K-12 Standards
Math.Content.5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Math.Content.5.OA.B.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.
Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Pattern Flip (Patterns)
Math.Content.5.NBT.A.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.
Cannonball Clowns (Number Line Estimation)
Cargo Captain (Multi-digit Subtraction)
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Math.Content.5.NBT.A.3: Read, write, and compare decimals to thousandths.
Math.Content.5.NBT.A.3.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).
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Math.Content.5.NBT.A.3.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)
Treasure Hunter (Decimals on the Number Line)
Math.Content.5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
Math.Content.5.NBT.B.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.
No Alien Left Behind (Division with Remainders)
Math.Content.5.NBT.B.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.
Adding Whole Numbers and Decimals (Base-10 Blocks)
Multiplying Decimals (Area Model)
Multiplying with Decimals
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Sums and Differences with Decimals
Math.Content.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.
Adding Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
Fractions with Unlike Denominators
Modeling Fractions (Area Models)
Math.Content.5.NF.A.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 number sense of fractions to estimate mentally and assess the reasonableness of answers.
Adding Fractions (Fraction Tiles)
Estimating Sums and Differences
Fraction Artist 2 (Area Models of Fractions)
Fractions Greater than One (Fraction Tiles)
Fractions with Unlike Denominators
Math.Content.5.NF.B.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.
Fractions Greater than One (Fraction Tiles)
No Alien Left Behind (Division with Remainders)
Math.Content.5.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
Math.Content.5.NF.B.4.a: Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.
Math.Content.5.NF.B.4.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.
Math.Content.5.NF.B.5: Interpret multiplication as scaling (resizing), by:
Math.Content.5.NF.B.5.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.
Math.Content.5.NF.B.5.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 number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
Math.Content.5.NF.B.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.
Math.Content.5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
Math.Content.5.NF.B.7.a: Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
Math.Content.5.NF.B.7.b: Interpret division of a whole number by a unit fraction, and compute such quotients.
Math.Content.5.NF.B.7.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.
Math.Content.5.MD.A.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.
Cannonball Clowns (Number Line Estimation)
Math.Content.5.MD.C.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
Math.Content.5.MD.C.3.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.
Balancing Blocks (Volume)
Measuring Volume
Math.Content.5.MD.C.3.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.
Balancing Blocks (Volume)
Measuring Volume
Math.Content.5.MD.C.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Balancing Blocks (Volume)
Measuring Volume
Math.Content.5.MD.C.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
Math.Content.5.MD.C.5.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.
Balancing Blocks (Volume)
Measuring Volume
Math.Content.5.MD.C.5.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.
Balancing Blocks (Volume)
Measuring Volume
Math.Content.5.G.A.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. 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)
Points in the Coordinate Plane
Math.Content.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
Math.Content.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
Classifying Triangles
Math.Content.5.G.B.4: Classify two-dimensional figures in a hierarchy based on properties.
Classifying Quadrilaterals
Classifying Triangles
Correlation last revised: 8/22/2022