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Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 1
Unit 1: Understanding volume
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
Students expand their understanding of geometric measurement and spatial structuring to include volume as an attribute of three-dimensional space. In this unit, students develop
this understanding using concrete models to discover strategies for finding volume, whereas in unit 9 students generalize this understanding in real-world problems and apply
strategies and formulas. Volume is addressed in two units (unit 1 and unit 9) because it is a major emphasis in Grade 5.1
The connection to multiplication and addition provides an opportunity for students to start the year off by applying the multiplication and addition strategies they learned in previous
grades in a new, interesting context.2
Common Core State Standards for
Mathematical Content
Measurement and Data – 5.MD
C. Geometric measurement: understand
concepts of volume and relate volume to
multiplication and to addition.
3. Recognize volume as an attribute of solid
figures and understand concepts of volume
measurement.
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.
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.
4. Measure volumes by counting unit cubes,
using cubic cm, cubic in, cubic ft, and
improvised units.
Common Core State Standards for
Mathematical Practice
3. Construct viable arguments and critique the
reasoning of others.
7. Look for and make use of structure.
5.MD.3a.1 Understand that unit cubes are used
to measure volume of solid figures.
5.MD.3b.1 Understand that unit cubes cannot
have gaps or overlap.
5.MD.4.1 Use a visual model to measure
volume by counting unit cubes.
5.MD.4.2 Measure volume by counting unit
cubes.
Students decompose and
recompose geometric figures to
make sense of the spatial structure
of volume (MP.7). In particular,
students explain their thinking and
analyze others' reasoning as they
practice partitioning figures into
layers and each layer into rows
and each row into cubes (MP.3).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 2
Unit 2: Developing multiplication and division
strategies
Suggested number of days: 12
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students build on their work from previous grade levels to refine their strategies for multiplication and division in order to reach fluency in multiplication by the end of the
year. Students continue to develop more sophisticated strategies for division to become flexible and efficient with the standard algorithm in Grade 6. Students begin to find quotients
with two-digit divisors early in the year to build strategies for accurate computations.
Common Core State Standards for
Mathematical Content
Number and Operations in Base Ten - 5.NBT
B. Perform operations with multi-digit whole
numbers and with decimals to hundredths.
5. Fluently multiply multi-digit whole numbers
using the standard algorithm.
6. 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.
Common Core State Standards for
Mathematical Practice
1. Make sense of problem and persevere in
solving them.
8. Look for and express regularity in repeated
reasoning.
5.NBT.5.1 Fluently multiply multi-digit whole
numbers.
5.NBT.6.1
5.NBT.6.2
Determine the quotient of whole
numbers with up to 3 digit dividends
and 1 digit divisors, which are
multiples of ten.
Determine the quotient of whole
numbers with up to 4 digit dividends
and 1 digit divisors, which are
multiples of ten.
5.NBT.6.3 Determine the quotient of whole
numbers with up to 4 digit dividends
and 2 digit divisors.
5.NBT.6.4 Illustrate and explain division using
equations, rectangular arrays, and/or
area models.
In this unit 5.NBT.B.5 and
5.NBT.B.6 will focus on operations
with whole numbers only.
Operations with decimals will be
introduced in unit 10. These
standards will be finalized in unit
15, but should be practiced
throughout the year to provide
opportunities for students to
develop proficiency with these
operations.
Students look for regularity in their
work with multiplication and
division use their understanding of
the structure (MP.8) to make
sense of their solutions and
understand the approaches of
other students (MP.1).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 3
Unit 3: Using equivalency to add and subtract
fractions with unlike denominators
Suggested number of days: 12
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students use what they've learned in Grades 3 and 4 about equivalency in terms of visual models and benchmarks to extend understanding of adding and subtracting
fractions, including mixed numbers. They reason about size of fractions to make sense of their answers-e.g. they understand that the sum of 1/2 and 2/3 will be greater than 1.
It is important to note that in some cases it may not be necessary to find least common denominator to add fractions with unlike denominators. Students should be encouraged
to use their conceptual understanding of fractions rather than just using the algorithm for adding fractions. In addition, there is no mathematical reason for students to write
fractions in simplest form.3
Common Core State Standards for
Mathematical Content
Number and Operations-Fractions - 5.NF
A. Use equivalent fractions as a strategy to add
and subtract fractions.
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. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In general, a/b
+ c/d = (ad + bc)/bd.)
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
5.NF.1.1 Rewrite fractions as equivalent fractions.
5.NF.1.2 Write my answer in simplest form.
5.NF.1.3 Add or subtract two fractions with unlike
denominators (2, 4, 5, or 10).
5.NF.1.4 Add or subtract two mixed numbers with
unlike denominators (2, 4, 5, or 10).
5.NF.1.5 Add and subtract two fractions with unlike
denominators (any denominator).
5.NF.1.6 Add and subtract two mixed numbers with
unlike denominators (any denominator).
5.NF.1.7 Add and subtract any number of fractions
with unlike denominators (any
denominator).
5.NF.1.8 Add and subtract any number of mixed
numbers with unlike denominators (any
denominator).
5.NF.1.9 Add and subtract fractions within the same
expression
5.NF.2.1 Use benchmark numbers (0, ¼, ½, ¾, 1)
to estimate sums and differences of
fractions.
5.NF.2.2 Relate estimation to my answers to see
if they make sense.
In this unit, 5.NF.A.1 involves
students using the same method
from Grade 4 to generate
equivalent fractions (4.NF.A.1). In
unit 7 students will extend this
understanding of equivalency to
understand that multiplying by a
fraction equivalent to 1 (e.g. 4/4)
will result in
an equivalent fraction (5.NF.B.5b).4
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 4
number sense of fractions to estimate
mentally and assess the reasonableness of
answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by
observing that 3/7 < 1/2.
Common Core State Standards for
Mathematical Practice
2. Reason abstractly and quantitatively.
4. Model with mathematics.
5.NF.2.3
5.NF.2.4
5.NF.2.5
Create a visual fraction model to
represent the fractions in a word
problem.
Create an equation to represent a word
problem.
Create a word problem involving
addition and subtraction of fractions.
Students use visual models and
equations to solve problems
involving the addition and
subtraction of fractions, moving
flexibly between the abstract and
concrete representations (MP.2,
MP.4).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 5
Unit 4: Expanding understanding of place
value to decimals
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students expand their previous understanding of place value to include decimal numbers. Grade 5 is the last grade in which the NBT domain appears in CCSSM. Later work in
the base-ten system relies on the meanings and properties of operations. This also contributes to deepening students' understanding of computation and algorithms in the new domains
that start in Grade 6.
Common Core State Standards for
Mathematical Content
Number and Operations in Base Ten – 5.NBT
A. Understand the place value system.
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.
2. 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.
5.NBT.1.1 Represent place values of whole
numbers through 100,000,000 and
decimals to the thousandths with
manipulatives or visual models.
5.NBT.1.2 Recognize that in a multi-digit
number, the digit to the left is 10x
larger and the right is 1/10 smaller.
5.NBT.2.1 Show repeated multiplication of tens
as an exponent.
5.NBT.2.2 Use manipulatives to explain patterns
in the number of zeros of the product
when multiplying a number by powers
of 10.
5.NBT.2.3 Explain patterns in the number of
zeros of the product when multiplying
a number by powers of 10.
5.NBT.2.4 Use manipulatives to explain patterns
in the placement of the decimal point
when a decimal is multiplied or
divided by a power of 10.
5.NBT.2.5 Explain patterns in the placement of
the decimal point when a decimal is
multiplied or divided by a power of 10.
Powers of 10 is a fundamental
aspect of the base-ten system,
thus 5.NBT.A.2 can help
students extend their
understanding of place
value to incorporate decimals to
hundredths.6
[5.NBT.A.3a] Students will be
reading and writing decimals in
this unit. Comparing decimals
(5.NBT.A.3b ) will be addressed in
unit
6.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 6
3. Read, write, and compare decimals to
thousandths.
a. Read and write decimals to
thousandths using base-ten numerals,
number names, and expanded form,
e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1
+ 3 x (1/10) + 9 x (1/100) + 2 x
(1/1000).
Common Core State Standards for
Mathematical Practice
6. Attend to precision.
7. Look for and make use of structure.
5.NBT.3a.1 Read and write decimals to the tenths
place using numerals, number names,
and expanded form.
5.NBT.3a.2 Read and write decimals to the
hundredth place using numerals,
number names, and expanded form.
5.NBT.3a.3 Read and write decimals to any place
using numerals, number names, and
expanded form.
5.NBT.3a.1 Read and write decimals to the tenths
place using numerals, number names,
and expanded form.
Students use their understanding
of structure of whole numbers to
generalize this understanding to
decimals (MP.7) and explain the
relationship between the numerals
(MP.6).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 7
Unit 5: Understanding the concept of
multiplying fractions by fractions
Suggested number of days: 12
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students extend their understanding of multiplying a fraction by a whole number to multiplying fractions by fractions. In previous grades, students have developed
understanding of fractions as numbers. In this grade level, students develop an understanding of the connection between fractions and division. They will use this understanding to
explore the relationship of multiplication and division when multiplying fractions as explained in 5.NF.B.4a.
Common Core State Standards for
Mathematical Content
Number and Operations-Fractions – 5.NF
B. Apply and extend previous
understandings of multiplication
and division to multiply and divide
fractions.
3. 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. For
example, 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?
5.NF.3.1 Interpret a fraction as a division
problem. Ex. ¼ = 1 ÷ 4
5.NF.3.2 Interpret a division problem as a
fraction. Ex. 1 ÷ 4 = ¼
5.NF.3.3
5.NF.3.4
Solve division word problems and
express the quotient as a fraction or
mixed number by using visual fraction
models.
Solve division word problems and
express the quotient as a fraction or
mixed number by using equations.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 8
4. Apply and extend previous
u nderstandings of multiplication to
multiply a fraction or whole number by a
fraction.
a. Interpret the product (alb) x q as a parts
of a partition of q into b equal parts;
equivalently, as the result of a sequence
of operations a x q ÷ b. For example,
use a visual fraction model to show
(2/3) x 4 = 8/3, and create a story
context for this equation. Do the same
with (2/3) x (4/5) = 8/15. (In general,
(a/b) x (c/d) = ac/bd.)
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.
Common Core State Standards for
Mathematical Practice
1. Make sense of problems and persevere in
solving them.
4. Model with mathematics.
5. Use appropriate tools strategically.
5.NF.4a.1 Represent a whole number as a
fraction.
5.NF.4a.2
5.NF.4a.3
Multiply a fraction by a fraction.
Multiply a fraction by a whole
number.
5.NF.4a.4
5.NF.4a.5
Use a visual fraction model to
represent multiplication of fractions.
Create a context for a problem
involving multiplication of fractions.
5.NF.4b.1
5.NF.4b.2
5.NF.4b.3
Find the area of a rectangle with
fractional side lengths by tiling it with
unit squares.
Relate different strategies for
calculating the area of a rectangle.
(tiling vs. formula)
Multiply fractional side lengths to find
areas of rectangles.
5.NF.4b.4 Apply my understanding of the area of
rectangles to include fractional units.
Representing multiplication of
fractions with visual and concrete
models is fundamental to this unit
in order for students to make
sense of multiplying fractions by
fractions (MP.1, MP.4). Students
select and use a variety tools to
explore these concepts (MP.5).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 9
Unit 6: Comparing and rounding decimals
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students apply both their understanding of comparing fractions and their understanding of place value to compare decimals.
Common Core State Standards for
Mathematical Content
Number and Operations in Base Ten - 5.NBT
A. Understand the place value system.
3. Read, write, and compare decimals to
thousandths.
b. Compare two decimals to
thousandths based on meanings of
the digits in each place, using >, =,
and < symbols to record the results
of comparisons.
4. Use place value understanding to round
decimals to any place.
Common Core State Standards for
Mathematical Practice
6. Attend to precision.
7. Look for and make use of structure.
5.NBT.3b.1 Compare decimals to the tenths place
using inequality symbols (<,>,=).
5.NBT.3b.2 Compare decimals to the hundredths
place using inequality symbols (<,>,=).
5.NBT.3b.3 Compare decimals to any place using
inequality symbols (<,>,=).
5.NBT.3b.1 Compare decimals to the tenths place
using inequality symbols (<,>,=).
5.NBT.4.1 Use place value understanding to
round decimals to any place.
Students apply their understanding
of the structure within the base-
ten system and fraction-decimal
equivalencies to precisely
communicate their understanding
of relative sizes of decimal
numbers (MP.6, MP.7).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 10
Unit 7: Interpreting multiplying fractions as
scaling
Suggested number of days: 12
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students build on their work with "compare" problems in Grade 4 (4.0A.A.1) to develop a foundational understanding of multiplication as scaling. They interpret,
represent, and explain situations involving multiplication of fractions. Students apply their whole number work with multiplication to develop conceptual understanding of multiplying
a fraction by a fraction.
Scaling is foundational for developing an understanding of ratios and proportion in future grade levels.
Common Core State Standards for
Mathematical Content
Number and 0perations-Fractions - 5.NF
B. Apply and extend previous
understandings of multiplication
and division to multiply and divide
fractions.
5. Interpret multiplication as scaling (resizing),
by:
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.
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
5.NF.5a.1
5.NF.5a.2
5.NF.5a.3
5.NF.5a.4
Use visual models or manipulatives to
interpret multiplication scaling and
correctly perform the indicated
multiplication.
Interpret multiplication scaling by
performing the indicated
multiplication where one factor is a
fraction.
Interpret multiplication scaling without
performing the indicated
multiplication where one factor is a
mixed number.
Interpret multiplication scaling without
performing the indicated
multiplication where both factors are
fractions.
5.NF.5b.1 Predict the size of the product based
on the size of the factors. Ex: fraction x
fraction = smaller fraction, fraction x
whole number = a fraction of the
whole number.
In this unit, 5.NF.B.5a and
5.NF.B.5b involve only
multiplication by fractions.
Division by unit fractions will be
introduced in unit 8.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 11
number; and relating the principle of
fraction equivalence a/b = (nxa)/(nxb)
to the effect of multiplying a/b by 1.
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.
Common Core State Standards for
Mathematical Practice
2. Reason abstractly and quantitatively.
4. Model with mathematics.
6. Attend to precision.
5.NF.5b.2
5.NF.5b.3
5.NF.5b.4
Use visual models or manipulatives to
explain when multiplying by a fraction
greater than one, the number
increases and when multiplying by a
number less than one, the number
decreases.
Explain when multiplying by a fraction
greater than one, the number
increases and when multiplying by a
number less than one, the number
decreases.
Explain that when multiplying the
numerator and denominator by the
same number is the same as
multiplying by one.
5.NF.6.1 Solve real-world problems involving
multiplication of fractions and mixed
numbers.
In 5.NF.B.6 students should have
opportunities to work with all
problem types.
Students reason abstractly and
practice communicating their
thinking in real world situations
(MP.2, MP.6). They use number
lines and other visual models to
interpret situations involving
multiplication by numbers larger
than one (when the result will be
larger than the original quantity)
and involving multiplication by a
fraction smaller than 1 (when the
result will be smaller than the
original quantity) (MP.4).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 12
Unit 8: Developing the concept of dividing
unit fractions
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students will use their understanding of the relationship of multiplication and division to develop a conceptual understanding of division with fractions (division of a whole
number by a unit fraction or a unit fraction by a whole number).
Common Core State Standards for
Mathematical Content
Number and Operations-Fractions - 5.NF
B. Apply and extend previous
understandings of multiplication
and division to multiply and divide
fractions.
7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by
a non-zero whole number, and
compute such quotients. For
example, create a story context for
(1/3) ÷ 4, and use a visual fraction
model to show the quotient. Use the
relationship between multiplication
and division to explain that (1/3) ÷ 4 =
1/12 because (1/12) x 4 = 1/3.
b. Interpret division of a whole number by
a unit fraction, and compute such
quotients. For example, create a story
context for 4 ÷ (1/5), and use a visual
fraction model to show the quotient.
Use the relationship between
multiplication and division to explain
that 4 ÷ (1/5) = 20 because 20 x (1/5) =
4.
5.NF.7 Understand the relationship between
multiplication and division.
5.NF.7a.1 Use a visual fraction model to divide a
unit fraction by a whole number.
5.NF.7a.2 Create a context for a problem
involving division of a unit fraction by a
whole number.
5.NF.7b.1 Use a visual fraction model to divide a
whole number by a unit fraction.
5.NF.7b.2 Create a context for a problem
involving division of a whole number
by a unit fraction.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 13
NOTE: Students able to multiply fractions
in general can develop strategies to
divide fractions in general, by reasoning
about the relationship between
multiplication and division. But division
of a fraction by a fraction is not a
requirement at this grade.
Common Core State Standards for
Mathematical Practice
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
In this unit it is critical for students
to use concrete objects or pictures
to help conceptualize, create, and
solve problems (MP.1, MP.2).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 14
Unit 9: Solving problems involving volume
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
This unit calls for students to apply their understanding of volume to real-world problems. They develop efficient strategies, including the use of formulas, to compute volumes of right
rectangular prisms or other three-dimensional figures that can be broken down into non-overlapping right rectangular prisms.
Common Core State Standards for
Mathematical Content
Measurement and Data - 5.MD
C. Geometric measurement: understand
concepts of volume and relate volume to
multiplication and to addition.
5. Relate volume to the operations of
multiplication and addition and solve real
world and mathematical problems involving
volume.
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.
b. Apply the formulas V=l x w x h and
V=b x 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.5a.1 Find the volume of a right rectangular
prism with whole-number side
lengths by packing it with unit cubes.
5.MD.5a.2 Relate volume to the operation of
multiplication and addition.
5.MD.5a.3 Measure volume with unit cubes and
show that it is the same as:
multiplying the side lengths,
multiplying the edge lengths, and
multiplying the height by the area of
the base.
5.MD.5b.1 Apply the formulas (V= l x w x h) & (V
= B x h) to solve real world and
mathematical problems.
5.MD.5b.2 Create real-world and mathematical
problems that would be solved by
finding volume.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 15
c. 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.
Common Core State Standards for
Mathematical Practice
5. Use appropriate tools strategically.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
5.MD.5c.1 Recognize volume is additive by
finding the volume of solid figures of
two non-overlapping parts.
5.MD.5c.2 Recognize volume is additive by
finding the volume of solid figures of
two or more non-overlapping parts.
Students pack the figures with
unit cubes (MP.5) and connect
this structure to multiplicative
reasoning (MP.7). They solve
problems by applying the
generalized formulas
(MP.8).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 16
Unit 10: Performing operations with decimals
Suggested number of days: 12
I Can Statements Notes/Comments Unit Materials and Resources
Measurement is used in this unit as a context for operations with decimals. Students' previous experiences with decimal fractions and fraction computations are applied here to
provide multiple ways of thinking about operations with decimals. Students can use their understanding of decimal-fraction equivalencies, concrete or visual models, and place value
to reason about decimal quantities and operations.
Common Core State Standards for
Mathematical Content
Number and Operations in Base Ten - 5.NBT
B. Perform operations with multi-digit whole
numbers and with decimals to hundredths.
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.
Measurement and Data - 5.MD
A. Convert like measurement units within a
given measurement system.
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.NBT.7.1 Add or subtract two decimal numbers
to the hundredths without regrouping.
5.NBT.7.2 Add and subtract two decimal
numbers to hundredths with
regrouping.
5.NBT.7.3 Multiply tenths by tenths.
5.NBT.7.4 Multiply tenths by hundredths.
5.NBT.7.5 Divide decimals with tenths.
5.NBT.7.6 Divide decimals with tenths and/or
hundredths.
5.NBT.7.7 Relate the strategy used to a written
method and explain the reasoning
used.
5.NBT.7.8 Demonstrate computations by using
models and drawings.
5.MD.1.1 Recall customary units of
measurements.
5.MD.1.2 Recall metric units of measurements.
5.MD.1.3 Use manipulatives or visual models to
convert different measurement units
(customary & metric) within a given
measurement system to solve single
step problems.
5.MD.A.1 provides measurement
conversion as a context for not only
working with decimals but a deeper
understanding for place value and
the connection to the metric
system.13
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 17
Common Core State Standards for
Mathematical Practice
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
5.MD.1.4 Convert different measurement units
(customary & metric) within a given
measurement system to solve real
world single step problems.
5.MD.1.5 Convert different measurement units
(customary & metric) within a given
measurement system to solve and
create real world multi-step problems.
5.MD.1.6 Choose the appropriate measurement
unit based on the given context.
Instead of just computing
answers, students reason about
both the relationship between
fraction and decimal operations
and the relationship between
whole number computation and
fractional/decimal computation
(MP.2, MP.3).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 18
Unit 11: Classifying two-dimensional
geometric figures
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
In this unit the emphasis is on the hierarchical relationship among 2-dimensional geometric figures. Students have had previous experience classifying shapes using defining attributes,
and this unit extends this concept to set a foundation for understanding the propagation of properties.
Common Core State Standards for
Mathematical Content
Geometry - 5.G
B. Classify two-dimensional figures into
categories based on their properties.
3. Understand that attributes belonging
to a category of two- dimensional
figures also belong to all subcategories
of that category. For example, all
rectangles have four right angles and
squares are rectangles, so all squares
have four right angles.
4. Classify two-dimensional figures in a
hierarchy based on properties.
Common Core State Standards for
Mathematical Practice
3. Construct viable arguments and critique the
reasoning of others.
7. Look for and make use of structure.
5.G.3.1 Understand that shared attributes
categorize two-dimensional figures.
5.G.4.1 Classify two-dimensional figures based
on properties.
5.G.4.2 Classify two-dimensional figures in a
hierarchy based on properties.
5.G.4.3 Demonstrate that attributes belonging
to a category of two-dimensional also
belong to all subcategories of that
category.
5.G.4.4 Use appropriate tools to determine
similarities and differences between
categories and subcategories.
Students make use of structure to
build a logical progression of
statements and explore
hierarchical relationships among
2-dimensional shapes (MP.3,
MP.7).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 19
Unit 12: Solving problems with fractional
quantities
Suggested number of days: 12
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students use data and other contexts to solve real world problems involving fractional computations.
All of the different problem types in Tables 1 and 2 in the Common Core State Standards for Mathematics should be addressed in this unit.
Common Core State Standards for
Mathematical Content
Number and Operations-Fractions - 5.NF
B. Apply and extend previous
understandings of multiplication
and division to multiply and divide
fractions.
7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole
numbers by unit fractions.1
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. For example,
how much chocolate will each person get
if 3 people share 1/2 lb of chocolate
equally? How many 1/3-cup servings are
in 2 cups of raisins?
NOTE: 1
Students able to multiply fractions in
general can develop strategies to divide
fractions in general, by reasoning about the
relationship between multiplication and
division. But division of a fraction by a
fraction is not a requirement at this grade.
5.NF.7c.1 Solve real-world problems involving
division of unit fractions and whole
numbers.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 20
Measurement and Data - 5.MD
B. Represent and interpret data.
2. 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. For
example, given different measurements of
liquid in identical beakers, find the amount
of liquid each beaker would contain if the
total amount in all the beakers were
redistributed equally.
Common Core State Standards for
Mathematical Practice
2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.
5.MD.2.1 Create a line plot to display a data set
of measurements in fraction form with
denominators of 2 and 4.
5.MD.2.2 Create a line plot to display a data set
of measurements in fraction form with
denominators of 2, 4 and 8.
5.MD.B.2 is included here so
measurement line plots can be
used as a context for students to
apply fraction computation
strategies.
Students use line plots and other
tools/technology to reason about
problem situations (MP.5).
Students attend to the underlying
meaning of the quantities and
operations when solving
problems rather than just how to
compute answers (MP.2).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 21
Unit 13: Representing algebraic thinking
Suggested number of days: 8
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students explore algebraic expressions more formally to represent and interpret calculations involving whole numbers, fractions, and decimals. They apply their
understanding of the different algebraic properties of operations and explain the relationships between the quantities with the written expressions. This unit includes opportunities
to both evaluate expressions and reason about expressions without calculating a solution. This is foundational for further work with number in later grades.
Common Core State Standards for
Mathematical Content
Operations and Algebraic Thinking - 5.OA
A. Write and interpret numerical expressions.
1. Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
2. Write simple expressions that record
calculations with numbers, and interpret
numerical expressions without evaluating
them. For example, express the calculation
"add 8 and 7, then multiply by 2” as 2 x
{8 + 7}. Recognize that 3 x {18932 +
921} is three times as large as 18932 +
921, without having to calculate the
indicated sum or product.
Common Core State Standards for
Mathematical Practice
6. Attend to precision.
5.OA.1.1 Use the order of operations to
evaluate numerical expressions.
5.OA.1.2 Explain the order of operations.
5.OA.1.3 Apply the order of operations to
evaluate expressions.
5.OA.2.1 Interpret a numerical expression into
words (without evaluating the
expression).
5.OA.2.2 Write simple expressions that record
calculations with numbers
The expressions described in
5.OA.A.1 include the use of
parentheses but should not
contain nested grouping
symbols.
The expressions described in
5.OA.A.2 should be no more
complex than the expressions
one finds in an application of the
associative or distributive
property.
Students discuss the meaning of
symbols and interpret numerical
expressions precisely (MP.6).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 22
Unit 14: Exploring the coordinate plane
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
In this unit students are introduced to the coordinate plane, applying their knowledge of the number line to understand the relationship of the two dimensions of a point in the
coordinate plane. Students connect their work with numerical patterns to form ordered pairs and graph these ordered pairs in the first quadrant of a coordinate plane. Students use
this model to make sense of and explain the relationships within the numerical patterns they generate. This prepares students for future work with functions and proportional
relationships in the middle grades.
Common Core State Standards for
Mathematical Content
Operations and Algebraic Thinking - 5.OA
B. Analyze patterns and relationships.
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. For example, 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.
Geometry - 5.G
A. Graph points on the coordinate plane to solve
real-world and mathematical problems.
1. 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.
5.OA.3.1 Create two numerical patterns from
two given rules.
5.OA.3.2 Identify relationships between
corresponding terms in a pattern.
5.OA.3.3 Extend a numerical pattern from a
given rule.
5.OA.3.4 Determine a rule from a given
numerical pattern.
5.OA.3.5 Create ordered pairs of the
corresponding terms from two
patterns.
5.OA.3.6 Plot an ordered pair on a coordinate
plane from 2 patterns and justify.
5.G.1.1 Label the axes, quadrants and origin
on the coordinate plane.
5.G.1.2 Identify ordered pairs.
5.G.1.3 Plot points on the coordinate plane.
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 23
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).
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.
Common Core State Standards for
Mathematical Practice
4. Model with mathematics.
6. Attend to precision.
5.G.2.1 Represent real-world and
mathematical problems by locating or
graphing points in the first quadrant
of a coordinate plane.
5.G.2.2 Represent real-world and
mathematical problems by locating
and graphing points in the first
quadrant of a coordinate plane.
5.G.2.3 Interpret coordinate values in the
context of the situation.
5.G.2.4 Create real-world and mathematical
problems that require locating and
graphing points in the first quadrant
of the coordinate plane.
Students precisely describe the
coordinates of points and the
relationship of the coordinate
plane to the number line (MP.6).
Students both generate and
identify relationships in numerical
patterns, using the coordinate
plane as a way of representing
these relationships and patterns
(MP.4).
Common Core Math Units
Grade 5
Adapted from NGA Center CCSS are the sole owners and developers of the Common Core State Standards.
© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Charles A. Dana Center at The University of Texas at Austin January 13, 2013
Page 24
Unit 15: Finalizing multiplication and division
with whole numbers
Suggested number of days: 10
I Can Statements Notes/Comments Unit Materials and Resources
These standards were introduced in Unit 2 to provide opportunities throughout the year for students to work towards fluency. In this unit students demonstrate fluency in
multiplication with whole numbers and continue to practice division with whole numbers using various strategies.
Common Core State Standards for
Mathematical Content
Number and Operations in Base Ten - 5.NBT
B. Perform operations with multi-digit whole
numbers and with decimals to hundredths.
5. Fluently multiply multi-digit whole numbers
using the standard algorithm.
6. 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.
Common Core State Standards for
Mathematical Practice
1. Make sense of problems and persevere in
solving them.
8. Look for and express regularity in repeated
reasoning.
5.NBT.5.1 Fluently multiply multi-digit whole
numbers.
5.NBT.6.1
5.NBT.6.2
Determine the quotient of whole
numbers with up to 3 digit dividends
and 1 digit divisors, which are
multiples of ten.
Determine the quotient of whole
numbers with up to 4 digit dividends
and 1 digit divisors, which are
multiples of ten.
5.NBT.6.3 Determine the quotient of whole
numbers with up to 4 digit dividends
and 2 digit divisors.
5.NBT.6.4 Illustrate and explain division using
equations, rectangular arrays, and/or
area models.
5.NBT.B.6 is a milestone along the
way to reaching fluency with the
standard algorithm in Grade 6
(6.NS.B.2).
Students use efficient strategies
and look for shortcuts to multiply
and divide whole numbers with
accuracy (MP.1, MP.8).
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