GRADE 5 Common Core State Standards Critical Areas


 Augusta Phelps
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1 GRADE 5 Common Core State Standards Critical Areas In Grade 5, instructional time should focus on three critical areas: (1)developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2 digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3)developing understanding of volume. (1) Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.) (2) Students develop understanding of why division procedures work based on the meaning of base ten numerals and properties of operations. They finalize fluency with multi digit addition, subtraction, multiplication, and division. They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals makes sense. They compute products and quotients of decimals to hundredths efficiently and accurately. (3) Students recognize volume as an attribute of three dimensional space. They understand that volume can be measured by finding the total number of same size units of volume required to fill the space without gaps or overlaps. They understand that a 1 unit by 1 unit by 1 unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems. From Common Core State Standards Mathematics, California, revised January 2013 Page 1
2 Quarter 1 Big Idea: Adding and Subtracting with Fractions (4 5weeks) Big Idea: Adding and Subtracting with Decimal Numbers(4 weeks) Resources: Unit 1 Resources: Unit 2 5.NF.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. 5.NF.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. 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛). Use operations on fractions for this grade to solve problems involving information presented in line plots. 5.NBT.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. 5.NBT.3 Read, write, and compare decimals to thousandths 5.NBT.3a Read and write decimals to thousandths using base ten numerals, number names, and expanded form, e.g., = (1/10) + 9 (1/100) + 2 (1/1000). 5.NBT.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 5.NBT.4 Use place value understanding to round decimals to any place. 5.NBT.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. 5.MD.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. Use number lines to represent equivalent fractions. Express fractions with unlike denominators in terms of the same unit fraction for adding and subtracting fractions. Add and subtract fractions and mixed numbers with unlike denominators, including word problems. Use models, including bar models for visualization, to find sums and differences. Use estimation to determine whether answers are reasonable. Extend their understanding of the relationship between adjacent values to round and compare. Read, write and compare decimals to thousandths. Round decimals to any place value. Use concrete models, number line or drawings to represent decimals Use place value understanding to add and subtract decimals that were used to add and subtract whole numbers. Solve word problems by converting standard measurement units. Page 2
3 Big Idea: Adding and Subtracting with Fractions (4 5weeks) Big Idea: Adding and Subtracting with Decimal Numbers (4 weeks) Resources: Unit 1 Resources: Unit 2 Fractions < 1, =, > 1 (Lessons 2, 3, 5) Read, Write, and Round Decimals (Lessons 2, 3, 5, 6, 7, 9, 10) Mixed Numbers and Equivalent Fractions (Lessons 6, 7, 8) Common Denominators (Lessons 9, 10, 11, 12) 2s, 5s, and 10s multiplication facts Understand and use decimal place value 2 digit addition and subtraction Decompose fractions, 2s, 3s and 6s multiplication facts Mathematical Practices: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Page 3
4 Quarter 2 Big Idea: Multiplication and Division with Fractions (4 5weeks) Resources: Unit 3 Resources: Unit 4 Big Idea: Multiply Whole Numbers and Decimals (4 5 weeks) 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by 5.NBT.1 Recognize that in a multi digit number, a digit in replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. 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 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the its left. same whole, including cases of unlike denominators, e.g., by using visual fraction models or 5.NBT.2 Explain patterns in the number of zeros of the equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). decimal is multiplied or divided by a power of 10. Use wholenumber Solve word problems involving division of whole numbers leading to answers in the form of exponents to denote powers of 10. fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the 5.NBT.3 Read, write, and compare decimals to thousandths. problem. 5.NBT.3b Compare two decimals to thousandths based on 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 5.NF.4.a Interpret the product (a/b) q as a parts of a partition of q into b equal parts; 5.NBT.4 Use place value understanding to round decimals to equivalently, as the result of a sequence of operations a q b. 5.NF.4.b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of any place. 5.NBT.5 Fluently multiply multi digit whole numbers using the appropriate unit fraction side lengths, and show that the area is the same as would be the standard algorithm. found by multiplying the side lengths. Multiply fractional side lengths to find areas of 5.NBT.7 Add, subtract, multiply, and divide decimals to rectangles, and represent fraction products as rectangular areas. 5.NF.5. Interpret multiplication as scaling (resizing), by: 5NF.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. 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. 5.NF.5.b Explaining why multiplying a given number by a fraction greater than 1 results in a 5.NF.5. Interpret multiplication as scaling (resizing), by: product greater than the given number (recognizing multiplication by whole numbers greater 5NF.5.a Comparing the size of a product to the size of one 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 factor on the basis of the size of the other factor, without performing the indicated multiplication. equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. 5.NF.5.b Explaining why multiplying a given number by a 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, fraction greater than 1 results in a product greater than the e.g., by using visual fraction models or equations to represent the problem. 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 5.NF.7.a. Interpret division of a unit fraction by a non zero whole number, and compute such 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 Page 4
5 quotients. 5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients. 5.NF.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. 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛). Use operations on fractions for this grade to solve problems involving information presented in line plots. Interpret a fraction as the division of a numerator by the denominator. Multiply a fraction by a whole number or a whole number by a fraction. Use comparison bars to solve multiplicative comparisons problems involving fractions. Use number lines to solve problems involving non unit fractions. Calculate the area of a rectangle with fractional length sides Use models to solve multiplication and division of fraction word problem. Divide a fraction by a whole number and a whole number by a fraction. Model a data set of measurements by making a line plot in fractions of a unit (½, ¼, ⅛), then use operations of fractions to solve problems, involving information in the line plots. Translate of statements Relate multiplication to division statements Divide a whole number by unit fractions Daily Routine 7s, 8s, and 9s multiplication facts; Use word form and expanded form with whole numbers and decimals Use powers of ten to write equivalent statements fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. Represent multiplying decimals with money and drawings. Use strategies based on place value and properties to multiply decimal numbers. Write expressions I hear using mathematical symbols and the order of operations. Write the prime factorization for whole numbers Explain the placement of a decimal when multiplying and dividing by a pattern of 10. Fluently multiply multi digit whole numbers. Solve problems involving multiplication with whole numbers and decimals. Multiply by 10,100,1000 Use zero patterns to multiply and divide Place decimals in multiplication problems Daily Routine 11s and 12s multiplication facts; Divide 2 digits by 1 digit Multiply decimals by 10,100,1000 Mathematical Practices: Page 5
6 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Page 6
7 Quarter 3 Big Idea: Division with Whole Numbers Big Idea: Operations and Problem Solving (4 weeks) Big Idea: Algebra, Patterns and Coordinate and Decimals(3 4 weeks) Graphs (2 weeks) Resources: Unit 5 Resources: Unit 6 Resource: Unit 7 Continue Unit 7 in Q4 5.NBT.2 Explain patterns in the 5.OA.1 Use parentheses, brackets, or braces in numerical 5.OA.1 Use parentheses, brackets, or number of zeros of the product when expressions, and evaluate expressions with these symbols. braces in numerical expressions, and multiplying a number by powers of 10, 5.NBT.4 Use place value understanding to round decimals to any evaluate expressions with these symbols and explain patterns in the placement place. 5.OA.2 Write simple expressions that of the decimal point when a decimal is 5.NBT.5 Fluently multiply multi digit whole numbers using the record calculations with numbers, and multiplied or divided by a power of 10. standard interpret numerical expressions without Use whole number exponents to algorithm. evaluating them. For example, express the denote powers of NBT.6 Find whole number quotients of whole numbers with up to calculation add 8 and 7, then multiply by 5.NBT.3b Compare two decimals to four digit dividends and two digit divisors, using strategies based on 2 as 2 (8 + 7). Recognize that 3 (18932 thousandths based on meanings of the place value, the properties of operations, and/or the relationship + 921) is three times as large as digits in each place, using >, =, and < between multiplication and division. Illustrate and explain the 921, without having to calculate the symbols to record the results of calculation by using equations, rectangular arrays, and/or area models. indicated sum or product. comparisons. 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, 5.OA.2.1 Express a whole number in the 5.NBT.5 Fluently multiply multi digit using concrete models or drawings and strategies based on place value, range 2 50 as a product of its prime factors. whole numbers using the standard properties of operations, and/or the relationship between addition and 5.OA.3 Generate two numerical algorithm. subtraction; relate the strategy to a written method and explain the patterns using two given rules. Identify 5.NBT.6 Find whole number quotients reasoning used. apparent relationships between of whole numbers with up to four digit 5.NF.1 Add and subtract fractions with unlike denominators corresponding terms. Form ordered pairs dividends and two digit divisors, using (including mixed numbers) by replacing given fractions with equivalent consisting of corresponding terms from the strategies based on place value, the fractions in such a way as to produce an equivalent sum or difference of two patterns, and graph the ordered pairs properties of operations, and/or the fractions with like denominators. on a coordinate plane. relationship between multiplication and 5.NF.2 Solve word problems involving addition and subtraction of 5.G.1 Use a pair of perpendicular division. Illustrate and explain the fractions referring to the same whole, including cases of unlike number lines, called axes, to define a calculation by using equations, denominators, e.g., by using visual fraction models or equations to coordinate system, with the intersection of rectangular arrays, and/or area models. represent the problem. Use benchmark fractions and number sense of the lines (the origin) arranged to coincide 5.NBT.7 Add, subtract, multiply, and fractions to estimate mentally and assess the reasonableness of with the 0 on each line and a given point in divide decimals to hundredths, using answers. the plane located by using an ordered pair concrete models or drawings and 5.NF.4. Apply and extend previous understandings of multiplication of numbers, called its coordinates. strategies based on place value, to multiply a fraction or whole number by a fraction Understand that the first number indicates properties of operations, and/or the 5.NF.4.a Interpret the product (a/b) q as a parts of a partition of q how far to travel from the origin in the relationship between addition and into b equal parts; equivalently, as the result of a sequence of direction of one axis, and the second subtraction; relate the strategy to a operations a q b. number indicates how far to travel in the Page 7
8 written method and explain the reasoning used. 5.NF.5.a Interpret multiplication as scaling (resizing), by: 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. Connect the methods for whole numbers to computing with decimals Explain the placement of a decimal when multiplying and dividing by a 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. 5.NF.5. Interpret multiplication as scaling (resizing), by: 5NF.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 a/b = (n a)/(n b) to the effect of multiplying a/b by 1. 5.NF.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. 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 5.NF.7.a. Interpret division of a unit fraction by a non zero whole number, and compute such quotients. 5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients. 5.NF.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. Draw a model to solve comparison problems. Draw visual fraction models to write equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. 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). 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate plane, and interpret coordinate values of points in the context of the situation. Simplify expressions using order of operations and grouping to simplify and evaluates Interpret expressions without simplifying them Page 8
9 pattern of 10. Decompose factors into base ten units and apply the Distributive Property. Using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division Use rectangular arrays and area models to illustrate division of a four digit dividend by a two digit divisor. Express and interpret remainders. Big Idea: Division with Whole Numbers and Decimals(3 4 weeks) Use strategies based on the relationship between addition and subtraction. Explain and justify answers to word problems. Identify relationships between corresponding terms in two patterns. Use numerical rules and patterns to form ordered pairs. Represent and graph the ordered pairs on a coordinate plane. Solve and graph word problems in the first quadrant of the coordinate plane. Big Idea: Operations and Problem Solving (4 weeks) Big Idea: Algebra, Patterns and Coordinate Graphs (2 weeks) Resources: Unit 5 Resources: Unit 6 Resource: Unit 7 Continue Unit 7 in Q4 Determine the value of the first digit in a quotient Predicting if products and quotients will be more or less than the factors or dividend/divisors Name solution equations Generalize the size of products Converting fractions into equivalent fractions, Compare fractions Order of operations Rounding Mathematical Practices: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Page 9
10 Quarter 4 Big Idea: Measurement and Data (5 6 weeks) Resources: Unit 8 5.OA.2.1 Express a whole number in the range 2 50 as a product of its prime factors. 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. 5.MD.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. 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛). Use operations on fractions for this grade to solve problems involving information presented in line plots 5.MD.3 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.3b 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. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft., and improvised units. 5 MD.5 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.5c 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. 5.G.3 Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category 5.G.4 Classify two dimensional figures in a hierarchy based on properties Use cubic units to model the space within a rectangular prism. Understand the concept of volume and model volume in cubic units and deconstruct a rectangular prism to describe the layers which combine to create the volume. Relate volume to the operations of multiplication and division. Find the volume using V= b h and V=l w h. Recognize volume as additive. Solve word problems finding the volume of two rectangular prisms by adding the volume of each prism. Convert among measurement units within a given system by multiplying or dividing. Classify 2D figures in a hierarchy. Page 10
11 Big Idea: Measurement and Data (5 6 weeks) Resources: Unit 8 Converting metric units of length, volume, mass Converting customary units of length, liquid volume, weight Review geometric shapes Find areas for shapes Multiply whole numbers by fractions, Write fractions as division problems Mathematical Practices: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Page 11
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