 =15 8 or 178)

(The product is less than either factor.)
(The factors both contain whole numbers, so the
product is greater than either factor.)
This concept will be explored further in 5.NF.5 but may begin here.
Concept Mastery
Students are able to multiply a fraction or whole number by a fraction.
Students are able to interpret the product of two fractions or a fraction and a
whole number and are able to provide a story context for such an equation.
Students are able to find the area of a rectangle with fractional side lengths
by tiling it with unit squares.
Students understand that they will get the same area by counting tiles as
they would by multiplying the length width of a rectangle.
Teacher Background

Fractions Worksheet
Multiplying Fractions by Dividing Rectangles
Multiplication of Fractions This site has a Show Me button for class instruction and a Test Me button
for student practice.
Fraction Bars
Area Word Problems
Convert Mixed Numbers into Improper Fractions
Multiply Fractions
Multiply a Whole Number by a Fraction Using Area Models: 1 through 4
Find the area of a Rectangle with Fractional Side Lengths by Tiling You may have to explain how the
rectangle became divided up into 20ths for the 1st video demonstration.
Areas of Rectangles with Fractional Side Lengths
Modeling Multiplying Fractions Word Problems
Student Practice
Frenchys Fraction Caf: Work with Uncommon Denominators
Fraction Caf: Multiplying Fractions with Word Problems
Ice Ice Maybe
Multiply Fractions
Multiplying Fractions
Multiplication of Fractions This site has a Show Me button for class instruction and a Test Me button
for student practice.
Multiplying Fractions by Whole Numbers
References

5.NF.5
Back to Top
Interpret multiplication as scaling (resizing), by:
5.NF.5.a 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.5.b 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 ab = (n a)(n b) to the
effect of multiplying ab by 1.
Mechanics
Teacher Notes: When possible, it is suggested that this standard be addressed
simultaneously with 5.NF.4.
5.NF.5.a 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.
Without doing the actual multiplication, students predict the size of a product
based on one of its factors.
Part a is about the meaning of multiplication. The product of 5 23 is five times
larger than the factor 23 and is two-thirds as large as the factor 5.
Examples
2 25 = 45
Study the fraction models. They show that when you multiply a whole number by a
fraction, the product will be
.
A) less than the whole number
C) equal to the whole number
B) greater than the whole number
D) equal to the fraction
Answer: A
In a multiplication equation, the size of one factor helps to determine the size of the
product. For example, 23 7 is less than 7 because 23 is less than 1. Think about
56 9. Will the product be greater than or less than 9? Explain.
Answer: The product will be less than 9 because you are multiplying 9 by less than 1.
Think about 45 3. Will the product be more than or less than 3? Explain.
Answer: The product will be less than 3 because the factor 45 is less than 3.
Another way to look at the equation is (4 3) (5 1); 4 3 = 12 and 12 5 is less than
3.
There are 8 half glasses of water. The equation to find how many full glasses there
are is 8 . Without solving the equation, you know that the number of full glasses
is (more than / less than) 8.
Answer: It is less than 8 glasses because 8 half glasses cannot be larger than 8 full
glasses.
5.NF.5.b 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 ab = (n a)(n b) to the effect
of multiplying ab by 1.
Students explore the idea that multiplying by any number greater than 1 increases
a number and multiplying by any number less than 1 decreases a number.
Examples
The size of one factor helps to determine the size of the product. Study the
expression 4 5. One of the factors, 4, is greater than 4 but less than 5, so the
product will be greater than
(4 5), but less than
(5 5).
Answer: greater than 20 but less than 25
The size of a factor helps to determine the size of the product. Think about 3 8.
The mixed number 3 is greater than 3 but less than 4, so the product will be
greater than
but less than
.
[Think: greater than (3 8) but less than (4 8)].
Answers: 24, 32
Think about 7 1. Since 1 is greater than 1 but less than 2, the product will be
greater than
but less than
.
Answers: 7, 14
For every dollar Tony saves, he earns 25 cents interest. That means every dollar he
puts away becomes 54 dollars. If Tony saves $10, will he end up with more than $10
or less than $10?
Answer: Tony will end up with more than $10 since every dollar is multiplied by a
number (fraction) greater than 1. In this case, 54 10 = 5 104 = 504 = $12.50, a product
greater than either factor.
The final portion of this standard builds on multiplying a fraction by nn as per standards
4.NF.1 and 5.NF.1. Students apply the knowledge that any number over itself (nn) equals
1 and that any number over 1 (n1) equals itself.
Which of the following is equivalent to 5 1?
51 77
55 11
Answer: 51 77. This is because 51 = 5 and 77 = 1.
Study the equation 51 77. Is the product greater than 5, less than 5, or equal to 5? How
does this equation compare to 51?
Answer: 51 77 is equal to 5 because 51 is equal to 5 and 77 is equal to 1. So the
equation is equivalent to 5 1.
We now know that multiplying n by a fraction less than 1 results in a number less than
n, and multiplying n by a fraction greater than 1 results in a number greater than n. We
also know that multiplying a number by nn is the same as multiplying that number by 1
and any number times 1 is that number.
Concept Mastery
Students understand that one factor in a multiplication equation represents
the change in scale between the other factor and the product.
Students understand that any positive number times any fraction less than 1
yields a product less than the original number.
Students understand that any positive number times any fraction greater
than 1 yields a product greater than the original number.
Students are able to tell without multiplying whether the product of a
number and a fraction will be greater than, less than, or equal to the original
number, based on whether the fraction is greater than, less than, or equal to
one.
Teacher Background

Multiplication & Scale Problems
Fraction Mixed Number Word Problems
Whole Number Mixed Number Models

Mixed Number Fraction Models
Multiply Unit Fraction by a Whole Number
Visual Fractions Multiply
Exploring Multiplication of Whole Numbers by Fractions
Unit Fraction Multiplication
Mixed Fraction Multiplication Worksheet Creator
Fraction Problem Generator
Student Practice
Visual Fractions: Multiply
Multiplying Fractions Word Problems
5th Grade Math Word Problems: Multiplying Fractions
Common Applications of Fractions
References
Common Core Standards in Mathematics. Tennessee Department of Education. 2010. July.
http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards.aspx

5.NF.6
Back to Top
Solve real world problems involving multiplication of fractions and

mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
Mechanics
Teacher Notes: Students will draw upon all of the concepts previously covered in Number
& Operations Fractions to solve word problems involving multiplication of fractions.
They should continue to use fraction models, manipulatives, drawings, number lines,
and any multiplication strategies that will help them to interpret and solve real word
problems. Strategies should also include writing equations to solve word problems.
Examples
A recipe calls for 123 cups of cream cheese. If Daryl wants to double the recipe, how much
cream cheese does he need? (Use the model to find your answer. Each stick equals 1
cup.)
CREAM CHEESE
CREAM CHEESE
CREAM CHEESE
CREAM CHEESE
1 cup
Answer: The red part is for one
recipe, and the blue part is for
another, so altogether, Daryl
needs 313 sticks of cream cheese.
CREAM CHEESE
CREAM CHEESE
CREAM CHEESE
CREAM CHEESE
1 cup
A bottle contained 2 servings of milk, and Marco drank 35 of what was in the
bottle. Shade the model to show how many servings of milk Marco drank.
First, shade the number of servings that were in the
bottle; there were 5 halves or 2 servings.
Next, partition each serving into fifths. Notice that

each serving is now divided into tenths.
35
35
35
Finally, darken 35 (or 610) of each model and count

the number of tenths that are darkened. This is
the number of servings that Marco drank.
Answer: Marco drank 1510 or 1 servings of milk.
The servings are partitioned into tenths and the
darkened part shows 35 of each serving.
1510 simplifies to 1.
110 110 110
110 110 110
110 110 110
110 110 110
110 110 110
35
35
35
Students should also practice writing equations to solve problems. To provide

scaffolding, show an area model or number line. Allow students to use any previously
mastered strategies, such as decomposing numbers.
If Sarah walks 1 miles per day, how many miles will she walk in 5 days? Write a
multiplication equation and solve it. Use the number line if you need help.
10
57
Answer: 32 5 = 152 = 7
Hakim wove a mat that was 3 meters long and 57 meter wide.
What is the area of the mat? Study the fraction model. Then,
write an equation and solve it.
Answer: 57 3 = 57 72 = 3514 = 2714; area = 2 m2
Students will have had more practice multiplying a whole number
by a fraction and multiplying a fraction by a fraction than they
have had with multiplying mixed numbers. Hence, using the
distributive property is a good strategy to use with this type of
equation.
Cindy made a rectangular tablecloth that was 113 yards wide and 2 yards long.
Find the area of the tablecloth by solving an equation.
113 2 = ?
(1 + 13) (2 + ) =
(1 2) + (1 ) = 2
(13 2) + (13 ) = 23 + 112 =
113 2
Add 2 and 23 + 112. Find a common denominator, 12.

Convert the fractions and add the partial products: 2 + 312 + 812 + 112 = 2 + 1212 = 3
Answer: area = 3 yd2
Concept Mastery
Students are able to solve real world problems involving multiplication of
fractions and mixed numbers.
Students are able to represent problems involving multiplication of fractions
and mixed numbers by using fraction models or equations.
Teacher Background

Multiply Mixed Numbers Using Pictures
A Multiplying Fractions Word Problem
Multiplying Fractions and Mixed Numbers
Multiplying Mixed Numbers
Reciprocal of a Mixed Number
Multiply Fractions Lesson
Multiplying Mixed Fractions The end of the lesson has negative numbers but you can stop the lesson
right before that.
Student Practice
Multiplying Fractions Word Problems
Multiplying Mixed Numbers
Multiplication Problems Using Fractions
Multiplying Mixed Number Activity
Multiplying Mixed Fractions Questions for students are at the end of this lesson. Questions 1 4
involve multiplication of positive numbers.
Multiplying Mixed Fractions Game
Fraction Problem Generator
References
Common Core Standards in Mathematics. Tennessee Department of Education. 2010. July.
http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards.aspx

5.NF.7
Back to Top
Apply and extend previous understandings of division to divide unit

fractions by whole numbers and whole numbers by unit fractions.1
5.NF.7.a Interpret division of a unit fraction by a non-zero whole
number, and compute such quotients. For example, create

a story context for (13) 4, and use a visual fraction model to
show the quotient. Use the relationship between multiplication
and division to explain that (13) 4 = 112 because (112) 4 = 13.
5.NF.7.b Interpret division of a whole number by a unit fraction,
and compute such quotients. For example, create a story

context for 4 (15), and use a visual fraction model to show
the quotient. Use the relationship between multiplication and
division to explain that 4 (15) = 20 because 20 (15) = 4.
5.NF.7.c 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. For
example, how much chocolate will each person get if 3 people
share lb of chocolate equally? How many 13-cup servings are
in 2 cups of raisins?
Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about
the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at
this grade.
Mechanics
Teacher Notes: This is the final part of the NF standards for grade 5; it represents
students first encounter with dividing fractions. Students will draw upon their
understanding of fractions and their facility with multiplication and division. Instruction
should begin with unit fractions (fractions with 1 as the numerator).
5.NF.7.a Interpret division of a unit fraction by a non-zero whole number, and
compute such quotients.
This part requires students to divide a fraction by a whole number. The fraction model
illustrates the inverse relationship between multiplication and division in a concrete way.
There are 4 scouts on a team, and each team will equally share 13 of a sheet cake.
Write a division equation to represent this.
Answer: 13 4 = ?
Create a fraction model to show how much of the cake each scout gets.
The fraction model should be partitioned into 3 equal sections to
represent thirds of the cake.
The model represents a sheet cake in thirds. Shade 13 of the fraction
model. What does this represent?
Answer: the amount that 4 scouts will share equally
How many scouts will share one-third of the cake? Answer: 4
Draw horizontal lines to divide the thirds into 4. Study the part that is shaded. How
much of the entire cake will each scout get? In other words, divide 13 into four equal
parts.
Answer: 13 4 = 112
Students may recognize the visual fraction model as the same one they used to multiply
13 by . The standard states that students should Use the relationship between
multiplication and division to explain that (13) 4 = 112 because (112) 4 = 13. Hence, the
model represents both multiplication and division.
Point out how the inverse relationship between multiplication and division works in this
equation:
If 112 4 = 13, then 13 4 = 112
Create a story context for 16 3. Solve the equation using a fraction model. Explain
your answer.
Possible Answers: A building has 6 floors, all equal in size. Each floor is equally
divided among 3 companies. Each company in the building occupies 118 of the total
building.
A rectangle represents the building, and it is divided into 6 equal parts to represent
the 6 floors. The sixths are each divided into 3 equal parts, so each part is 118 of the
building (i.e. 16 3 = 118). I know this is true because 118 3 = 16.
5.NF.7.b Interpret division of a whole number by a unit fraction, and compute
such quotients.
Connor has 5 bottles of tempera paint. How many

posters can he make if each poster takes of a bottle
of paint? Write a division equation.
Answer: 5 = ?
Use the fraction model.
Draw lines to divide the bottles of paint into halves.
How many halves are there in 5?
Answer: 10, so 5 = 10
Again, using the relationship between multiplication and division, students should be
able to explain that 5 = 10 because 10 = 5.
It is important that students interpret the meaning of the quotient. Dividing a whole
number by a fraction increases the number, but the quotient represents a whole number
of fractional parts. In this case, for example, the quotient means 5 half cans of paint and
not 5 cans or 5 posters, etc.
Students create a story context to show the quotient of a division problem with fractions.
Examples
Create a story context for 8 18 . Use a
fraction model to solve the problem.
Possible Answer: Mr. Green will use 8
cubic yards of compost to fertilize his
raised bed gardens. If each garden
takes 18 yard of compost, he will be able
to fertilize 64 gardens. 8 18 = 64
What does the quotient mean?
There are 64 eighths in 8.
Create a story context for 5 13. Use a number line to represent the equation.
Possible Answer: The library is open for 5 hours on Saturday. Each storyteller works
for 20 minutes or 13 of an hour, so the library will need 15 storytellers on Saturday
13
23
13
23
13
23
13
23
13
23
5.NF.7.c 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.
Ron has 4 sheets of stickers, and he uses 16 of a sheet to decorate each model racing
boat. How many boats can Ron decorate? Write an equation. Then, draw a fraction
model to show how many models Ron can decorate.
4 16 = ?
Answer: 4 16 = 24; Ron can decorate 24 boats with 4 sheets of stickers.

Trudy has 5 pounds of pumpkin seeds. She wants to make bags that are of a
pound each. How many bags can she make? Write an equation and solve it. Draw a
fraction model and use it to explain what the quotient means.
Answer: 5 = 20 bags
The fraction model shows 5 pounds divided equally into fourths. There are 20
fourths in 5.
A team will walk 23 of a mile during a relay. If 6 teammates equally share the
distance, what part of a mile will each teammate walk? Write a division equation.
Create a visual model.
Answer: 23 6 = ? Each teammate will walk 19 of a mile.
1 mile (divided into thirds)
19
distance
each
teammate
walked
distance the team walked
Concept Mastery
Students are able to divide unit fractions by whole numbers.
Students are able to divide whole numbers by unit fractions.
Students are able to create a story context for a problem involving division of
unit fractions by whole numbers or whole numbers by unit fractions.
Students are able to solve real world word problems involving division of unit
fractions by whole numbers and whole numbers by unit fractions.
Teacher Background

Divide a Unit Fraction by a Whole Number
Dividing a Whole Number by a Unit Fraction
Divide a Whole Number by a Unit Fraction
Division of Fractions Word Problems
How to Divide Fractions Word Problems
Dividing Whole Numbers by Fractions Worksheet
Division of Fractions 1 through 4
Dividing Unit Fractions by Whole Numbers 1 though 3
Dividing Whole Numbers by Unit Fractions 1 though 3
Division of Fractions Word Problems 1 through 6
Visual Fractions Worksheets
Student Practice
Dividing Fractions by Whole Numbers
Fractions Mystery Picture Game
Math is Fun: Dividing Fractions by Whole Numbers
Divide Whole Numbers by Fractions Scroll down to 11 problems.
Division of Fractions Select Levels 1 OR 2, Mixed Fractions, and Division before beginning.
Division Includes 4 practice problems
En Garde Dividing By Fractions Scroll down to the last category and select En Garde
Fling the Teacher Dividing Fractions Scroll down to the last category and select Fling the Teacher.
Walk the Plank Dividing Fractions Scroll down to the last category and select Walk the Plank.
On Target Dividing Fractions Scroll down to the last category and select On Target.
Penalty Shootout Dividing Fractions Scroll down to the last category and select Penalty Shootout.
References

5.MD.1
Back to Top
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.
Mechanics
Teacher Notes: Students may already be familiar with much of this material, as this
standard is an elaboration and extension of 4.MD.1 and 4.MD.2. Students continue
to draw upon their knowledge of place value, fractions, and decimals (especially with
regard to metric conversions).
Students will need to memorize measurement units both customary and metric in
order to gain fluency with the skills and concepts presented in this standard. Summaries
of the various units of measure are given below.
See the AAGs for 4.MD.1, 4.MD.2, and3.MD.2 for additional lesson development and web
resources.
Customary Measurement System
The measurement units typically used in the United States are called U.S. standard or
U.S. customary units. For liquids, the units are fluid ounces, cups, pints, quarts, and
gallons.
Customary Units of Liquid Measure
teaspoon
tsp
tablespoon
tbsp
3 teaspoons
cup
C
8 fluid ounces (or 16 tbsp)
pint
pt
2 cups
quart
qt
2 pints
gallon
gal
4 quarts
For weight, or mass, the customary units are ounces, pounds, and tons.
Customary Units of Weight (Mass)
pound
lb
16 ounces
ton
t
2,000 pounds
For length, the customary units are inches, feet, yards, and miles.
Customary Units of Length
foot
ft
12 inches
yard
yd 3 feet
mile
mi 1,760 yards
mile
mi 5,280 feet
For temperature, there are two scales. People in the United States usually use
degrees Fahrenheit to measure temperature. The other scale is the Celsius scale.
Measuring Temperature
Fahrenheit (F)
Celsius (C)
freezing point
32
0
boiling point
212
100
a warm summer day
86
30
baking a cake
350
177
C
50
120
40
100
30
20
Time is measured in seconds, minutes, hours, days, weeks,

months, years, decades, and centuries.
10
Measuring Time
minute
hour
day
week
month
year
decade
century
60 seconds
60 minutes
24 hours
7 days
28 31 days
365.25 days (12 months)
10 years
100 years
10
80
60
40
20
20
30
20
Metric Measurement System

A strong point of the metric system is that all of the measurements for a certain property
are centered on a base. For length, the base is the meter; for liquids, it is the liter, and
for weight, it is the gram. The base units are paired with prefixes to indicate larger or
smaller units, and the prefixes are the same for all the base units.
A simple mnemonic device is helpful for remembering the sequence of prefixes. Students
can come up with their own mnemonic or use the one suggested here:
King
Henry
Does
Bake
Delicious
Corn
Muffins
kilo-
hecto-
deca-
base
deci-
centi-
milli-
deci101
centi102
milli103
base
100
kilo103
hecto102
deka101
grams (g)
meters (m)
seconds (s)
liters (l)
Notice that the number line uses the word base as a stand-in for meter, liter, or
gram. As you move to the left along the number line, the prefixes represent units
that are larger than the base, and as you move to the right, the prefixes represent
units that are smaller than the base. Each movement decreases or increases by a
factor of ten. For example, a hectometer is ten times the size of a dekameter and
one-tenth the size of a kilometer.
Using the graphic shown above, students can create their own tables of metric
conversions.
millimeter
centimeter
decimeter
meter
dekameter
hectometer
kilometer
milliliter
centiliter
deciliter
liter
dekaliter
hectoliter
kiloliter
Metric Units of Length

mm
cm
10 millimeters
dm
10 centimeters
m
10 decimeters
dam
10 meters
hm
10 dekameters
km
10 hectometers
Metric Units of Liquid Measure
ml
cl
10 milliliters
dl
10 centiliters
l
10 deciliters
dal
10 liters
hl
10 dekaliters
kl
10 hectoliters
0.001 meter
0.01 meter
0.1 meter
1 meter
10 meters
100 meters
1,000 meters
0.001 liter
0.01 liter
0.1 liter
1 liter
10 liters
100 liters
1,000 liters
milligram
centigram
decigram
gram
dekagram
hectogram
kilogram
Metric Units of Weight (Mass)

mg
cg
10 milligrams
dg
10 centigrams
g
10 decigrams
dag
10 grams
hg
10 dekagrams
kg
10 hectograms
0.001 gram
0.01 gram
0.1 gram
1 gram
10 grams
100 grams
1,000 grams
The following are examples of practice items found in the Simple Solutions Common
Core Math 5 book.
Find the value of x. 4 gal = x pints
Answer: 32. There are eight pints in a gallon, so there are 32 pints in four gallons.
Which is the longest? 3 yd
90 in.
10 ft
Answer: 10 ft. Three yards are 9 feet (108 in.) and there are 120 inches in 10 feet.
Sarah has a 5-gallon water cooler. She divides it equally among pint-sized water
bottles for the team. How many water bottles can Sarah fill?
Answer: There are 8 pints in a gallon, and Sarah has a 5-gallon cooler, so she can fill
40 one-pint water bottles.
What fraction of the water bottles Sarah filled will remain after 7 players each take
one bottle? Explain your reasoning.
Answer: 30. There are 40 water bottles. After 7 of the bottles are emptied, 33
bottles, or 33 pints, of the original 40 remain.
Latoya has 21.3 kg of moss. If she breaks the moss up into 10 g samples, how many
samples will she have? Explain your reasoning.
Answer: 2,130 samples. First, convert 21.3 kg to grams. Since there are 1,000 grams
in a kilogram, the equation is 21.3 1,000 = 21,300 g. The samples are each 10
grams, so the total is divided by 10. 21,300 10 = 2,130
Concept Mastery
Students are familiar with common customary and metric units of length,
mass, and volume and understand the relationship between unit names and
their sizes.
Students are able to convert among different-sized standard measurement

units within a given measurement system including
centimeter, meter, kilometer
gram, kilogram
milliliter, liter
teaspoon, tablespoon, ounce, cup, pint, quart, gallon
inch, foot, yard, mile.
Students are able to use these conversions in solving multi-step, real world
problems.
Teacher Background
Measure Conversion
The Metric System

Converting Units of Measure
Length Conversion Loop Cards Game
Converting Problem with Weight Units
Conversion Between Metric Units
Converting Gallons to Quarts, Pints, and Cups
Converting Pounds to Ounces
Converting within the Metric System
Performing Arithmetic Calculations on Units of Volume
Solving Application Problems Involving Units of Volume
Unit Conversion: Metric
Measurement Games and Worksheets While many of these activities are for student practice, many
are worksheets that need to be printed out.
Convert These Measurements Worksheet A
Convert These Measurements Worksheet B
Adding Measurements Worksheet
Convert These Metric Measurements A
Convert These Metric Measurements B
Metric Measurement Word Problems
Measuring with Gallon Man
Student Practice
Computation Castle Levels must be tackled in order and some levels are beyond the scope of this
standard.
Real World Conversions: English
Real World Conversions: Metric
Customary Measurement Word Problems
Measurement Games and Worksheets Students will need to be directed to the correct activity and
instructed as to the parameters they should input.
Measurement Students will need to be directed to the correct activity
Animal Weigh In Select Animal Weigh In Activity
Match the Measures
Mathpup Puzzle
Length
Taking Measures
Measure Meters
Cups to Quarts and Cups
Ounces to Pounds and Ounces
Matching Math: Metric Volume
Matching Math: Metric Weight
Ruler Game: Metric
Build a Shed Conversion Game
Artie Ounces Soda Jerk
References

5.MD.2
Back to Top
Make a line plot to display a data set of measurements in fractions of

a unit (, , 18). Use operations on fractions for this grade to solve
problems involving information presented in line plots. For example,
given different measurements of liquid in identical beakers, find the amount
of liquid each beaker would contain if the total amount in all the beakers
were redistributed equally.
Mechanics
Teacher Notes: This standard expands upon material covered in 4.MD.4 and other earlier
standards in which students created and interpreted line plots and worked with addition
and subtraction of fractions. In fifth grade, students can multiply and divide fractions as
well.
Refer to the 4.MD.4 Common Core Math At-A-Glance for a review of line plots with
measurements in fractions of a unit.
There were 8 containers on a shelf in a storage room. The amount of liquid in each
container is listed in the data table. Display the data on a line plot.
Container
A
B
C
D
E
F
G
H
Volume (gal)
Answer:
Study the line plot. If you combined the liquid in all the containers, how much
would that be?
Answer: ( 3) + ( 4) + = + 42 + = + 84 + = 144 = 3
For an item this simple, students should be
encouraged to use mental math. Each circled
part represents 1 gallon, so there are 3 gallons.
And 2 fourths is one-half, so the total is 3
gallons.
Students learned in previous grades that line plots can give a clear view of a data sets
range.
Use the line plot to find the range of the data set.
Answer: 1 27 = 77 27 = 57
This standard also covers finding the mean of a set
0 17 27 37 47 57 67 1
of data, or the amount in each if the total amount
were redistributed equally. Using line plots gives students an opportunity interpret data
and draw conclusions about it. At this grade, denominators should be the same or easily
converted, mixing fourths and halves, for example.
Each painter has part of a gallon of paint, and the amounts are displayed on the line
plot. If all of the paint were distributed equally so that each painter had the same
amount, how much would each painter have? Explain your answer.
gallons
0 18 28 38 48 58 68 78 1
Answer: 35 gallon; 28 + (2 38) + (2 48) + 58 + (2 68) + 78 + 1 =

28 + 68 + 88 + 58 + 128 + 78 + 88 = 488 = 6
I added all the partial gallons and there are 6 gallons of paint altogether. There are
10 painters, so 6 10 = 610 = 35 gallon.
The data table shows the widths of 10 different beads. Make a line plot that displays
the data set.
Width in Inches in. 18 in. 18 in. in. in. in. in. in. in. in.
Answer:
0 18 38 58 78 1
Cindy wants to make a bracelet with the beads. If she strings them all together with
no space between, how long will the string of beads be?
Answer: (2 18) + (2 ) + (3 ) + (3 ) =
28 + 24 + 32 + 94 = 28 + 48 + 128 + 188 = 368 = 4 inches
The data table lists the amounts of soap used in 10 loads of laundry. Make a line plot
to show the data. If each load had used the same amount of soap, what would that
amount be?
58
Soap Used (in cups)

38
18
38
Answer: + + 58 + 38 + + + 18 + + + 38 =
48 + 28 + 58 + 38 + 48 + 68 + 18 + 28 + 28 + 38 = 328 = 4 cups
4 10 = 410 = 25 cup
0 18 38 58 78 1
Make a line plot to show the data set for the lengths of string Zoe uses to make
necklaces. If Zoe placed the pieces of string from end to end, what would the total
length be?
Lengths of String (in meters)
18
18
Answer: + + + + 18 + + 18 + + + 38 =
(3 ) + (3 ) + (2 18) + + 38 =
94 + + 28 + + 38 =
188 + 68 + 28 + 48 + 38 = 338 = 418 meters
0 18 38 58 78 1
38
The data set lists the amount of snow that fell each day for 1 week. Make a line plot
to display the data. How much snow fell during that week?
33
Snow Fall (in inches)

13
13
23
33
13
33
Answer: 33 + 13 + 13 + 23 + 33 + 13 + 33 = 143 = 423 inches
0 13 23 33
The data set lists the distance that 7 team members swam during practice. Make a
line plot to display the data. What was the total distance of all seven swimmers?
57
Distance Swum (in miles)

57
37
57
77
57
77
Answer: 57 + 57 + 37 + 57 + 77 + 57 + 77 = 377 = 527 miles
0 17 27 37 47 57 67 77
The data table shows the amount of water in 7 balloons. Make a line plot to show the
data set. If each balloon held the same amount of water, how much would that be?
Amount of Water in Balloons (in cups)
78
88
78
88
68
78
58
Answer: 78 + 88 + 78 + 88 + 68 + 78 + 58 = 488 = 6 C; 6 C between 7 balloons = 67 C
0 18 28 38 48 58 68 78 88
Concept Mastery
Students are able to create a line plot to display a data set of measurements
given in fractions of a unit.
Students are able to solve problems involving information presented in line
plots by adding, subtracting, and multiplying fractions and by dividing whole
numbers by whole numbers or by unit fractions.
Teacher Background
Line Plots
Using Line Plots
Eat Your Veggies

Line Plots: Frogs in Flight The lesson suggests rounding the measurement to the inch but since the
standard involves line plotting fractions, round the measurement to the nearest half or quarter inch.
Line Plots Information on line plots is useful, but does not deal with plotting fractions.
Fractions on a Line Plot
Sacks of Flour
Data Picking Select Data Picking activity. This activity can be done as student practice but you may
extend the activity into a line plot and finding the mean activity by considering each student 110 of the
class.
Collecting and Recording Data Line Plots can be constructed using this data.
How Old Is Your Money? Line plot activity that will need to be modified to use with fractions.
Find Grammy! or Finding Grampy! These are fraction activites which can be modified to have groups
of students plot the results on a line plot in combinations of fourths, thirds, or other denominations to
see where Grammy or Grampy were most often hiding.
Tally Charts Line Plots can be constructed using this data. All items can be totaled and treated as a
fraction of the whole.
Student Practice
Adding Fractions with the Same Denominator
Adding Fractions with Different Denominators
Tally Game Tally game that can easily be modified to include a fraction line plot activity.
References

5.MD.3
Back to Top
Recognize volume as an attribute of solid figures and understand

concepts of volume measurement.
5.MD.3.a 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.3.b 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.
Mechanics
Teacher Notes: Students understand what attributes are and have worked with area
and perimeter in earlier grades, but this is the first time volume of a solid is addressed.
The three standards in this cluster provide a logical progression and should be presented
consecutively; 5.MD.3 and 5.MD.4 may be addressed simultaneously. The formula for
volume is introduced in 5.MD.5.
Students need ample practice with concrete models to develop their spatial visualization
skills. The unit cube is an excellent concrete model for understanding volume. Working
with cubes will allow students to experience and fully understand volume in the
three-dimensional world, so that later, they will be able to work with visual
representations of 3-D objects.
It is best to use wooden or plastic cubes, toy blocks, dice, or even sugar cubes. Allow
plenty of time for students to experiment with packing containers and building
rectangular prisms with unit cubes. Cubes should be packed without gaps or overlaps. (If
actual blocks are not available, many of the websites listed in the Resources section may
serve as substitutes.)
Volume is the amount of space that matter takes up. Help students understand that
liquid volume and volume of a solid are the same but are measured differently. For
example, a cubic centimeter is equal to 1 milliliter.
Liquid volume is measured in liters, ounces, cups, pints, quarts, and gallons.
The tools that are used to measure liquid volume are cylinders, measuring cups,
syringes, droppers, etc.
Volume of a solid is measured in cubic units.
Solids have length, width, and height, so we can measure solids with a ruler,
measuring tape, or meter stick.
Other substances, such as sand, woodchips, grains, beads, and even gases can
be measured in cubic units. Like liquids, these substances take the shape of their
containers. So, the substance fits in a container that is measured in cubic units.
5.MD.3.a
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.
A cube with an edge length of one unit is called a unit cube. It is one cubic unit of
volume. If the side length is 1 inch, then the volume of the cube is 1 cubic inch.
Match each term below with the correct letter.
one cubic centimeter
t
1f
one cubic foot
A)
one cubic meter
1m
1c
C)
B)
Answer: B, A, C
Using cubes, create a prism 3 cubes long, 2 cubes wide,
and 2 cubes high. The volume is the total number of
cubes that make up the prism. Write the volume.
Volume =
unit cubes Answer: 12
nit
2u
2 units
3u
nit
What is a Cubic Unit?

Cubic units come in many different sizes, and this allows us to measure the volume
of all kinds of rectangular prisms. Study the example and complete the sentences
that follow.
Example: A cube with an edge length of 1 inch is called a cubic inch.
A cube with an edge length of 1 centimeter is called a
Answer: cubic centimeter
A cube with an edge length of 1 mile is called a

Answer: cubic mile
A cube with an edge length of 1 yard is called a

Answer: cubic yard
A cube with an edge length of 1 klim is called a

.
Answer: cubic klim (A klim is a made-up word. The point is that any standard or
non-standard unit can be a cubic unit as long as it measures 1 by 1 by 1 of that unit.)
5.MD.3.b 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.
(This is where 5.MD.3 and 5.MD.4 are very close and may be presented simultaneously.)
1 ft
1 ft
Cubic units always have edge lengths of 1 unit.

1 ft
Mrs. Tithe packs a shoebox with 1inch cubes; there are no gaps or overlaps. If it takes
1,080 cubes to fill the box, the box has a volume of
.
Answer: 1,080 cubic inches
When a mystery box is opened, Sonja finds that it is

packed with 1 foot cubes. There are 216 cubes packed
with no gaps or overlaps. What is the volume of the
mystery box?
Answer: 216 cubic feet
The container holds exactly 240 unit cubes when the

cubes are packed with no gaps or overlaps. What is the
volume of the container?
Answer: 240 cubic units
Concept Mastery
Students know that volume is an attribute of solid figures.
Students know what a unit cube is, that unit cubes can be used to measure
volume, and that volume is always given in cubic units.
Students know that a rectangular prisms volume can be found and
represented by packing it with unit cubes without gaps or overlaps in the
packing.
Teacher Background
How Many Blocks?
Volume

Cubes
Volume: Rectangles This site works well for a class activity or student practice.
Volume & Displacement You may want to stop before moving on the Displacement section.
Geometric Solids Select cube and shade one side, rotating the figure to show its three dimensionality.
Difference Between Square and Cubic Units
Find Volume by Counting Cubes
Understanding Volume
Counting Unit Cubes in a Rectangular Prism
Cuboid Exploder
Isometric Drawing Tool
Counting Cubes
Foldable Cube Model
Volumes and Shapes
Measurement: Volume of Cube and Cuboid
Student Practice
Volume Using the Unit Cube This site begins with the 5.MD.3 standard and progresses through 5.MD.4
and 5.MD.5.
Calculate the Volume
Volume: Rectangles This site works well for a class activity or student practice.
Volume & Displacement You may want to have the students stop before moving on the Displacement
section. This site works for both class instruction and student practice.
References

5.MD.4
Back to Top
Measure volumes by counting unit cubes, using cubic cm, cubic in.,
cubic ft, and improvised units.
Mechanics
Teacher Notes: This standard builds seamlessly upon 5.MD.3, in which the concept
of solid volume as a measure of unit cubes is introduced. Because they are using unit
cubes to measure volume, students should practice with rectangular prisms and simple
rectilinear solids only.
Again, it is best to use wooden or plastic cubes, toy blocks, dice, or other cubes and allow
plenty of time for students to pack containers and build rectangular prisms with the
cubes. This type of practice will contribute to the development of spatial visualization
skills.
Examples
Study the solid shape pictured here. How many cubic units
do you count? That tells the volume of the shape.
Pack a container with unit cubes, so that there are no gaps and no cubes that
overlap. Count the cubes. How many cubes does it take to completely pack the
container? This is the containers volume. Give the volume in cubic units.
Answers will vary depending upon the dimensions of the container and the size of
the cubes.
Each cube shown to the right has a side length of 1 cm.
What is the total volume of the figure shown?
Answer: 6 cubic cm
There are six cubes, and since each cube has a side length
of 1 cm, each cube has a volume of 1 cubic centimeter.
Each cube shown to the right has a side length of
1 ft. What is the total volume of the figure shown?
Answer: 9 cubic ft
There are nine cubes, and since each cube has a
side length of 1 ft, each cube has a volume of 1
cubic foot.
A rectangular prism made of 1 meter cubes is pictured here.

What is the volume of the prism?
Answer: 12 cubic m
Improvised units could be cubes with a nonstandard measurement of
length (e.g., sugar cubes, dice).
Concept Mastery
Students are able to measure volumes by counting unit cubes, using cubic
cm, cubic in., cubic ft, and improvised units.
Teacher Background
Volume

Surface Area and Volume Prerequisite information.
Counting Cubes Worksheet
Measurement: Volume of Cube and Cuboid
Student Practice
and 5.MD.5.
3-D Boxes
Counting Volume Instruction followed by practice exercises.
Volume of a Cuboid
References

5.MD.5
Back to Top
Relate volume to the operations of multiplication and addition and

solve real world and mathematical problems involving volume.
5.MD.5.a 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.5.b Apply the formulas V = l w h and V = b 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.5.c 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.
Mechanics
Teacher Notes: This standard requires that student transition from using concrete
methods (counting the unit cubes it takes to build a figure or fill a container) and
applying the formula for volume to solve real world problems.
Examples
5.MD.5.a 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.
Study the figure. Count the unit cubes.
How many cubes are in each layer?
Answer: 3 3 = 9 cubes in each layer
How many layers are there?
Answer: 3
The volume is 27 cubic units. You can write it as 27 cm3. Say, 27 cubic centimeters.
How can we find the volume of the rectangular prism? One way is to count the unit
cubes.
width: 4
will it take to pack the prism
How many unit cubes
with no gaps or overlaps?
Answer: 60, so the volume is 60 cubic units
Think of the base as a flat or
2-dimentional surface. What is the area
of the base of the prism? Count the
edge lengths and multiply using the
formula, Area = length width.
Answer: 5 4 or 20 square
units
width: 3
width: 5
What is the height of the

rectangular prism?
Answer: 3 units
Now multiply the area of the base height
to find the volume of the prism.
Answer: 20 3 = 60 cubic units
Multiply length width height and give the
volume.
Answer: 5 4 3 = 60 cubic units. It will take
60 cubic units to pack the prism.
Study this solid figure. Count the number of unit cubes it
takes to build this figure. What is its volume?
Find the area of the base. (Remember, A = l w.)
Answer: A = 2 2 or 4 square units
Next, multiply the area of the base (b) by the number of
rows, or the height (h) of the figure. This is the volume.
Answer: 4 3 = 12 cubic units
height
base
What do you notice?

Possible Answer: If you multiply the area of the base times the height, you get the
volume:
2 2 = 4 square units and 4 times 3 rows = 12 cubic units.
Now, the figure has been rotated. How many cubes

do you see?
Answer: 12
height
What is the area (length width) of the base?

Answer: 3 2 or 6 square units
What is the height?
Answer: 2 units
base
Calculate the volume. Is the volume greater than, less than, or equal to the volume
of the previous figure?
Answer: The volume is still 12 cubic units because the area of the base is 6 square
units and the height is 2, so 6 2 = 12 cubic units.
This demonstrates the associative property of multiplication: (2 2) 3 = 2 (2 3).
Does it matter which face of a rectangular prism is used as the base when calculating
the prisms volume?
Answer: No. The volume will always be the same no matter which side is labeled the
base or the height.
5.MD.5.b
Apply the formulas V = l w h and V = b 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.
Students understand the formulas V = b h and V = l w h and that these two

formulas produce equivalent outcomes. Now, they will apply the formulas to real world
and mathematical problems.
Kay has a box that measures 9 4 10 inches. How many one-inch cubes can she
pack in the box without any gaps or overlaps? Show how you can use the formula
for volume to find the answer.
Answer: 9 4 10 = 360 cubes
(9 40) = 360 or (36 10) = 360
The rectangular prism shown here is made of centimeter

cubes. Write an equation and give the volume.
Answer: 3 3 2 = 18 cm3
Study the figure. Show how you can find its volume using two
different formulas:
A = l w h and A = b h
Answer: 2 3 3 = 18 cubic units
6 3 = 18 cubic units
5.MD.5.c
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.
Students will find the combined volume of two non-overlapping

prisms. They may also learn to decompose a complex figure into two
non-overlapping prisms in order to find the volume. The picture to the
right, for example, shows a solid made up of two rectangular prisms.
Each pizza box has a square shape and an edge measures 10 inches. What is the area
of the base? Answer: 100 square inches
The height of a pizza box is 2 inches. What is its volume?
Answer: 200 cubic inches
If you stack four pizza boxes, what will the combined volume
of the stack be? Write a multiplication equation and solve it.
Be sure to give your answer in cubic units.
Answer: 10 10 2 4 = 800 in.3
A prism with a volume of 6 cubic centimeters is removed from a prism with side
lengths measuring 4 cm, 9 cm, and 2 cm. What is the remaining volume?
Answer:
First, find the volume of the original figure: 4 9 2 = 72 cubic centimeters.
Then, subtract the figure that is 6 cm3: 72 6 = 66.
The remaining volume is 66 cm3.
Graces bedroom measures 10 ft 12 ft, and the room
is 7 ft high. She wants to add a closet to the room that
measures 5 ft 2 ft. Give the total volume of Graces
room with the added closet. Show your work.
Answer: 10 12 7 = 840 ft3 (bedroom only)
5 2 7 = 70 ft3 (closet only)
840 + 70 = 910 ft3 (total volume)
The diagram shows the dimensions of a

swimming pool. The dotted line represents
the boundary between the deep end and the
shallow end. Find the volume of the pool.
Answer: 8 12 8 = 768 ft3 (deep end)
20 8 4 = 640 ft3 (shallow end)
768 + 640 = 1,408 ft3 (total volume)
8
8
20
12
8
4
Concept Mastery
Students are able to find the volume of a right rectangular prism with
whole-number side lengths by packing it with unit cubes and are able to
show that the volume is the same as would be found by multiplying the edge
lengths using the formulas for volume.
Students are able to find the volume of rectangular prisms using both
equations V = b h and V = l w h in order to solve mathematical and
real world problems.
Students understand how the associative property of multiplication
applies to the formula for finding volume.
Students are able to find volumes of solid figures composed of two
non-overlapping right rectangular prisms by adding the volumes of the
non-overlapping parts. They are able to apply this technique to solve real
world problems.
Teacher Background
Volume

Find Volume by Multiplying the Base by the Height
Roll a Rectangular Prism
Four Open Boxes
Counting Unit Cubes in a Rectangular Prism
Designing a Toy Box
Designing a Cereal Box
Create a Sculpture
Use Volume to Understand the Associative Property of Multiplication

Cuboids Students should be able to complete the first two problems of the linked activity.
Volume of a Rectangular Prism Worksheet
Rectangular Prism Word Problems
Volume of a Cube Worksheet
Cube Word Problems
Volume of a Cuboid
Word Problems About Cubes
Student Practice
and 5.MD.5.
Volume of a Cube
Volume of a Rectangular Prism
Volume and Surface Area For this standard, only the Cube and cuboid volumes and surface areas are
needed. Click on the return to menu button to get back to the list rather than using the back arrow.
Volume of Cubes and Rectangles Scroll to the bottom and click on the start button.
Volume Quiz
Metric Units for Measuring Review area and perimeter information plus instruction on finding volume.
Includes a link at the bottom to practice exercises.
Volume Quiz Check the box for volume for a cube and a prism.
Cuboids, Rectangular Prisms and Cubes Review information with question links for finding volume at
the bottom of the page.
Prisms: Turn Up the Volume
Rectangular Solids
References

5.G.1
Back to Top
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).
Mechanics
Teacher Notes: This standard addresses the first quadrant and positive number
coordinates only. Students have worked with a horizontal number line in previous
grades; this standard adds the vertical number line and deals with the rudiments of
graphing.
Vocabulary: axis (plural is axes), origin, coordinates, coordinate plane, horizontal
number line, vertical number line, graph, plot,
ordered pair
5
Study the coordinate plane. It is made of two number
lines; one is vertical (up and down) and the other is
horizontal (left to right).
Each number line is called an axis. The horizontal axis
is the x-axis, and the vertical axis is the y-axis. The
place where the axes meet is called the origin.
4
3
2
1
0
origin
0 1 2 3 4 5
Wherever two lines intersect, there is an ordered pair of

numbers called coordinates. The coordinates at the origin are (0, 0). The coordinates
are always listed in this order: (x, y). In other words, x is first, then y.
Find a point on the coordinate plane. Starting at the origin, move 3 spaces to the
right; then move up 2 spaces. This intersection is a point that has coordinates (3, 2).
Remember, the first number always describes a point along the x-axis, and the second
number always describes a point along the y-axis.
Complete the coordinate plane. Label the x-axis with an x and the y-axis with a y. Fill
in the numbers 0 through 5 on both axes and draw a point at the origin.
Answer: The horizontal axis is x, the vertical axis is y, and the origin is at their
intersection (0, 0).
Examples
Study the coordinate plane.
The point at (2, 3) is a distance of
from the
y-axis and a distance of
from the x-axis.
Answer: 2, 3
Which point is located at (4, 2)? Which point is
located at (1, 4)?
Answer: Point D, Point A
5
4
A
C
3
2
1
0
Draw a point at (3, 5). Label it with the letter A. Draw a point
at (5, 3). Label it with the letter B.
Answer:
5
B
1
5
4
3
2
1
0
Study the parallel lines on the coordinate plane. One line is

drawn between (0, 3) and (2, 5); the other extends between
(1, 2) and (3, 4). Which set of points will create another line
that is parallel to the first two?
(1, 4) and (2, 3)
(4, 1) and (4, 4)
(2, 1) and (5, 4)
Plot the points and draw the line.

Answer: (2, 1) and (5, 4)
Graphing points on a first quadrant plane can be fun practice for students when
they are able to connect the points to create a picture. The following two pages
are printable worksheets designed for this purpose. Others are available at the
following links.
http://www.superteacherworksheets.com/mystery-graph-picture/sailboat-easy-graph_WQWQD.pdf
http://www.superteacherworksheets.com/mystery-graph-picture/graph-santa_WQWMF.pdf
(3, 0)
(3, 40) (open shape)
(3, 12)
(3, 11)
(6, 9)
(3, 7)
(3, 6)
(7, 7)
(9, 5)
(10, 5)
(9, 8)
(13, 9)
(13, 10)
(9, 10)
(10, 13)
(9, 13)
(7, 11)
(3, 12) (closed shape)
(13, 26)
(13, 24)
(15, 22)
(16, 20)
(18, 17)
(20, 17)
(20, 18)
(21, 20)
(22, 22)
(24, 24)
(24, 29)
(22, 27)
(21, 29)
(20, 30)
(20, 31)
(22, 34)
(22, 37)
(20, 36)
(18, 33)
(16, 35)
(15, 35)
(16, 32)
(17, 31)
(15, 27)
(15, 25)
(23, 9)
(24, 9)
(24, 8)
(23, 8)
(29, 40)
(29, 37)
(27, 39)
(29, 33)
(29, 29)
(27, 31)
(27, 27)
(29, 21)
(29, 17)
(27, 19)
(27, 15)
(29, 9)
(29, 5)
(27, 7)
(27, 3)
(28, 0) (open shape)
(19, 19)
(20, 19)
(20, 20)
(19, 20)
(23, 11)
(22, 10)
(21, 8)
(20, 5)
(21, 6)
(22, 4)
(20, 2)
(23, 3)
(25, 2)
(24, 4)
(25, 6)
(26, 5)
(26, 7)
(25, 8)
(24, 10)
(24, 11)
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
The sheet should look like this once completed.
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Concept Mastery
Students are able to identify and label the basic elements of a coordinate
plane (first quadrant only).
Students are able to identify and plot points on a coordinate plane, given the
coordinates in the form (x, y).
Teacher Background
The Coordinate Plane

A Math Dictionary for Kids
Introduction to the Coordinate Plane
Graph Points Select Quadrant 1 before beginning.
Catch the Fly Do the first 5 quests and then click on the URL again to begin over. You will get 5 new
Quadrant 1 problems this way.
Plotting Coordinates: Chameleon Applet
Simple Coordinates Game Type in the coordinates and see if students can predict where the house will
be before clicking go.
Spy Guys Using Ordered Pairs Fun activity for students but the activity goes beyond the standard at
one point making this a fun class activity instead.
Quadrant 1 Ordered Pairs Worksheet Creator Each time you use this creator, a new worksheet will be
created.
Blank Graph Paper Template
Graph Sheet Generator Set the X and Y axis to 0 to limit the graph to Quadrant 1.
Get to the Point Song
Drawing Quadrilaterals Select the Drawing Quadrilaterals worksheet generator, generates a new
worksheet every time it is clicked on.
Student Practice
Simple Maze Game (Quadrant 1 only) Make the game more challenging by increasing the number of
mines.
Maze Game Make the game more challenging by increasing the number of mines.
Transportation Museum Grid
Find Hurkle
True Grid
Stock the Shelves
Spy Guys: Using Ordered Pairs Fun activity for students but the activity goes beyond the standard at
one point making this a fun class activity instead.
Whats the Point Easy level is all in Quadrant 1.
Billy Bug and His Quest for Grub
Cartesian Alien Uses all 4 quadrants.
Rescue the Aliens Uses all 4 quadrants.
Whack a Mole Select Whack a Mole coordinate game. Uses all 4 quadrants.
Co-ordinate Game Uses all 4 quadrants.
Ordered Pairs Practice Page
Target Coordinates
Coordinates Check
Coordinate Grid
Identify Ordered Pair
References

5.G.2
Back to Top
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.
Mechanics
Teacher Notes: This standard deals with connecting the coordinate plane to its practical
purpose in mathematics, which is the representation of data. It requires basic familiarity
and fluency with the first quadrant of the coordinate plane (see 5.G.1). It also requires
that students be able to interpret and apply data from real world problems.
Study the graph. Connecting the points will create part of a
rectangle. Identify the pair of coordinates that will complete
the rectangle.
Answer: (4, 3)
The graph represents a map of the park. If a hiker travels
along the grid lines, is it shorter to travel from the oak tree to
the elm tree or from the maple tree to the elm tree?
Possible Answer: It is shorter to travel from the oak to the elm.
That trip is 4 units in all: 3 units to the right, 1 unit down. The
distance from the oak to the maple is 5 units in all: 4 units
down and 1 unit to the right.
Trace the shortest path

from the maple to the oak.
Two possible answers are
shown in red.
6
5
4
3
2
1
6
5
4
3
2
1
1 2 3 4 5 6
Oak
6
5
4
3
2
1
Elm
Maple
1 2 3 4 5 6
Oak
Elm
Maple
1 2 3 4 5 6
Study the graph. Name the coordinate pair for each of the
buildings.
Library
School
Home
Answers: Library (2, 5)
School (5, 4)
Home (1, 1)
Describe the shortest route from home to the library.
Answer: 5 units (4 up and 1 right)
6
5
4
3
2
1
library
school
home
1 2 3 4 5 6
Text Messages
24
24
Text Messages
Darrels cell phone company charges $3 for every

6 text messages he sends to a foreign country.
Continue the graph to show how many text
messages Darrel can send for $9 and for $12.
Answer: 18 texts for $9 and 24 texts for $12
18
12
6
3
6
9 12
Texting Charge
18
12
6
3
6
9 12
Texting Charge
Dish Soap Usage
The dishwasher in the cafeteria uses 4 ounces of

soap every 15 minutes. Complete the table below
to find x and y coordinates. Then, plot each point
on the coordinate plane to show the soap usage
for each unit of time. Connect the dots with a line.
Dish Soap Usage
Answer:
Ounces
y
4
8
12
16
12
8
4
16
Ounces of Dish Soap Used
Minutes
x
15
30
45
60
Ounces of Dish Soap Used
16
15
30
45
Minutes
12
8
4
15
30
45
60
Minutes
Concept Mastery
Students are able to graph points in the first quadrant of the coordinate
plane.
Students are able to interpret coordinate values of points in the context of
mathematical and/or real world problems.
60
Teacher Background
The Coordinate Plane

Grab the Candy Game
Gridlock Jr.
Gridlock
Capture the Penguins These next 4 links are simple color the grid projects. To make it more
challenging, have students design their own grid coloring projects.
Jack-O-Lantern
Mad Monster
Gingerbread House
Student Practice
Simple Maze Game (Quadrant I only) Make the game more challenging by increasing the number of
mines.
Maze Game Make the game more challenging by increasing the number of mines.
Transportation Museum Grid
Dinosaur Dig
Battleship
References

5.G.3
Back to Top
Understand that attributes belonging to a category of two-dimensional

figures also belong to all subcategories of that category. For example,
all rectangles have four right angles and squares are rectangles, so all
squares have four right angles.
Mechanics
Teacher Notes: The standards in this cluster (5.G.3 and 5.G.4) require students to classify
figures in categories based on their properties (also called attributes). The focus of 5.G.3
is on understanding that shapes in subcategories share attributes with those in a larger
category.
Students studied attributes of shapes in the primary grades; however, this standard
calls for a high level of fluency regarding attributes. For example, students should be
able to describe the relationship of a rhombus to a parallelogram because they know
the defining attributes of each (e.g., rhombus is a parallelogram with all sides the same
length).
A good way to begin is to review all the types of polygons that students are familiar with
(see AAGs for 3.G.1 and 4.G.2).
Vocabulary: polygon, regular polygon, quadrilateral, parallelogram, rectangle,
square, rhombus, trapezoid,* pentagon, hexagon, octagon, kite, triangle, isosceles,
equilateral, acute, right, obtuse, scalene, adjacent, congruent, parallel. (See glossary
at the end of this document.)
*There are two common definitions of trapezoid: 1) a quadrilateral with exactly one set
of parallel sides and 2) a quadrilateral with at least one set of parallel sides. The first
definition sets a trapezoid apart from a parallelogram and may be preferable since the
second definition allows any parallelogram (square, rectangle, or rhombus) to be a
trapezoid.
Ask students to brainstorm a list of as many names of polygons as they can think of.
Compile a list. The list may look like this:
equilateral triangle
circle
right triangle
hexagon
quadrilateral
parallelogram
trapezoid
rectangle
kite
square
scalene triangle
octagon
triangle
pentagon
isosceles triangle
Then, ask student to study the list and begin to classify the shapes according to their
attributes. Allow for plenty of discussion as to why a shape fits within a certain category.
For example, students may suggest that all the triangles be put together in a category; all
of the four-sided shapes can be in another category. Regular polygons could be grouped
together, and so on. In this way, students will begin to see how shapes share certain
attributes and that categories can overlap.
Use a diagram to discuss and summarize what students know about polygons.
Triangles can be
right
acute
obtuse
.
SHAPES
POLYGONS
OTHER SHAPES
Triangles
Quadrilaterals
Other
Polygons
Isosceles
Scalene
Parallelograms
Other
Quadrilaterals
Equilateral
Rhombuses
Rectangles
Trapezoids
Squares
Examples
Students may create their own graphic organizers or use the one shown above to answer
questions like these:
Is an equilateral triangle an isosceles triangle?
Yes
Are all polygons quadrilaterals?
No
Is a rectangle a quadrilateral?
Yes
Can a scalene triangle be equilateral?
No
Are all squares rectangles?
Yes
Are all rectangles squares?
No
Is every trapezoid a quadrilateral?
Yes
Is a pentagon a quadrilateral?
No
Is a square a type of rhombus?
Yes
Is a rhombus always a square?
No
Are all polygons regular polygons?
No
Choose the phrase that describes some rectangles, but not all rectangles.
A) four sides
C) all sides of equal length
B) all angles 90
D) two sets of parallel sides
Answer: C
Explain your choice.
All rectangles have four sides, two sets of parallel sides, and all 90 angles. A square is
a special type of rectangle that has all sides of equal length.
Which shapes are regular polygons? Explain.
rhombus
equilateral triangle
trapezoid
isosceles triangle
Answer: The equilateral triangle and rhombus are regular polygons because in a
regular polygon, all sides are equal and all angles are equal.
Which of these can never be a regular polygon? Why not?

rectangle
right triangle
rhombus
pentagon
Answer: A right triangle can never be regular. Because one of its angles is 90, the
other two angles would have to be acute. Regular polygons have angles that are all
equal in measure.
squares
quadrilaterals
rectangles
rhombuses
parallelograms
Answer: C, A, E, D, B
Study the diagram. Use it to match

each label with the correct letter.
A
d
polyg
e
d
i
r-s
on
fou
B
of parallel s
ide
sets
o
s
w D
E
C
four
four 90
equal
angles
sides
Look at the shape. Place a check next to any category it fits into.
rectangle
parallelogram
rhombus
square
quadrilateral
polygon
Answer: quadrilateral (four sides), parallelogram (two sets of parallel sides), polygon
(closed figure with straight edges)
The next page is a printable glossary for students to supplement the Simple Solutions
Help Pages.
Glossary of Terms for Two-Dimensional Figures and their Attributes

acute triangle: a triangle in which all angles are acute (measure less than 90)
adjacent: describes lines or angles that are next to each other
congruent: exactly the same size and shape
equilateral triangle: a triangle in which all sides are equal and all angles measure 60
hexagon: a six-sided polygon
isosceles triangle: a triangle with two sides of the same length
kite: a quadrilateral with two pairs of congruent adjacent sides; it has no opposite sides that are
congruent
obtuse triangle: a triangle that has one obtuse angle (measures greater than 90)
octagon: an eight-sided polygon
parallel: describes lines that are in the same plane and will never intersect because they are equal in
distance from each other at every point
parallelogram: a quadrilateral in which opposite sides are the same length and parallel
pentagon: a five-sided polygon
polygon: a closed figure made of line segments (sides)
quadrilateral: a four-sided polygon
rectangle: a parallelogram with 4 right angles
regular polygon: a polygon having sides and angles of equal measure
right triangle: a triangle with one right angle (90 angle)
rhombus: a parallelogram with all sides the same length
scalene triangle: a triangle with all three sides of different lengths
square: a rectangle with all sides and angles equal
*trapezoid: a quadrilateral with exactly one pair of parallel sides
*trapezoid: a quadrilateral with at least one pair of parallel sides
triangle: a three-sided polygon
Concept Mastery
Students understand that two-dimensional figures are defined and
categorized by their attributes.
Students understand the relationship between categories and subcategories
of two-dimensional figures.
Students are able to demonstrate knowledge of the attributes of
two-dimensional figures
Teacher Background
Learning Math: Geometry

Shape Attributes PowerPoint Sides can be counted by coloring and rotating to see if any sides were
missed.
Classifying Triangles by Angles
Regular 2-D Shapes Includes student practice questions.
Rhombus Diagonals
Draw a Polygon Using More than One Condition
Identify Quadrilaterals Based on Attributes
Quadrilaterals Includes practice questions for students at the end.
Interactive Quadrilaterals
Polygon Playground
Creating Polygons
Shapes
2D Shape Attributes Flash Cards
Help Sheets for Properties of 2D and 3D Shapes
Properties of Quadrilaterals
Virtual Pinboard Select Virtual Pinboard.
Student Practice
Shape Sorter Select Triangle Sort.
Shape Sorter Select Polygon Sort.
Shape Sorter Select Symmetry Sort.
What Type of Polygon Is It?
Types of Polygons
Regular 2-D Shapes Includes student practice questions.
Student Practice
How Many Sides?
Quadrilaterals Includes practice questions for students at the end.
Types of Polygons
Lines of Symmetry Game
Polygon Playground
Shapes
Triangles Choose Identify.
Quadrilateral Quest
2D Shape Match
References

5.G.4
Back to Top
Classify two-dimensional figures in a hierarchy based on properties.
Mechanics
Teacher Notes: This standard is very closely linked to 5.G.3, in which students became
familiar with the properties of two-dimensional figures and began to understand that
attributes of a category also apply to figures in any of its subcategories. Now, they will
use attributes to identify and describe figures and to classify figures in a hierarchy. A
good visual model for showing this is a web diagram. This particular example focuses on
quadrilaterals and triangles.
Triangles can be
right
acute
obtuse
.
SHAPES
POLYGONS
OTHER SHAPES
Triangles
Quadrilaterals
Other
Polygons
Isosceles
Scalene
Parallelograms
Other
Quadrilaterals
Equilateral
Rhombuses
Rectangles
Trapezoids
Squares
Students should create their own webs based on their understanding of the attributes of
two-dimensional figures.
Use the Glossary of Terms for Two-Dimensional Figures at the end of the Mechanics
section to create a graphic organizer of terms.
Use your graphic organizer to complete the items below.
List three triangles that are classified by their angles.
Answer: right, acute, obtuse
List three triangles that are classified by their sides.
Answer: equilateral, scalene, isosceles
Which two types of triangles are always acute?

isosceles
right
Answer: equilateral and isosceles
equilateral
obtuse
scalene
Give an example of a two-dimensional shape that is neither a triangle, nor a

quadrilateral.
Possible Answers: hexagon, pentagon, octagon, circle, half circle, etc.
All parallelograms are also
quadrilaterals
Answer: all of these
.
polygons
All rectangles are also
shapes
all of these
squares
parallelograms
Answer: parallelograms
trapezoids
all of these
Are all squares similar, congruent, or neither? Explain.

Answer: Similar. All squares have the same shape, but not all squares are the same
size.
Which term does not belong in the category parallelograms? Explain.
square
trapezoid
rectangle
rhombus
Possible Answer: Trapezoid. Since parallelograms must have exactly two sets of
parallel sides and trapezoids have only one set of parallel sides, a trapezoid is not a
parallelogram.
Study the side lengths and angles of each shape. Which is not a regular polygon?
Answer: D. It is an isosceles right triangle. A regular polygon must have all sides and
angles congruent, and D only has two congruent sides and angles.
Which of the following always has three sides and exactly two equal angles?
isosceles triangle
right triangle
scalene triangle
trapezoid
Answer: Isosceles triangle. A right triangle may have these features, but does not
always. A scalene triangle never has equal angles and a trapezoid has four sides.
Glossary of Terms for Two-Dimensional Figures and their Attributes

acute triangle: a triangle in which all angles are acute (measure less than 90)
adjacent: describes lines or angles that are next to each other
congruent: exactly the same size and shape
equilateral triangle: a triangle in which all sides are equal and all angles measure 60
hexagon: a six-sided polygon
isosceles triangle: a triangle with two sides of the same length
kite: a quadrilateral with two pairs of congruent adjacent sides; it has no opposite sides that are
congruent
obtuse triangle: a triangle that has one obtuse angle (measures greater than 90)
octagon: an eight-sided polygon
parallel: describes lines that are in the same plane and will never intersect because they are equal in
distance from each other at every point
parallelogram: a quadrilateral in which opposite sides are the same length and parallel
pentagon: a five-sided polygon
polygon: a closed figure made of line segments (sides)
quadrilateral: a four-sided polygon
rectangle: a parallelogram with 4 right angles
regular polygon: a polygon having sides and angles of equal measure
right triangle: a triangle with one right angle (90 angle)
rhombus: a parallelogram with all sides the same length
scalene triangle: a triangle with all three sides of different lengths
square: a rectangle with all sides and angles equal
*trapezoid: a quadrilateral with exactly one pair of parallel sides
*trapezoid: a quadrilateral with at least one pair of parallel sides
triangle: a three-sided polygon
Concept Mastery
Students understand shapes as being defined by their attributes.
Students understand the concept of classification, especially that more
specific categories (subcategories) are generally nested within broader ones.
Students understand how attributes determine a shapes position within a
classification hierarchy.
Teacher Background
Learning Math: Geometry

Polygon Playground
2D Shape Reveal Game
Shapes
Shape Sorter Select Triangle Sort.
Shape Sorter Select Polygon Sort.
Shape Sorter Select Symmetry Sort.
2D Shape Attributes Flash Cards
Properties of Quadrilaterals
2D Shapes and Their Attributes
Virtual Pinboard Select Virtual Pinboard.
Creating Polygons Geoboard
Making Triangles Geoboard
Student Practice
Shapes
Triangles Choose Identify.
Quadrilateral Quest
2D Shape Match
References
Simple Solutions Common Core Math

Web Resources*
The Web Resources contain links to a variety of websites that offer standards-based
mathematics content, background information, animations, and student practice or
self-assessment activities. Please read the following tips and cautions.
Websites may contain ads attempting to redirect you (or students) to other
websites. In most cases, the link we set up takes you directly to the recommended
content. Click on the link weve provided; once you have done that, avoid clicking
on other messages meant to sidetrack the user from the intended material.
Select the full screen option whenever it is present.
Preview each website. Here is why we recommend that you preview twice, first,
when planning a lesson, and again on the day you will use the website:
Hyperlinks can be fickle. If a link does not work, right click and select copy
link location. Then paste it into the URL address box; this will take you directly
to the site.
Pop-ups are used in instructional activities and sometimes in ads. Previewing
will help you to know whether to allow or reject the pop-ups.
A site may require an application download or an upgrade to view the
content as intended. These are usually safe and free and require only moments
to download, but you can do this ahead of time.
Previewing saves time. When using the sites in a presentation, you can move
forward to the content you want to share and then pause until you are ready
to start the presentation.
Teacher Web Resources are monitored and revised regularly. However, please contact
us if you come across any dead links or any changes to websites that make the material
inappropriate for student use.
*The Web Resources are links to websites that are neither created nor published by
Bright Ideas Press. BIP has no control over the content of these websites, and the material contained therein does not necessarily reflect the views and opinions of Bright
Ideas Press. The school and classroom teacher are responsible for abiding by the
terms of use for each website.
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At A Glance - 5th

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Common Core Math At-A-Glance

Common Core Math At-A-Glance

Use parentheses, brackets, or braces in numerical expressions, and

Place grouping symbols to make the equation true.

Place grouping symbols to make the equation true.

Place grouping symbols to make the equation true.

Place grouping symbols to make the equation true.

Place grouping symbols to make the equation true.

(17 10) + 3 > 17 (10 + 3)

54 (18 3) > (54 18) 3

{52 [(3 2) + 14]} + 85

{[10 (0.3 2)] 5.6} +13

Place grouping symbols to make this equation true: 21.5 + 22.5 11 = 4

4) (88 11) + 2 [(54 9) + (35 7)]

5) (6 12) [2 (66 11) + (45 5)]

7) 572 {[(874 799) (63 9)] + 410}

Class Demo & Activities

Common Core Math At-A-Glance

Write simple expressions that record calculations with numbers, and

Turn Around Words

116 and 488 together

Answer: 116 + 488

double five; then add 9

twice the sum of 78 and 5813

Answer: 2 (78 + 5813)

7.2 more than the difference of 12.43 and 0.82

Answer: 7.2 + (12.43 0.82)

take the product of 80 and 5 from 260

Answer: 260 (80 5)

Answer: 15 720 or 720 5

six more than ten cubed

90 less than10 to the power of 3

68 taken from the sum of 25 and 125

Answer: (25 + 125) 68

Interpreting a Simple Expression

Possible Answer: 23 taken from the

Expain the expression, (35 7) .

Possible Answer: less than 35 divided

Interpret the expression, (22 1.23) 5.

Possible Answer: five times as much as

More Practice Items

divide the product of 2 and 9 by 4

multiply by the sum of 3,210 and 103

Answer: (3,210 + 103)

subtract 2.3 from the product of 4 and 3.5.

Answer: (4 3.5) 2.3

double the quotient of 938 divided by

add 4 to the product of 2.2 and 5.2.

Answer: 4 + (2.2 5.2)

Class Demo & Activities

Common Core Math At-A-Glance

Generate two numerical patterns using two given rules. Identify

Growth of Bean Plant

The dots show that the

Study the sequence shown in the table. Each term

Point out that there are two sequences in this example.

Answer: savings = $10 after 5 months

Answer: 5 small cones = $10.00 and 5 large cones = $12.50

Whole Number Cruncher

Common Core Math At-A-Glance

Recognize that in a multi-digit number, a digit in one place represents

The value of the 4 in the millions place is