Core Curriculum

5.N.2: Compare and order numbers to millions

Modeling Whole Numbers and Decimals (Base-10 Blocks)

5.N.4: Create equivalent fractions, given a fraction

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

5.N.5: Compare and order fractions including unlike denominators (with and without the use of a number line) Note: Commonly used fractions such as those that might be indicated on ruler, measuring cup, etc.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

5.N.6: Understand the concept of ratio

5.N.7: Express ratios in different forms

Fraction, Decimal, Percent (Area and Grid Models)

5.N.8: Read, write, and order decimals to thousandths

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Fraction, Decimal, Percent (Area and Grid Models)

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.N.10: Compare decimals using <, >, or =

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.N.11: Understand that percent means part of 100, and write percents as fractions and decimals

Fraction, Decimal, Percent (Area and Grid Models)

5.N.12: Recognize that some numbers are only divisible by one and themselves (prime) and others have multiple divisors (composite)

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

5.N.13: Calculate multiples of a whole number and the least common multiple of two numbers

Factor Trees (Factoring Numbers)

Pattern Flip (Patterns)

5.N.14: Identify the factors of a given number

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

5.N.15: Find the common factors and the greatest common factor of two numbers

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

5.N.16: Use a variety of strategies to multiply three-digit by three-digit numbers Note: Multiplication by anything greater than a three-digit multiplier/ multiplicand should be done using technology.

Critter Count (Modeling Multiplication)

5.N.17: Use a variety of strategies to divide three-digit numbers by one- and two-digit numbers Note: Division by anything greater than a two-digit divisor should be done using technology.

No Alien Left Behind (Division with Remainders)

5.N.18: Evaluate an arithmetic expression using order of operations including multiplication, division, addition, subtraction and parentheses

5.N.19: Simplify fractions to lowest terms

Factor Trees (Factoring Numbers)

5.N.20: Convert improper fractions to mixed numbers, and mixed numbers to improper fractions

Fractions Greater than One (Fraction Tiles)

5.N.21: Use a variety of strategies to add and subtract fractions with like denominators

Adding Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

5.N.22: Add and subtract mixed numbers with like denominators

Fractions Greater than One (Fraction Tiles)

5.N.23: Use a variety of strategies to add, subtract, multiply, and divide decimals to thousandths

Adding Whole Numbers and Decimals (Base-10 Blocks)

Multiplying Decimals (Area Model)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

5.N.24: Round numbers to the nearest hundredth and up to 10,000

Rounding Whole Numbers (Number Line)

5.N.26: Estimate sums, differences, products, and quotients of decimals

Adding Whole Numbers and Decimals (Base-10 Blocks)

Multiplying Decimals (Area Model)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

5.N.27: Justify the reasonableness of answers using estimation

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

5.A.7: Create and explain patterns and algebraic relationships (e.g., 2, 4, 6, 8...) algebraically: 2n (doubling)

5.G.1: Calculate the perimeter of regular and irregular polygons

Fido's Flower Bed (Perimeter and Area)

5.G.4: Classify quadrilaterals by properties of their angles and sides

5.G.11: Identify and draw lines of symmetry of basic geometric shapes

5.G.12: Identify and plot points in the first quadrant

City Tour (Coordinates)

Points in the Coordinate Plane

5.M.2: Identify customary equivalent units of length

Cannonball Clowns (Number Line Estimation)

5.M.4: Identify equivalent metric units of length

Cannonball Clowns (Number Line Estimation)

5.M.5: Convert measurement within a given system

Cannonball Clowns (Number Line Estimation)

5.M.6: Determine the tool and technique to measure with an appropriate level of precision: lengths and angles

5.M.7: Calculate elapsed time in hours and minutes

5.M.9: Determine personal references for customary units of length (e.g., your pace is approximately 3 feet, your height is approximately 5 feet, etc.)

Cannonball Clowns (Number Line Estimation)

5.M.10: Determine personal references for metric units of length

Cannonball Clowns (Number Line Estimation)

5.S.1: Collect and record data from a variety of sources (e.g., newspapers, magazines, polls, charts, and surveys)

Reaction Time 2 (Graphs and Statistics)

5.S.3: Calculate the mean for a given set of data and use to describe a set of data

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

5.S.4: Formulate conclusions and make predictions from graphs

Correlation last revised: 5/21/2018

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