5.OA: Operations and Algebraic Thinking

5.OA.A: Write and interpret numerical expressions.

5.OA.A.1: Use parentheses and brackets in numerical expressions, and evaluate expressions with these symbols (Order of Operations).

Order of Operations

5.OA.B: Analyze patterns and relationships.

5.OA.B.3: Generate two numerical patterns using two given rules (e.g., generate terms in the resulting sequences). Identify and explain the 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).

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

5.OA.B.4: Understand primes have only two factors and decompose numbers into prime factors.

Chocomatic (Multiplication, Arrays, and Area)
Factor Trees (Factoring Numbers)

5.NBT: Number and Operations in Base Ten

5.NBT.A: Understand the place value system.

5.NBT.A.1: Apply concepts of place value, multiplication, and division to understand 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.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Cannonball Clowns (Number Line Estimation)
Comparing and Ordering Decimals
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

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

5.NBT.A.3a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

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)

5.NBT.A.3b: 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)

5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths.

5.NBT.B.5: Fluently multiply multi-digit whole numbers using a standard algorithm.

Critter Count (Modeling Multiplication)

5.NBT.B.6: Apply and extend understanding of division to find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.

No Alien Left Behind (Division with Remainders)
Pattern Flip (Patterns)

5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, connecting objects or drawings to strategies based on place value, properties of operations, and/or the relationship between operations. Relate the strategy to a written form.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Multiplying Decimals (Area Model)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

5.NF: Number and Operations—Fractions

5.NF.A: Use equivalent fractions to add and subtract fractions.

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 (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)

5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using a variety of representations, equations, and visual models 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)

5.NF.B: Use previous understandings of multiplication and division to multiply and divide fractions.

5.NF.B.3: Interpret a fraction as the number that results from dividing the whole number numerator by the whole number denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

Fraction Artist 1 (Area Models of Fractions)

5.MD: Measurement and Data

5.MD.A: Convert like measurement units within a given measurement system.

5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems.

Cannonball Clowns (Number Line Estimation)

5.MD.C: Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition.

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

5.MD.C.3a: 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.

Balancing Blocks (Volume)

5.MD.C.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.

Balancing Blocks (Volume)

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

5.MD.C.5a: 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).

Balancing Blocks (Volume)

5.MD.C.5b: Understand and use the formulas V = l x w x h and V = Bh, where in this case B is the area of the base (B = l x w), for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve mathematical problems and problems in real-world contexts.

Balancing Blocks (Volume)

5.G: Geometry

5.G.A: Graph points on the coordinate plane to solve mathematical problems as well as problems in real-world context.

5.G.A.1: Understand and describe a coordinate system as perpendicular number lines, called axes, that intersect at the origin (0, 0). Identify a given point in the first quadrant of the coordinate plane using an ordered pair of numbers, called coordinates. Understand that the first number (x) indicates the distance traveled on the horizontal axis, and the second number (y) indicates the distance traveled on the vertical axis.

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

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.

City Tour (Coordinates)
Elevator Operator (Line Graphs)
Points in the Coordinate Plane
Points, Lines, and Equations

5.G.B: Classify two-dimensional figures into categories based on their properties.

5.G.B.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Classifying Quadrilaterals

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

Classifying Quadrilaterals

5.MP: Standards for Mathematical Practices

5.MP.1: Make sense of problems and persevere in solving them.

6.1.1: Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?' to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

Fraction, Decimal, Percent (Area and Grid Models)

5.MP.2: Reason abstractly and quantitatively.

6.2.1: Mathematically proficient students make sense of quantities and their relationships in problem situations. Students can contextualize and decontextualize problems involving quantitative relationships. They contextualize quantities, operations, and expressions by describing a corresponding situation. They decontextualize a situation by representing it symbolically. As they manipulate the symbols, they can pause as needed to access the meaning of the numbers, the units, and the operations that the symbols represent. Mathematically proficient students know and flexibly use different properties of operations, numbers, and geometric objects and when appropriate they interpret their solution in terms of the context.

Fraction, Decimal, Percent (Area and Grid Models)

5.MP.4: Model with mathematics.

6.4.1: Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Fraction, Decimal, Percent (Area and Grid Models)

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.