WV--College- and Career-Readiness Standards

OA.M.5.1: Use parentheses, brackets or braces in numerical expressions and evaluate expressions with these symbols.

OA.M.5.3: 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. (e.g., 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.)

City Tour (Coordinates)

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

Pattern Finder

Pattern Flip (Patterns)

Points, Lines, and Equations

NBT.M.5.4: 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 (Area and Grid Models)

Treasure Hunter (Decimals on the Number Line)

Whole Numbers with Base-10 Blocks

NBT.M.5.6: Read, write, and compare decimals to thousandths.

NBT.M.5.6.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)).

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

NBT.M.5.6.b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons.

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

NBT.M.5.9: 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.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

NBT.M.5.10: 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 related operations, relate the strategy to a written method and explain the reasoning used.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Multiplying Decimals (Area Model)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

NF.M.5.11: 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 (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12).

Adding Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

NF.M.5.12: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators 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 (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2).

Fraction Artist 2 (Area Models of Fractions)

NF.M.5.13: 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 by using visual fraction models or equations to represent the problem. (e.g., 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?)

Fraction Artist 1 (Area Models of Fractions)

MD.M.5.18: 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.

Cannonball Clowns (Number Line Estimation)

MD.M.5.20: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

MD.M.5.20.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.

MD.M.5.20.b: A solid figure which can be packed without gaps or overlaps using b unit cubes is said to have a volume of b cubic units.

MD.M.5.21: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

MD.M.5.22: Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.

MD.M.5.22.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).

MD.M.5.22.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.

G.M.5.23: 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).

City Tour (Coordinates)

Elevator Operator (Line Graphs)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

Points in the Coordinate Plane

Points, Lines, and Equations

G.M.5.24: Represent real-world 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.

City Tour (Coordinates)

Elevator Operator (Line Graphs)

Points in the Coordinate Plane

Points, Lines, and Equations

G.M.5.25: Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles, so all squares have four right angles).

G.M.5.26: Classify two-dimensional figures in a hierarchy based on properties.

Classifying Quadrilaterals

Parallelogram Conditions

Special Parallelograms

Correlation last revised: 4/4/2018

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.