College and Career-Ready Standards | Adopted: 2025
This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
NOS: Number and Operation Sense
5.NOS.A: Understand the place value system.
5.NOS.A.1: Explain 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.
Modeling Decimals (Area and Grid Models)
Model and compare decimals using area models. Set the number of sections in each model to 1, 10, or 100, and then click in the models to shade sections. Compare decimals visually and on a number line.
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Modeling Whole Numbers and Decimals (Base-10 Blocks)
Model numbers with base-10 blocks. Drag flats, rods, and individual cubes onto a mat to model a number. Blocks can be exchanged from one area of the mat to the other. Four sets of blocks are available to model a variety of whole numbers and decimals.
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You are the captain of an interplanetary cargo ship, delivering important supplies to the outer planets. The cargo can be stored in barrels, crates, and holds. (There are 10 barrels in a crate, and 10 crates in a hold.) Model multi-digit subtraction by unloading cargo on each planet.
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Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more!
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5.NOS.B.5: Divide multi-digit whole numbers with up to four-digit dividends and two-digit divisors.
5.NOS.B.6: Apply and extend previous understanding of addition and subtraction of whole numbers to add and subtract decimals to hundredths.
5.NOS.B.7: Apply and extend previous understanding of multiplication and division of whole numbers to multiply and divide decimals to hundredths in context.
5.NOS.C: Use equivalent fractions as a strategy to add and subtract fractions.
5.NOS.C.8: Add and subtract fractions with unlike denominators.
5.NOS.C.9: Solve problems in context involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators using visual fraction models and/or equations to represent the problem.
Estimating Sums and Differences
Estimate the sum or difference of two fractions using area models. Compare estimates to exact sums and differences.
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Find the sum or difference of two fractions with unlike denominators using graphic models. Find the least common denominator graphically.
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Add fractions with the help of the Fractionator, a fraction-tile-making machine in the Gizmo. Model sums by placing the tiles on side-by-side number lines. Explore the usefulness of common denominators in adding. Express sums as improper fractions or mixed numbers.
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Explore fractions greater than one with the Fractionator, a fraction-tile-making machine in the Gizmo. Create sums of fraction tiles on two number lines. Sums greater than one are shown as improper fractions on the top number line, and as mixed numbers on the bottom number line.
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5.NOS.D: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NOS.D.10: Interpret a fraction as division of the numerator by the denominator (𝘢/𝘣 = 𝘢 ÷ 𝘣) in context using visual fraction models and equations to represent the problem (e.g., interpret 3/4 as the result of dividing 3 by 4 so when 3 wholes are shared equally among 4 people each person has a share of size 3/4).
Fractions Greater than One (Fraction Tiles)
Explore fractions greater than one with the Fractionator, a fraction-tile-making machine in the Gizmo. Create sums of fraction tiles on two number lines. Sums greater than one are shown as improper fractions on the top number line, and as mixed numbers on the bottom number line.
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5.NOS.D.11: Apply and extend previous understandings of multiplication to multiply a whole number by a fraction (𝑐/𝑑 × 𝘣).
5.NOS.D.12: Apply and extend previous understandings of multiplication to multiply a fraction by a fraction.
5.NOS.D.13: Apply and extend previous understandings of multiplication to multiply a fraction by a fraction, with one or both factors greater than 1.
5.NOS.D.14: Interpret multiplication as scaling (sizing) in context.
5.NOS.D.15: Solve problems in contexts involving multiplication of fractions and mixed numbers, (e.g., by using visual fraction models or equations to represent the problem).
Multiplying Mixed Numbers
Choose the correct steps to multiply mixed numbers. Use the step-by-step feedback to diagnose incorrect steps.
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Multiply two fractions using an area model. Vary the vertical area to change one fraction and vary the horizontal area to change the other. Then examine the intersection of the areas to find the product.
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5.NOS.D.16: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions in context.
AT: Algebraic Thinking
5.AT.A: Write and interpret numerical expressions.
5.AT.A.1: Interpret and evaluate numerical expressions with grouping symbols (e.g. parentheses, brackets, or braces).
Order of Operations
Select and evaluate the operations in an expression following the correct order of operations.
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5.GR.A: Understand relationships between measurement units.
5.GR.A.1: Apply the relationship between measurement units within a given measurement system to 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 problems.
Cannonball Clowns (Number Line Estimation)
Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more!
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5.GR.B: Classify two-dimensional figures based on properties.
5.GR.B.2: Explain 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).
Classifying Quadrilaterals
Apply constraints to a quadrilateral, and then reshape and resize it. Classify the figure by its constraints. Explore the differences between the different kinds of quadrilaterals.
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5.GR.B.3: Classify two-dimensional figures based on properties.
5.GR.C: Understand concepts of volume and relate volume to multiplication.
5.GR.C.4: Identify volume as an attribute of three-dimensional figures and measure volume by counting cubic units (e.g., non-standard equal-sized units, cubic centimeters, cubic inches, and cubic feet) that fill a figure without gaps or overlaps.
Balancing Blocks (Volume)
This Gizmo provides you with two challenges. First, use blocks to build a figure with a given volume. Then, try to balance the blocks on a platform that sits on the tip of a cone. The dimensions of the platform can be adjusted, and blocks can be added or deleted by clicking on the model.
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Measure the volume of liquids and solids using beakers, graduated cylinders, overflow cups, and rulers. Water can be poured from one container to another and objects can be added to containers. A pipette can be used to transfer small amounts of water, and a magnifier can be used to observe the meniscus in a graduated cylinder. Test your volume-measurement skills in the "Practice" mode of the Gizmo.
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5.GR.C.5: Relate volume to the operations of multiplication and addition and solve problems in context.
5.GR.D: Graph points on a coordinate plane to solve contextual and mathematical problems.
5.GR.D.6: Define the coordinate system as a pair of perpendicular lines called axes that intersect at the origin. Use understanding that the coordinate values represent the distance from the origin on the x-axis and y-axis to graph and name coordinate points in the first quadrant using ordered pairs.
Points in the Coordinate Plane
Identify the coordinates of a point in the coordinate plane. Drag the point in the plane and investigate how the coordinates change in response.
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Operate an elevator in an old apartment building. Pick up and drop off residents where they want to go. A line graph shows where the elevator traveled over time. Operate the elevator either by using the standard up and down controls, or by building a graph to program where you want it to go.
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Go sightseeing in fictional cities all over the world. Learn about coordinates on a graph by navigating around these cities on a grid-like city map. Some landmarks are shown on the map. For others, you are only given the coordinates. Can you find all of them?
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5.GR.D.7: Represent problems by graphing points in the first quadrant of the coordinate plane and interpreting coordinate values of points in the context of the situation.
Points in the Coordinate Plane
Identify the coordinates of a point in the coordinate plane. Drag the point in the plane and investigate how the coordinates change in response.
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Operate an elevator in an old apartment building. Pick up and drop off residents where they want to go. A line graph shows where the elevator traveled over time. Operate the elevator either by using the standard up and down controls, or by building a graph to program where you want it to go.
5 Minute Preview
Go sightseeing in fictional cities all over the world. Learn about coordinates on a graph by navigating around these cities on a grid-like city map. Some landmarks are shown on the map. For others, you are only given the coordinates. Can you find all of them?
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5.DS.A.1: Ask and answer questions by collecting, organizing and summarizing data, recognizing the importance of context when analyzing data.
Correlation last revised: 7/9/2026
About STEM Cases
Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
