**Write and interpret numerical expressions.**

*Math.5.OA.A.1*: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Activity | Page |
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Multiples and Square Numbers | 30 |

Factors | 31 |

Order of Operations | 45 |

Reasoning with Numbers | 51 |

Mixed Practice | 124 |

**Write and interpret numerical expressions.**

*Math.5.OA.A.2*: 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 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product*.

Activity | Page |
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Reasoning with Numbers | 51 |

**Analyze patterns and relationships.**

*Math.5.OA.B.3*: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. *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*.

Activity | Page |
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Number Patterns | 12 |

Multiples and Square Numbers | 30 |

Number Lines and Operations | 42 |

Working with Numbers | 47 |

Calculator Addition, Subtraction, and Multiplication | 53 |

Geometric Patterns | 92 |

Problem Solving | 123 |

**Understand the place value system.**

*Math.5.NBT.A.1*: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Activity | Page |
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Numbers to 99,999 | 7 |

Place Value 0 to 99,999 | 8 |

Ordering Numbers | 9 |

Place Value 0.01 to 99,999 | 10 |

Numbers to 999,999 | 11 |

Expanding Numbers | 13 |

Less Than and Greater Than | 15 |

Division by Tens | 38 |

Working with Numbers | 47 |

Decimals | 63 |

Decimal Place Value - Hundredths | 64 |

Decimal Place Value - Thousandths | 65 |

**Understand the place value system.**

*Math.5.NBT.A.3*: Read, write, and compare decimals to thousandths.

Activity | Page |
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Place Value 0.01 to 99,999 | 10 |

Number Patterns | 12 |

**Understand the place value system.**

*Math.5.NBT.A.4*: Use place value understanding to round decimals to any place.

Activity | Page |
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Estimation | 24 |

Calculator Division | 54 |

Rounding Decimals | 72 |

Use of Money | 75 |

Money Rounding | 77 |

**Understand the place value system.**

*Math.5.NBT.A.2*: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Activity | Page |
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Multiplication by Tens and Hundreds | 26 |

Multiplication to 999 | 27 |

Multiplication to 9,999 | 28 |

Working with Numbers | 47 |

Decimal Multiplication and Division | 71 |

**Perform operations with multi-digit whole numbers and with decimals to hundredths.**

*Math.5.NBT.B.5*: Fluently multiply multi-digit whole numbers using the standard algorithm.

Activity | Page |
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Multiplication to 999 | 27 |

Multiplication to 9,999 | 28 |

Extended Multiplication | 29 |

Multiplication and Problem Solving | 32 |

Number Lines and Operations | 42 |

Operations with Large Numbers | 46 |

Missing Numbers | 48 |

Variables | 49 |

Multiplication and Division Practice | 126 |

**Perform operations with multi-digit whole numbers and with decimals to hundredths.**

*Math.5.NBT.B.6*: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Activity | Page |
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Division | 33 |

Division of 2-Digit Numbers | 34 |

Division Involving Zeros | 35 |

Divisibility | 36 |

Division of 3-Digit Numbers | 37 |

Division by Tens | 38 |

Division of 4-Digit Numbers | 39 |

Number Lines and Operations | 42 |

Averages | 43 |

Mean | 44 |

Operations with Large Numbers | 46 |

Missing Numbers | 48 |

Variables | 49 |

Multiplication and Division Practice | 126 |

**Perform operations with multi-digit whole numbers and with decimals to hundredths.**

*Math.5.NBT.B.7*: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Activity | Page |
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Comparing Decimals | 66 |

Decimal Addition | 67 |

Decimal Subtraction | 68 |

Decimal Multiplication | 69 |

Decimal Division | 70 |

Decimal Multiplication and Division | 71 |

Rounding Decimals | 72 |

Use of Money | 75 |

Money Operations | 76 |

Money Rounding | 77 |

Digital and Analog Time | 104 |

A.M. and P.M. Time | 105 |

Timetables and Time Lines | 106 |

Time Zones | 107 |

Mixed Practice | 124 |

Decimals Practice | 128 |

**Use equivalent fractions as a strategy to add and subtract fractions.**

*Math.5.NF.A.1*: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. *For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)*

Activity | Page |
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Fraction Addition | 60 |

Fraction Subtraction | 61 |

Fraction Addition and Subtraction | 62 |

Fractions Practice | 127 |

**Use equivalent fractions as a strategy to add and subtract fractions.**

*Math.5.NF.A.2*: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. *For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2*.

Activity | Page |
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Fraction Addition | 60 |

Fraction Subtraction | 61 |

Fractions Practice | 127 |

**Apply and extend previous understandings of multiplication and division to multiply and divide fractions.**

*Math.5.NF.B.7*: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Activity | Page |
---|---|

Number Patterns | 12 |

**Apply and extend previous understandings of multiplication and division to multiply and divide fractions.**

*Math.5.NF.B.6*: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Activity | Page |
---|---|

Number Patterns | 12 |

Fraction of a Group | 56 |

Percentages | 73 |

Fractions, Decimals, and Percentages | 74 |

**Apply and extend previous understandings of multiplication and division to multiply and divide fractions.**

*Math.5.NF.B.4*: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Activity | Page |
---|---|

Number Patterns | 12 |

Fraction of a Group | 56 |

Percentages | 73 |

Fractions, Decimals, and Percentages | 74 |

*Math.5.NF.B.5*: Interpret multiplication as scaling (resizing), by:

Activity | Page |
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Fraction of a Group | 56 |

Percentages | 73 |

Fractions, Decimals, and Percentages | 74 |

*Math.5.NF.B.3*: Interpret a fraction as division of the numerator by the denominator (*a*/*b* = *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 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. 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?*

Activity | Page |
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Decimals | 63 |

Decimal Place Value - Thousandths | 65 |

Fractions, Decimals, and Percentages | 74 |

Weight in Ounces and Pounds | 113 |

Fractions Practice | 127 |

**Convert like measurement units within a given measurement system.**

*Math.5.MD.A.1*: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Activity | Page |
---|---|

Converting Units | 50 |

Length in Centimeters, Inches, and Feet | 108 |

Length in Miles | 109 |

Weight in Ounces and Pounds | 113 |

Weight in Pounds and Tons | 114 |

**Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.**

*Math.5.MD.C.3*: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

Activity | Page |
---|---|

Sections of Solids | 94 |

Nets and 3D Objects | 95 |

Shapes - General Review | 96 |

Volume | 115 |

**Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.**

*Math.5.MD.C.5*: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Activity | Page |
---|---|

Volume | 115 |

**Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.**

*Math.5.MD.C.4*: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Activity | Page |
---|---|

Volume | 115 |

**Graph points on the coordinate plane to solve real-world and mathematical problems.**

*Math.5.G.A.2*: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Activity | Page |
---|---|

Coordinates | 99 |

Coordinates and Shapes | 100 |

**Graph points on the coordinate plane to solve real-world and mathematical problems.**

*Math.5.G.A.1*: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and* y*-coordinate).

Activity | Page |
---|---|

Coordinates | 99 |

Coordinates and Shapes | 100 |

Coordinates and Scale | 101 |

Map Grid | 103 |

**Classify two-dimensional figures into categories based on their properties.**

*Math.5.G.B.3*: 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.

Activity | Page |
---|---|

Angles in 2D Shapes | 82 |

Triangles | 86 |

Quadrilaterals | 87 |

Polygons | 88 |

Parallelograms and Rhombuses | 91 |

Geometric Patterns | 92 |

Shapes - General Review | 96 |

Horizontal and Vertical Lines | 97 |

Perimeter | 110 |

Area of Squares and Rectangles | 111 |

Area of Triangles | 112 |

**Classify two-dimensional figures into categories based on their properties.**

*Math.5.G.B.4*: Classify two-dimensional figures in a hierarchy based on properties.

Activity | Page |
---|---|

Triangles | 86 |

Quadrilaterals | 87 |

Polygons | 88 |

Parallelograms and Rhombuses | 91 |

Geometric Patterns | 92 |

Shapes - General Review | 96 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.