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Alabama - Mathematics: 5th Grade
- Alabama Common Core Adopted: 2010
This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below to go to the Gizmo Details page.
5.OA: Operations and Algebraic Thinking
5.OA.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.
Elevator Operator (Line Graphs)
Pattern Finder
Pattern Flip (Patterns)
5.NBT: Number and Operations in Base Ten
5.NBT.4: 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.
Cannonball Clowns (Number Line Estimation)
Modeling Decimals (Base-10 Blocks)
5.NBT.5: 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.
Multiplying Decimals (Area Model)
Pattern Flip (Patterns)
5.NBT.6: Read, write, and compare decimals to thousandths.
5.NBT.6.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 × (1/10) + 9 × (1/100) + 2 × (1/1000).
Fraction, Decimal, Percent (Area and Grid Models)
Treasure Hunter (Decimals on the Number Line)
5.NBT.6.b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)
Modeling Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)
5.NBT.7: Use place value understanding to round decimals to any place.
Cannonball Clowns (Number Line Estimation)
Treasure Hunter (Decimals on the Number Line)
5.NBT.9: 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.
Function Machines 3 (Functions and Problem Solving)
No Alien Left Behind (Division with Remainders)
5.NBT.10: 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.
Chocomatic (Multiplication, Arrays, and Area)
Function Machines 3 (Functions and Problem Solving)
Multiplying Decimals (Area Model)
Number Line Frog Hop (Addition and Subtraction)
5.NF: Number and Operations-Fractions
5.NF.11: 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.
Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fractions Greater than One (Fraction Tiles)
5.NF.12: 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.
Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
5.NF.13: 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.
Equivalent Fractions (Fraction Tiles)
5.NF.17: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5.NF.17.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.
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
5.MD: Measurement and Data
5.MD.19: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
Adding Fractions (Fraction Tiles)
Mascot Election (Pictographs and Bar Graphs)
Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)
5.MD.20: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.20.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.20.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.
5.MD.21: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5.MD.22: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.22.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.22.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.G: Geometry
5.G.23: 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).
5.G.24: 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.
Content correlation last revised: 8/25/2011