In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Recognize (in a multi-digit whole number the digit in one place represents ten times what it represents in the place to its right)
1 - Recognize (in a multi-digit whole number the digit in one place represents 1/10 of what it represents in the place to its left)
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1 - I can recognize in a multi-digit whole number the digit in one place represents ten times what it represents in the place to its right.
1 - I can recognize in a multi-digit whole number the digit in one place represents 1/10 of what it represents in the place to its left.
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A. As one moves from digit to digit in a number, the place values either increase or decrease by a power of ten.
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A.1 What is the relationship between place values in a number?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Multiplication
Exponents
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2 - Explain (patterns in the number of zeros in the product when multiplying by a power of 10)
2 - Explain (patterns in the placement of the decimal point when a decimal is multiplied by a power of 10)
2 - Explain (patterns in the placement of the decimal point when a decimal is divided by a power of 10)
3 - Use (whole number exponents to denote powers of 10)
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2 - I can explain patterns in the number of zeros in the product when multiplying by a power of 10.
2 - I can explain patterns in the placement of the decimal point when a decimal is multiplied by a power of 10.
2 - I can explain patterns in the placement of the decimal point when a decimal is divided by a power of 10.
3 - I can use whole number exponents to denote powers of 10.
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A. Multiplying and dividing numbers by a power of ten is a simple as adding or removing zeros or moving a decimal point.
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A.1 Why should I know patterns for working with powers of 10?
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Read, write, and compare decimals to thousandths
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Decimals
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1 - Read (decimals to thousandths [a])
1 - Write (decimals to thousandths [a])
3 - Use (base-ten numberals [a])
1 - Use (number names [a])
3 - Use (expanded form [a])
2 - Compare (decimals to thousandths [b])
1 - Use (>, =, and < [b])
1 - Record (results of comparisons [b])
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1 - I can read decimals to thousandths [a].
1 - I can write decimals to thousandths [a].
1 - I can use base-ten numerals [a].
1 - I can use number names [a].
1 - I can use expanded form [a].
2 - I can compare decimals to thousandths [b].
1 - I can use >, =, and < [b].
1 - I can record the results of comparisons [b].
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A. One can read and write decimal numbers just as one can read and write whole numbers.
B. One compares decimals by place values.
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A.1 How do I read decimal numbers?
B.1 How do I compare decimals?
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Use place value understanding to round decimals to any place.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Rounding
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3 - Use (place value understanding to round decimals to any place)
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3 - I can use place value understanding to round decimals to any place.
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A. One uses place when rounding both whole numbers and decimals.
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A.1 How do I round a decimal?
A.2 When will I need to round a decimal?
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Perform operations with multi-digit whole numbers and with decimals to hundredths.
Fluently multiply multi-digit whole numbers using the ssss algorithm.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Whole numbers
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2 - Multiply (multi-digit whole numbers with fluency)
3 - Use (ssss algorithm)
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2 - I can multiply multi-digit whole numbers with fluency.
3 - I can use the ssss algorithm.
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A. Multiplying whole numbers with fluency makes problem solving faster and easier.
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A.1 Why do I need to be able to multiply quickly?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Find (whole-number quotients)
3 - Use (strategies based on place value)
3 - Use (strategies based on properties of operations)
3 - Use (strategies based on relationship between multiplication and division)
3 - Illustrate (calculation)
2 - Explain (calculation)
3 - Use (equations)
3 - Use (rectangular arrays)
3 - Use (area models)
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2 - I can find whole-number quotients of whole numbers up to four-digit dividends and two-digit divisors.
3 - I can use strategies based on place value.
3 - I can use strategies based on properties of operations.
3 - I can use strategies based on the relationship between multiplication and division.
3 - I can illustrate calculation.
2 - I can explain calculation.
3 - I can use equations.
3 - I can use rectangular arrays.
3 - I can use area models.
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A. Dividing large whole numbers is common in real world problems.
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A.1 Why do I need to be able to divide large numbers?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Add (decimals to hundredths)
2 - Subtract (decimals to hundredths)
2 - Multiply (decimals to hundredths)
2 - Divide (decimals to hundredths)
3 - Use (concrete models)
3 - Use (drawings)
3 - Use (strategies based on place value)
3 - Use (Properties of operations)
3 - Use (relationship between addition and subtraction)
2 - Relate (strategy to written method)
2 - Explain (reasoning used)
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2 - I can add decimals to hundredths.
2 - I can subtract decimals to hundredths.
2 - I can multiply decimals to hundredths.
2 - I can divide decimals to hundredths.
3 - I can use concrete models.
3 - I can use drawings.
3 - I can use strategies based on place value.
3 - I can use the properties of operations.
3 - I can use the relationship between addition and subtraction.
2 - I can relate the strategy to a written method.
2 - I can explain the reasoning used.
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A. Decimals follow the same rules, place value relationships, and operations as whole numbers.
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A.1 Is working with decimals different than working with whole numbers?
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