**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 |
---|---|

Money "Cents" | 20 |

Finding Decimal Equivalents | 33 |

Changing Fractions to Decimals and Decimals to Percents | 34-35 |

Cumulative Mixed-Practice Review | 40-45 |

**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 | Pages |
---|---|

Finding Common Denominators | 9-10 |

Adding and Subtracting Unlike Fractions | 11-12 |

Cumulative Mixed-Practice Review | 40-45 |

**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 | Pages |
---|---|

Adding and Subtracting Unlike Fractions | 11-12 |

Money "Cents" | 20 |

Multiplying Fractions | 25-26 |

Fraction Sets | 29-30 |

Fraction Word Problems | 39 |

Cumulative Mixed-Practice Review | 40-45 |

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

*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 |
---|---|

Improper Fractions | 21 |

Adding and Subtracting Improper Fractions | 23 |

Changing Fractions to Decimals and Decimals to Percents | 34-35 |

Fraction Word Problems | 39 |

Cumulative Mixed-Practice Review | 40-45 |

**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 | Pages |
---|---|

Dividing Fractions | 27-28 |

Fraction Word Problems | 39 |

Cumulative Mixed-Practice Review | 40-45 |

*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 |
---|---|

Fraction Word Problems | 39 |

Cumulative Mixed-Practice Review | 40-45 |

**Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.**

*Math.5.NF.B.7c*: Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. *For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?*

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

Fraction Word Problems | 39 |

Cumulative Mixed-Practice Review | 40-45 |

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.