Grade 5 Mathematics

Standards Resources​:
This document does not contain all of the ​Common Core Standards​, but stresses the major clusters as identified by
Achieve the Core*. These priority standards require greater emphasis than the others based on the depth of the ideas, the
time that it takes to master, and/or their importance to future mathematics or the demands of college and career
readiness.

However, it is important that the standards which are not deconstructed in this document continue to be part of your
instruction. Neglecting those standards may leave gaps in student skill and understanding as well as not preparing
students for the challenges of a later grade.

*This project was funded from the nonprofit organization Student Achievement Partners. This organization assembles educators and researchers to
design actions based on evidence that will improve student achievement.
 Table​ ​of​ ​Contents

Number​ ​&​ ​Operations​ ​in​ ​Base​ ​Ten​ ​5.NBT.A

5.NBT.A.1
5.NBT.A.2
5.NBT.A.3
5.NBT.A.4

Number​ ​&​ ​Operations​ ​in​ ​Base​ ​Ten​ ​5.NBT.B

5.NBT.B.5
5.NBT.B.6
5.NBT.B.7

Number​ ​&​ ​Operations​ ​-​ ​Fractions​ ​5.NF.A

5.NF.A.1
5.NF.A.2

Number​ ​&​ ​Operations​ ​-​ ​Fractions​ ​5.NF.B

5.NF.B.3
5.NF.B.4
5.NF.B.5
5.NF.B.6
5.NF.B.7

Measurement​ ​&​ ​Data​ ​3.MD.C

5.MD.C.3
5.MD.C.4
5.MD.C.5

*Geometry​ ​5.G.A
5.G.A.1
5.G.A.2

*​This​ ​cluster​ ​is​ ​well​ ​thought​ ​of​ ​as​ ​part​ ​of​ ​the​ ​student’s​ ​progress​ ​to​ ​algebra,​ ​but​ ​is​ ​currently​ ​not​ ​identified​ ​as​ ​a
major​ ​cluster​ ​as​ ​noted​ ​in​ ​the​ ​document​ ​achievethecore.org
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Understand​ ​the​ ​place​ ​value​ ​system.
​ ​Standard:​ ​5.NBT.1

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NF.C.5 CCSS.MATH.CONTENT.5.NBT.A.1 5.NBT.A.4
4.NF.C.6 5.NBT.B.5
4.NF.C.7 Recognize​ ​that​ ​in​ ​a​ ​multi-digit​ ​number,​ ​a​ ​digit​ ​in​ ​one​ ​place 5.NBT.B.6
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.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● How​ ​does​ ​a​ ​digit’s​ ​position​ ​affect​ ​its​ ​value?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● 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.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms In​ ​fourth​ ​grade,​ ​students​ ​examined​ ​the​ ​relationships​ ​of​ ​the​ ​digits​ ​in​ ​numbers​ ​for​ ​whole
● Place​ ​value numbers​ ​only.​ ​This​ ​standard​ ​extends​ ​this​ ​understanding​ ​to​ ​the​ ​relationship​ ​of​ ​decimal
● Decimal fractions.​ ​Students​ ​use​ ​base​ ​ten​ ​blocks,​ ​pictures​ ​of​ ​base​ ​ten​ ​blocks,​ ​and​ ​interactive
images​ ​of​ ​base​ ​ten​ ​blocks​ ​to​ ​manipulate​ ​and​ ​investigate​ ​the​ ​place​ ​value​ ​relationships.
● Decimal​ ​point
They​ ​use​ ​their​ ​understanding​ ​of​ ​unit​ ​fractions​ ​to​ ​compare​ ​decimal​ ​places​ ​and​ ​fractional
● Tenths language​ ​to​ ​describe​ ​those​ ​comparisons.

Before​ ​considering​ ​the​ ​relationship​ ​of​ ​decimal​ ​fractions,​ ​students​ ​express​ ​their
understanding​ ​that​ ​in​ ​multi-digit​ ​whole​ ​numbers,​ ​a​ ​digit​ ​in​ ​one​ ​place​ ​represents​ ​10​ ​times
what​ ​it​ ​represents​ ​in​ ​the​ ​place​ ​to​ ​its​ ​right​ ​and​ ​1/10​ ​of​ ​what​ ​it​ ​represents​ ​in​ ​the​ ​place​ ​to
its​ ​left.

A​ ​student​ ​thinks,​ ​“I​ ​know​ ​that​ ​in​ ​the​ ​number​ ​5555,​ ​the​ ​5​ ​in​ ​the​ ​tens​ ​place​ ​(5555)
represents​ ​50​ ​and​ ​the​ ​5​ ​in​ ​the​ ​hundreds​ ​place​ ​(5555)​ ​represents​ ​500.​ ​So​ ​a​ ​5​ ​in​ ​the
hundreds​ ​place​ ​is​ ​ten​ ​times​ ​as​ ​much​ ​as​ ​a​ ​5​ ​in​ ​the​ ​tens​ ​place​ ​or​ ​a​ ​5​ ​in​ ​the​ ​tens​ ​place​ ​is
1/10​ ​of​ ​the​ ​value​ ​of​ ​a​ ​5​ ​in​ ​the​ ​hundreds​ ​place.

To​ ​extend​ ​this​ ​understanding​ ​of​ ​place​ ​value​ ​to​ ​their​ ​work​ ​with​ ​decimals,​ ​students​ ​use​ ​a
model​ ​of​ ​one​ ​unit;​ ​they​ ​cut​ ​it​ ​into​ ​10​ ​equal​ ​pieces,​ ​shade​ ​in,​ ​or​ ​describe​ ​1/10​ ​of​ ​that
model​ ​using​ ​fractional​ ​language​ ​(“This​ ​is​ ​1​ ​out​ ​of​ ​10​ ​equal​ ​parts.​ ​So​ ​it​ ​is​ ​1/10”.​ ​I​ ​can​ ​write
this​ ​using​ ​1/10​ ​or​ ​0.1”).​ ​They​ ​repeat​ ​the​ ​process​ ​by​ ​finding​ ​1/10​ ​of​ ​a​ ​1/10​ ​(e.g.,​ ​dividing
1/10​ ​into​ ​10​ ​equal​ ​parts​ ​to​ ​arrive​ ​at​ ​1/100​ ​or​ ​0.01)​ ​and​ ​can​ ​explain​ ​their​ ​reasoning,​ ​“0.01
is​ ​1/10​ ​of​ ​1/10​ ​thus​ ​is​ ​1/100​ ​of​ ​the​ ​whole​ ​unit.”
In​ ​the​ ​number​ ​55.55,​ ​each​ ​digit​ ​is​ ​5,​ ​but​ ​the​ ​value​ ​of​ ​the​ ​digits​ ​is​ ​different​ ​because​ ​of​ ​the
placement.

In​ ​the​ ​number​ ​55.55,​ ​each​ ​digit​ ​is​ ​5,​ ​but​ ​the​ ​value​ ​of​ ​the​ ​digits​ ​is​ ​different​ ​because​ ​of​ ​the
placement.
The​ ​5​ ​that​ ​the​ ​arrow​ ​points​ ​to​ ​is​ ​1/10​ ​of​ ​the​ ​5​ ​to​ ​the​ ​left​ ​and​ ​10​ ​times​ ​the​ ​5​ ​to​ ​the​ ​right.
The​ ​5​ ​in​ ​the​ ​ones​ ​place​ ​is​ ​1/10​ ​of​ ​50​ ​and​ ​10​ ​times​ ​five​ ​tenths.

The​ ​5​ ​that​ ​the​ ​arrow​ ​points​ ​to​ ​is​ ​1/10​ ​of​ ​the​ ​5​ ​to​ ​the​ ​left​ ​and​ ​10​ ​times​ ​the​ ​5​ ​to​ ​the​ ​right.
The​ ​5​ ​in​ ​the​ ​tenths​ ​place​ ​is​ ​10​ ​times​ ​five​ ​hundredths.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Understand​ ​the​ ​place​ ​value​ ​system.
​ ​Standard:​ ​5.NBT.2

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NF.C.5 CCSS.MATH.CONTENT.5.NBT.A.2 5.NBT.A.4
4.NF.C.6 5.NBT.B.5
4.NF.C.7 Explain​ ​patterns​ ​in​ ​the​ ​number​ ​of​ ​zeros​ ​of​ ​the​ ​product​ ​when 5.NBT.B.6
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.

Mathematical​ ​Practices
5.MP.2​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.6​ ​Attend​ ​to​ ​precision
5.MP.7​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure

Guiding​ ​Questions
How​ ​does​ ​a​ ​digit’s​ ​position​ ​affect​ ​its​ ​value?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Represent​ ​powers​ ​of​ ​10​ ​using​ ​whole​ ​number ● Explain​ ​the​ ​patterns​ ​in​ ​the​ ​number​ ​of​ ​zeros​ ​of​ ​the
exponents. product​ ​when​ ​multiplying​ ​a​ ​number​ ​of​ ​powers​ ​of​ ​10.
● Translate​ ​between​ ​powers​ ​of​ ​10​ ​written​ ​as​ ​10 ● Explain​ ​the​ ​relationship​ ​of​ ​the​ ​ ​placement​ ​of​ ​the
raised​ ​to​ ​a​ ​whole​ ​number​ ​exponent,​ ​the decimal​ ​point​ ​when​ ​a​ ​decimal​ ​is​ ​multiplied​ ​or
expanded​ ​form,​ ​and​ ​standard​ ​notation. divided​ ​by​ ​a​ ​power​ ​of​ ​10.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Examples:
● Place​ ​value
● Decimal •Students​ ​might​ ​write:
36x10​ ​=​ ​36x10​1​ ​=​ ​360
● Decimal​ ​point
36x10x10​ ​=​ ​36x10​2​ ​=​ ​3,600
● Tenths 36x10x10x10​ ​=​ ​36x10​3​ ​=​ ​36,000
36x10x10x10x10​ ​=​ ​36x10​4​ ​=​ ​360,000
•Students​ ​might​ ​think​ ​and/or​ ​say:
I​ ​noticed​ ​that​ ​everytime,​ ​I​ ​multiplied​ ​by​ ​10​ ​I​ ​added​ ​a​ ​zero​ ​to​ ​the​ ​end​ ​of​ ​the
number.​ ​ ​That​ ​makes​ ​sense​ ​because​ ​each​ ​digit’s​ ​value​ ​became​ ​10​ ​times​ ​larger.
To​ ​make​ ​a​ ​digit​ ​10​ ​times​ ​larger,​ ​I​ ​have​ ​to​ ​move​ ​it​ ​one​ ​place​ ​value​ ​to​ ​the​ ​left.

When​ ​I​ ​multiplied​ ​36​ ​by​ ​10,​ ​the​ ​30​ ​became​ ​300.​ ​ ​The​ ​6​ ​became​ ​60​ ​or​ ​the​ ​36
became​ ​360.​ ​ ​ ​So​ ​I​ ​had​ ​to​ ​add​ ​a​ ​zero​ ​at​ ​the​ ​end​ ​to​ ​have​ ​the​ ​3​ ​represent​ ​3
one-hundreds​ ​(instead​ ​of​ ​3​ ​tens)​ ​and​ ​the​ ​6​ ​represents​ ​6​ ​tens​ ​(instead​ ​of​ ​6​ ​ones).

•Students​ ​should​ ​be​ ​able​ ​to​ ​use​ ​the​ ​same​ ​type​ ​of​ ​reasoning​ ​as​ ​above​ ​to​ ​explain​ ​why​ ​the
following​ ​multiplication​ ​and​ ​division​ ​problem​ ​by​ ​powers​ ​of​ ​10​ ​make​ ​sense.
523x10​3​=523,000​ ​ ​The​ ​place​ ​value​ ​of​ ​523​ ​is​ ​increased​ ​by​ ​3​ ​places.
5.223x10​2​=522.3​ ​ ​ ​The​ ​place​ ​value​ ​of​ ​5.223​ ​is​ ​increased​ ​by​ ​2​ ​places.
​ ​ ​10​1​=5.23​ ​ ​ ​ ​The​ ​place​ ​value​ ​of​ ​52.3​ ​is​ ​decreased​ ​by​ ​one​ ​place.
52.3​ ÷
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Understand​ ​the​ ​place​ ​value​ ​system.
​ ​Standard:​ ​5.NBT.3

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standard
4.NBT.A.2 CCSS.MATH.CONTENT.5.NBT.A.3 5.NBT.A.4
4.NF.C.5
5.NBT.A.1 Read,​ ​write,​ ​and​ ​compare​ ​decimals​ ​to​ ​thousandths.

CCSS.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).

CCSS.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.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
Guiding​ ​Questions
● How​ ​can​ ​two​ ​fractions​ ​have​ ​the​ ​same​ ​value?

Substandard​ ​Deconstruction 5.NBT.3a​ ​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).
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Read​ ​and​ ​write​ ​decimal​ ​to
thousandths​ ​using​ ​base-ten
numerals,​ ​number​ ​names,​ ​and
expanded​ ​form.

Substandard​ ​Deconstruction 5.NBT.3b​ ​Compare​ ​two​ ​decimals​ ​to​ ​thousandths​ ​based​ ​on​ ​meanings​ ​of
the​ ​digits​ ​in​ ​each​ ​place,​ ​using​ ​>,​ ​=,​ ​and​ ​<​ ​symbols​ ​to​ ​record​ ​the​ ​results
of​ ​comparisons.

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Use​ ​>,​ ​=,​ ​and​ ​<​ ​symbols​ ​to ● Compare​ ​two​ ​decimals​ ​to​ ​the​ ​thousandths,​ ​based​ ​on​ ​the​ ​place​ ​value
record​ ​the​ ​results​ ​of of​ ​each​ ​digit.
comparisons​ ​between
decimals.
 Academic​ ​Vocabulary Explanations​ ​and​ ​Examples
Key​ ​Terms Students​ ​build​ ​on​ ​the​ ​understanding​ ​they​ ​developed​ ​in​ ​fourth​ ​grade​ ​to​ ​read,​ ​write,
● Decimal and​ ​compare​ ​decimals​ ​to​ ​thousandths.​ ​They​ ​connect​ ​their​ ​prior​ ​experiences​ ​with
● Decimal​ ​point using​ ​decimal​ ​notation​ ​for​ ​fractions​ ​and​ ​addition​ ​of​ ​fractions​ ​with​ ​denominators​ ​of
● Tenths 10​ ​and​ ​100.​ ​They​ ​use​ ​concrete​ ​models​ ​and​ ​number​ ​lines​ ​to​ ​extend​ ​this
● Thousands understanding​ ​to​ ​decimals​ ​to​ ​the​ ​thousandths.​ ​Models​ ​may​ ​include​ ​base​ ​ten​ ​blocks,
● Greater​ ​than place​ ​value​ ​charts,​ ​grids,​ ​pictures,​ ​drawings,​ ​manipulatives,​ ​technology-based,​ ​etc.
● Less​ ​than They​ ​read​ ​decimals​ ​using​ ​fractional​ ​language​ ​and​ ​write​ ​decimals​ ​in​ ​fractional​ ​form,
as​ ​well​ ​as​ ​in​ ​expanded​ ​notation​ ​as​ ​show​ ​in​ ​the​ ​standard​ ​3a.​ ​This​ ​investigation​ ​leads
● Equal​ ​to
them​ ​to​ ​understanding​ ​equivalence​ ​of​ ​decimals​ ​(0.8​ ​=​ ​0.80​ ​=​ ​0.800).
● ‹,​ ​›,​ ​=,
● Compare/comparison Example:
● Some​ ​equivalent​ ​forms​ ​of​ ​0.72​ ​are:
72/100 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​70/100​ ​+​ ​2/100
7/10​ ​+​ ​2/100 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​0.720
7​ ​×​ ​(1/10)​ ​+​ ​2​ ​×​ ​(1/100) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​7​ ​×​ ​(1/10)​ ​+​ ​2​ ​×​ ​(1/100)​ ​+​ ​0​ ​×​ ​(1/1000)
0.70​ ​+​ ​0.02 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​720/1000

Students​ ​need​ ​to​ ​understand​ ​the​ ​size​ ​of​ ​decimal​ ​numbers​ ​and​ ​relate​ ​them​ ​to
common​ ​benchmarks​ ​such​ ​as​ ​0,​ ​0.5​ ​(0.50​ ​and​ ​0.500),​ ​and​ ​1.​ ​Comparing​ ​tenths​ ​to
tenths,​ ​hundredths​ ​to​ ​hundredths,​ ​and​ ​thousandths​ ​to​ ​thousandths​ ​is​ ​simplified​ ​if
students​ ​use​ ​their​ ​understanding​ ​of​ ​fractions​ ​to​ ​compare​ ​decimals.

Example:
● Comparing​ ​0.25​ ​and​ ​0.17,​ ​a​ ​student​ ​might​ ​think,​ ​“25​ ​hundredths​ ​is​ ​more
than​ ​17​ ​hundredths”.​ ​They​ ​may​ ​also​ ​think​ ​that​ ​it​ ​is​ ​8​ ​hundredths​ ​more.
They​ ​may​ ​write​ ​this​ ​comparison​ ​as​ ​0.25​ ​>​ ​0.17​ ​and​ ​recognize​ ​that​ ​0.17​ ​<
0.25​ ​is​ ​another​ ​way​ ​to​ ​express​ ​this​ ​comparison.
● Comparing​ ​0.207​ ​to​ ​0.26,​ ​a​ ​student​ ​might​ ​think,​ ​“Both​ ​numbers​ ​have​ ​2
tenths,​ ​so​ ​I​ ​need​ ​to​ ​compare​ ​the​ ​hundredths.​ ​The​ ​second​ ​number​ ​has​ ​6
hundredths​ ​and​ ​the​ ​first​ ​number​ ​has​ ​no​ ​hundredths​ ​so​ ​the​ ​second​ ​number
must​ ​be​ ​larger.​ ​Another​ ​student​ ​might​ ​think​ ​while​ ​writing​ ​fractions,​ ​“I
know​ ​that​ ​0.207​ ​is​ ​207​ ​thousandths​ ​(and​ ​may​ ​write​ ​207/1000).​ ​0.26​ ​is​ ​26
hundredths​ ​(and​ ​may​ ​write​ ​26/100)​ ​but​ ​I​ ​can​ ​also​ ​think​ ​of​ ​it​ ​as​ ​260
thousandths​ ​(260/1000).​ ​So,​ ​260​ ​thousandths​ ​is​ ​more​ ​than​ ​207
thousandths.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Understand​ ​the​ ​place​ ​value​ ​system.
​ ​Standard:​ ​5.NBT.4

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standard
4.NBT.A.3 CCSS.MATH.CONTENT.5.NBT.A.4
5.NBT.A.1
5.NBT.A.3 Use​ ​place​ ​value​ ​understanding​ ​to​ ​round​ ​decimals​ ​to​ ​any​ ​place.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● How​ ​does​ ​a​ ​digit’s​ ​position​ ​affect​ ​its​ ​value?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Use​ ​knowledge​ ​of​ ​base​ ​ten​ ​and​ ​place​ ​value​ ​to
round​ ​decimals​ ​to​ ​any​ ​place.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms When​ ​rounding​ ​a​ ​decimal​ ​to​ ​a​ ​given​ ​place,​ ​students​ ​may​ ​identify​ ​the​ ​two​ ​possible
● Place​ ​value answers,​ ​and​ ​use​ ​their​ ​understanding​ ​of​ ​place​ ​value​ ​to​ ​compare​ ​the​ ​given​ ​number
● Decimal to​ ​the​ ​possible​ ​answers.
Example:
● Decimal​ ​point
● Round​ ​14.235​ ​to​ ​the​ ​nearest​ ​tenth.
● Tenths
● Round Students​ ​recognize​ ​that​ ​the​ ​possible​ ​answer​ ​must​ ​be​ ​in​ ​tenths​ ​thus,​ ​it​ ​is
either​ ​14.2​ ​or​ ​14.3.​ ​ ​They​ ​then​ ​identify​ ​that​ ​14.235​ ​is​ ​closer​ ​to​ ​14.2​ ​(14.20)
than​ ​to​ ​14.3​ ​(14.30).
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Perform​ ​operations​ ​with​ ​multi-digit​ ​whole​ ​numbers​ ​and​ ​with​ ​decimals​ ​to
hundredths.
​ ​Standard:​ ​5.NBT.5

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NBT.B.4 CCSS.MATH.CONTENT.5.NBT.B.5 5.NBT.B.6
4.NBT.B.5 6.NS.B.3
5.NBT.A.1 Fluently​ ​multiply​ ​multi-digit​ ​whole​ ​numbers​ ​using​ ​the​ ​standard
algorithm.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
5.MP.8.​ ​Look​ ​for​ ​and​ ​express​ ​regularity​ ​in​ ​repeated​ ​reasoning.

Guiding​ ​Questions
● Why​ ​is​ ​the​ ​standard​ ​algorithm​ ​an​ ​efficient​ ​method​ ​for​ ​multiplication?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Fluently​ ​multiply​ ​multi-digit​ ​whole​ ​numbers
using​ ​standard​ ​algorithms.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms In​ ​prior​ ​grades,​ ​students​ ​used​ ​various​ ​strategies​ ​to​ ​multiply.​ ​Students​ ​can
● Multiplication/multiply continue​ ​to​ ​use​ ​these​ ​different​ ​strategies​ ​as​ ​long​ ​as​ ​they​ ​are​ ​efficient,​ ​but
must​ ​also​ ​understand​ ​and​ ​be​ ​able​ ​to​ ​use​ ​the​ ​standard​ ​algorithm.​ ​In
applying​ ​the​ ​standard​ ​algorithm,​ ​students​ ​recognize​ ​the​ ​importance​ ​of
place​ ​value.

Example:

123​ ​x​ ​34.​ ​When​ ​students​ ​apply​ ​the​ ​standard​ ​algorithm,​ ​they
decompose​ ​34​ ​into​ ​30​ ​+​ ​4.​ ​Then​ ​they​ ​multiply​ ​123​ ​by​ ​4,​ ​the​ ​value
of​ ​the​ ​number​ ​in​ ​the​ ​ones​ ​place,​ ​and​ ​then​ ​multiply​ ​123​ ​by​ ​30,​ ​the
value​ ​of​ ​the​ ​3​ ​in​ ​the​ ​tens​ ​place,​ ​and​ ​add​ ​the​ ​two​ ​products.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Perform​ ​operations​ ​with​ ​multi-digit​ ​whole​ ​numbers​ ​and​ ​with​ ​decimals​ ​to
hundredths.
​ ​Standard:​ ​5.NBT.6

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
CCSS.MATH.CONTENT.5.NBT.B.6
4.NBT.B.6 6.NS.B.2
5.NBT.A.1 6.NS.B.3
Find​ ​whole-number​ ​quotients​ ​of​ ​whole​ ​numbers​ ​with​ ​up​ ​to​ ​four-digit
5.NBT.A.2
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.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● What​ ​is​ ​an​ ​efficient​ ​strategy​ ​for​ ​dividing​ ​numbers?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Find​ ​whole-number​ ​quotients​ ​of​ ​whole ● Use​ ​strategies​ ​based​ ​on​ ​place​ ​value,​ ​the​ ​properties
numbers. of​ ​operations,​ ​and/or​ ​the​ ​relationship​ ​between
multiplication​ ​and​ ​division.
● Illustrate​ ​and​ ​explain​ ​calculations​ ​by​ ​using
equations,​ ​rectangular​ ​arrays,​ ​and/or​ ​area​ ​models.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms In​ ​fourth​ ​grade,​ ​students’​ ​experiences​ ​with​ ​division​ ​were​ ​limited​ ​to​ ​dividing
● Multiplication/multiply by​ ​one-digit​ ​divisors.​ ​This​ ​standard​ ​extends​ ​students’​ ​prior​ ​experiences
● Division/divide with​ ​strategies,​ ​illustrations,​ ​and​ ​explanations.​ ​When​ ​the​ ​two-digit​ ​divisor​ ​is
● Tenths a​ ​“familiar”​ ​number,​ ​a​ ​student​ ​might​ ​decompose​ ​the​ ​dividend​ ​using​ ​place
● Hundredths value.
● Products Example​:
● Quotients ● Using​ ​expanded​ ​notation​ ​~​ ​2682​ ​÷​ ​25​ ​=​ ​(2000​ ​+​ ​600​ ​+​ ​80​ ​+​ ​2)​ ​÷​ ​25
● Dividends ● Using​ ​his​ ​or​ ​her​ ​understanding​ ​of​ ​the​ ​relationship​ ​between​ ​100​ ​and
● Rectangular​ ​arrays 25,​ ​a​ ​student​ ​might​ ​think:
● Area​ ​models ○ I​ ​know​ ​that​ ​100​ ​divided​ ​by​ ​25​ ​is​ ​4​ ​so​ ​200​ ​divided​ ​by​ ​25​ ​is​ ​8​ ​and
2000​ ​divided​ ​by​ ​25​ ​is​ ​80.
○ 600​ ​divided​ ​by​ ​25​ ​has​ ​to​ ​be​ ​24.
○ Since​ ​3​ ​x​ ​25​ ​is​ ​75,​ ​I​ ​know​ ​that​ ​80​ ​divided​ ​by​ ​25​ ​is​ ​3​ ​with​ ​a
remainder​ ​of​ ​5.​ ​(Note​ ​that​ ​a​ ​student​ ​might​ ​divide​ ​into​ ​82​ ​and​ ​not
80)
○ I​ ​can’t​ ​divide​ ​2​ ​by​ ​25​ ​so​ ​2​ ​plus​ ​the​ ​5​ ​leaves​ ​a​ ​remainder​ ​of​ ​7.
○ 80​ ​+​ ​24​ ​+​ ​3​ ​=​ ​107.​ ​So,​ ​the​ ​answer​ ​is​ ​107​ ​with​ ​a​ ​remainder​ ​of​ ​7.
 ● Using​ ​an​ ​equation​ ​that​ ​relates​ ​division​ ​to​ ​multiplication,​ ​25​ ​x​ ​n​ ​=
2682,​ ​a​ ​student​ ​might​ ​estimate​ ​the​ ​answer​ ​to​ ​be​ ​slightly​ ​larger​ ​than
100​ ​because​ ​s/he​ ​recognizes​ ​that​ ​25​ ​x​ ​100​ ​=​ ​2500.

Example:​​ ​968​ ​÷​ ​21

● Using​ ​base​ ​ten​ ​models,​ ​a​ ​student​ ​can​ ​represent
962​ ​and​ ​use​ ​the​ ​models​ ​to​ ​make​ ​an​ ​array​ ​with​ ​one
dimension​ ​of​ ​21.​ ​The​ ​student​ ​continues​ ​to​ ​make
the​ ​array​ ​until​ ​no​ ​more​ ​groups​ ​of​ ​21​ ​can​ ​be​ ​made.
Remainders​ ​are​ ​not​ ​part​ ​of​ ​the​ ​array.

Example​:​ ​9984​ ​÷​ ​64

● An​ ​area​ ​model​ ​for​ ​division​ ​is​ ​shown​ ​below.​ ​As​ ​the​ ​student​ ​uses​ ​the
area​ ​model,​ ​s/he​ ​keeps​ ​track​ ​of​ ​how​ ​much​ ​of​ ​the​ ​9984​ ​is​ ​left​ ​to
divide.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Perform​ ​operations​ ​with​ ​multi-digit​ ​whole​ ​numbers​ ​and​ ​with​ ​decimals​ ​to
hundredths.
​ ​Standard:​ ​5.NBT.7

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NBT.B.4 CCSS.MATH.CONTENT.5.NBT.B.7 5.MD.A.1
5.NBT.A.1 6.NS.B.3
5.NF.A.1 Add,​ ​subtract,​ ​multiply,​ ​and​ ​divide​ ​decimals​ ​to​ ​hundredths,​ ​using
5.NF.B.5 concrete​ ​models​ ​or​ ​drawings​ ​and​ ​strategies​ ​based​ ​on​ ​place​ ​value,
5.NF.B.7
properties​ ​of​ ​operations,​ ​and/or​ ​the​ ​relationship​ ​between​ ​addition
and​ ​subtraction;​ ​relate​ ​the​ ​strategy​ ​to​ ​a​ ​written​ ​method​ ​and​ ​explain
the​ ​reasoning​ ​used.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● What​ ​is​ ​an​ ​efficient​ ​strategy​ ​for​ ​adding,​ ​subtracting,​ ​multiplying​ ​and​ ​dividing​ ​decimals?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Add,​ ​subtract,​ ​multiply,​ ​and​ ​divide​ ​decimals​ ​to ● Relate​ ​the​ ​strategy​ ​to​ ​a​ ​written​ ​method​ ​and​ ​explain
hundredths​ ​using​ ​concrete​ ​models​ ​or​ ​drawings the​ ​reasoning​ ​used​ ​to​ ​solve​ ​decimal​ ​operation
and​ ​strategies​ ​based​ ​on​ ​place​ ​value,​ ​properties calculations.
of​ ​operations,​ ​and/or​ ​the​ ​relationship​ ​between
addition​ ​and​ ​subtraction.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms This​ ​standard​ ​requires​ ​students​ ​to​ ​extend​ ​the​ ​models​ ​and​ ​strategies​ ​they
● Multiplication/multiply developed​ ​for​ ​whole​ ​numbers​ ​in​ ​grades​ ​1-4​ ​to​ ​decimal​ ​values.​ ​Before​ ​students
● Division/divide are​ ​asked​ ​to​ ​give​ ​exact​ ​answers,​ ​they​ ​should​ ​estimate​ ​answers​ ​based​ ​on​ ​their
● Decimal understanding​ ​of​ ​operations​ ​and​ ​the​ ​value​ ​of​ ​the​ ​numbers.
● Decimal​ ​point Examples:
● Tenths ● 3.6​ ​+​ ​1.7
● Hundredths ○ A​ ​student​ ​might​ ​estimate​ ​the​ ​sum​ ​to​ ​be​ ​larger​ ​than​ ​5​ ​because​ ​3.6
● Products is​ ​more​ ​than​ ​3​ ​½​ ​ ​and​ ​1.7​ ​is​ ​more​ ​than​ ​1​ ​½.
● Quotients ● 5.4​ ​–​ ​0.8
● Dividends ○ A​ ​student​ ​might​ ​estimate​ ​the​ ​answer​ ​to​ ​be​ ​a​ ​little​ ​more​ ​than​ ​4.4
● Addition/add because​ ​a​ ​number​ ​less​ ​than​ ​1​ ​is​ ​being​ ​subtracted.
● Subtraction/subtract ● 6​ ​x​ ​2.4
● Properties-rules​ ​about ○ A​ ​student​ ​might​ ​estimate​ ​an​ ​answer​ ​between​ ​12​ ​and​ ​18​ ​since​ ​6​ ​x
how​ ​numbers​ ​work 2​ ​is​ ​12​ ​and​ ​6​ ​x​ ​3​ ​is​ ​18.​ ​Another​ ​student​ ​might​ ​give​ ​an​ ​estimate​ ​of
● Reasoning a​ ​little​ ​less​ ​than​ ​15​ ​because​ ​s/he​ ​figures​ ​the​ ​answer​ ​to​ ​be​ ​very
close,​ ​but​ ​smaller​ ​than​ ​6​ ​x​ ​2​ ​½​ ​and​ ​think​ ​of​ ​2​ ​½​ ​ ​groups​ ​of​ ​6​ ​as​ ​12
(2​ ​groups​ ​of​ ​6)​ ​+​ ​3​ ​(​ ​½​ ​of​ ​a​ ​group​ ​of​ ​6).
Students​ ​should​ ​be​ ​able​ ​to​ ​express​ ​that​ ​when​ ​they​ ​add​ ​decimals​ ​they​ ​add​ ​tenths
to​ ​tenths​ ​and​ ​hundredths​ ​to​ ​hundredths.​ ​So,​ ​when​ ​they​ ​are​ ​adding​ ​in​ ​a​ ​vertical
format​ ​(numbers​ ​beneath​ ​each​ ​other),​ ​it​ ​is​ ​important​ ​that​ ​they​ ​write​ ​numbers
with​ ​the​ ​same​ ​place​ ​value​ ​beneath​ ​each​ ​other.​ ​This​ ​understanding​ ​can​ ​be
reinforced​ ​by​ ​connecting​ ​addition​ ​of​ ​decimals​ ​to​ ​their​ ​understanding​ ​of​ ​addition
of​ ​fractions.​ ​Adding​ ​fractions​ ​with​ ​denominators​ ​of​ ​10​ ​and​ ​100​ ​is​ ​a​ ​standard​ ​in
fourth​ ​grade.

Example​:​ ​4​ ​-​ ​0.3

·​​ ​ ​ ​ ​ ​ ​ ​3​ ​tenths​ ​subtracted​ ​from​ ​4​ ​wholes.​ ​ ​The​ ​wholes​ ​must​ ​be​ ​divided​ ​into​ ​tenths.

The​ ​answer​ ​is​ ​3​ ​and​ ​7/10​ ​or​ ​3.7.

Example:​ ​ ​An​ ​area​ ​model​ ​can​ ​be​ ​useful​ ​for​ ​illustrating​ ​products.

Students​ ​should​ ​be​ ​able​ ​to​ ​describe​ ​the​ ​partial​ ​products​ ​displayed​ ​by​ ​the​ ​area​ ​model.
For​ ​example,
“3/10​ ​times​ ​4/10​ ​is​ ​12/100.
3/10​ ​times​ ​2​ ​is​ ​6/10​ ​or​ ​60/100.
1​ ​group​ ​of​ ​4/10​ ​is​ ​4/10​ ​or​ ​40/100.
1​ ​group​ ​of​ ​2​ ​is​ ​2.”

Example​:​ ​Finding​ ​the​ ​number​ ​in​ ​each​ ​group​ ​or​ ​share

● Students​ ​should​ ​be​ ​encouraged​ ​to​ ​apply​ ​a
fair​ ​sharing​ ​model​ ​separating​ ​decimal​ ​values
into​ ​equal​ ​parts​ ​such​ ​as​ ​2.4​ ​÷​ ​6​ ​=​ ​0.6

Example​:​ ​Find​ ​the​ ​number​ ​of​ ​groups

● ​ ​Joe​ ​has​ ​1.6​ ​meters​ ​of​ ​rope.​ ​He​ ​has​ ​to​ ​cut
pieces​ ​of​ ​rope​ ​that​ ​are​ ​0.2​ ​meters​ ​long.​ ​How​ ​many​ ​can​ ​he​ ​cut?
● To​ ​divide​ ​to​ ​find​ ​the​ ​number​ ​of​ ​groups,​ ​a​ ​student​ ​might:
○ draw​ ​a​ ​segment​ ​to​ ​represent​ ​1.6​ ​meters.​ ​In​ ​doing​ ​so,​ ​s/he​ ​would
count​ ​in​ ​tenths​ ​to​ ​identify​ ​the​ ​6​ ​tenths,​ ​and​ ​be​ ​able​ ​identify​ ​the
number​ ​of​ ​2​ ​tenths​ ​within​ ​the​ ​6​ ​tenths.​ ​The​ ​student​ ​can​ ​then
extend​ ​the​ ​idea​ ​of​ ​counting​ ​by​ ​tenths​ ​to​ ​divide​ ​the​ ​one​ ​meter
into​ ​tenths​ ​and​ ​determine​ ​that​ ​there​ ​are​ ​5​ ​more​ ​groups​ ​of​ ​2
tenths.

● Count​ ​groups​ ​of​ ​2​ ​tenths​ ​without​ ​the​ ​use​ ​of​ ​models​ ​or​ ​diagrams.
Knowing​ ​that​ ​1​ ​can​ ​be​ ​thought​ ​of​ ​as​ ​10/10,​ ​a​ ​student​ ​might​ ​think​ ​of​ ​1.6
as​ ​16​ ​tenths.​ ​Counting​ ​2​ ​tenths,​ ​4​ ​tenths,​ ​6​ ​tenths,​ ​.​ ​.​ ​.16​ ​tenths,​ ​a
student​ ​can​ ​count​ ​8​ ​groups​ ​of​ ​2​ ​tenths.
● Use​ ​their​ ​understanding​ ​of​ ​multiplication​ ​and​ ​think,​ ​“8​ ​groups​ ​of​ ​2​ ​is​ ​16,
so​ ​8​ ​groups​ ​of​ ​2/10​ ​is​ ​16/10​ ​or​ ​1​ ​6/10.”
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Use​ ​equivalent​ ​fractions​ ​as​ ​a​ ​strategy​ ​to​ ​add​ ​and​ ​subtract​ ​fractions.
​ ​Standard:​ ​5.NF.1

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NF.A.1 CCSS.MATH.CONTENT.5.NF.A.1 5.NBT.B.7
4.NF.B.3 5.NF.A.2
Add​ ​and​ ​subtract​ ​fractions​ ​with​ ​unlike​ ​denominators​ ​(including 6.EE.B.7
mixed​ ​numbers)​ ​by​ ​replacing​ ​given​ ​fractions​ ​with​ ​equivalent 7.NS.A.1
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.)

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● How​ ​do​ ​I​ ​add​ ​or​ ​subtract​ ​fractions​ ​with​ ​unlike​ ​denominators?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Generate​ ​equivalent​ ​fractions​ ​to​ ​find​ ​the​ ​like ● Solve​ ​addition​ ​and​ ​subtraction​ ​problems​ ​involving
denominator. fractions​ ​(including​ ​mixed​ ​numbers)​ ​with​ ​like​ ​and
unlike​ ​denominators​ ​using​ ​an​ ​equivalent​ ​fraction
strategy.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Students​ ​should​ ​apply​ ​their​ ​understanding​ ​of​ ​equivalent​ ​fractions​ ​developed​ ​in​ ​fourth​ ​grade​ ​and​ ​their​ ​ability​ ​to
rewrite​ ​fractions​ ​in​ ​an​ ​equivalent​ ​form​ ​to​ ​find​ ​common​ ​denominators.​ ​They​ ​should​ ​know​ ​that​ ​multiplying​ ​the
● Fraction denominators​ ​will​ ​always​ ​give​ ​a​ ​common​ ​denominator​ ​but​ ​may​ ​not​ ​result​ ​in​ ​the​ ​smallest​ ​denominator.
● Equivalent
Examples:
● Addition/​ ​add
● Sum
● Subtraction/subtract
● Difference
● Unlike​ ​denominator
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
Cluster:​ ​Use​ ​equivalent​ ​fractions​ ​as​ ​a​ ​strategy​ ​to​ ​add​ ​and​ ​subtract​ ​fractions.
​ ​Standard:​ ​5.NF.2

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NF.A.1 CCSS.MATH.CONTENT.5.NF.A.2 5.MD.B.2
5.NF.A.1
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.​ F ​ or
example,​ ​recognize​ ​an​ ​incorrect​ ​result​ ​2/5​ ​+​ ​1/2​ ​=​ ​3/7,​ ​by​ ​observing
that​ ​3/7​ ​<​ ​1/2​.

Mathematical​ ​Practices
5.MP.1.​ ​Make​ ​sense​ ​of​ ​problems​ ​and​ ​persevere​ ​in​ ​solving​ ​them.
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
5.MP.8.​ ​Look​ ​for​ ​and​ ​express​ ​regularity​ ​in​ ​repeated​ ​reasoning

Guiding​ ​Questions
● What​ ​is​ ​an​ ​efficient​ ​strategy​ ​for​ ​adding​ ​and​ ​subtracting,​ ​fractions?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Generate​ ​equivalent​ ​fractions​ ​to​ ​find​ ​like ● Evaluate​ ​the​ ​reasonableness​ ​of​ ​an​ ​answer,​ ​using
denominators. fractional​ ​number​ ​sense,​ ​by​ ​comparing​ ​it​ ​to​ ​a
benchmark​ ​fraction.
● Solve​ ​word​ ​problems​ ​involving​ ​addition​ ​and
subtraction​ ​of​ ​fractions​ ​with​ ​unlike​ ​denominators
referring​ ​to​ ​the​ ​same​ ​whole.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Examples:
● Fraction ● Jerry​ ​was​ ​making​ ​two​ ​different​ ​types​ ​of​ ​cookies.​ ​One​ ​recipe​ ​needed​ ​2/3
● Equivalent cup​ ​of​ ​sugar​ ​and​ ​the​ ​other​ ​needed​ ​¾​ ​cup​ ​of​ ​sugar.​ ​How​ ​much​ ​sugar​ ​did
● Addition/​ ​add he​ ​need​ ​to​ ​make​ ​both​ ​recipes?
● Sum
● Subtraction/subtract Mental​ ​estimation:
● Difference A​ ​student​ ​may​ ​say​ ​that​ ​Jerry​ ​needs​ ​more​ ​than​ ​1​ ​cup​ ​of​ ​sugar​ ​but​ ​less
● Unlike​ ​denominator than​ ​2​ ​cups.​ ​An​ ​explanation​ ​may​ ​compare​ ​both​ ​fractions​ ​to​ ​½​ ​and​ ​state
● Numerator that​ ​both​ ​are​ ​larger​ ​than​ ​½​ ​ ​so​ ​the​ ​total​ ​must​ ​be​ ​more​ ​than​ ​1.​ ​In​ ​addition,
both​ ​fractions​ ​are​ ​slightly​ ​less​ ​than​ ​1​ ​so​ ​the​ ​sum​ ​cannot​ ​be​ ​more​ ​than​ ​2.
Example​:​ ​Using​ ​a​ ​bar​ ​diagram
● Sonia​ ​had​ ​2​ ​⅓​ ​candy​ ​bars.​ ​She​ ​promised​ ​her​ ​brother​ ​that​ ​she​ ​would​ ​give
him​ ​½​ ​of​ ​a​ ​candy​ ​bar.​ ​How​ ​much​ ​will​ ​she​ ​have​ ​left​ ​after​ ​she​ ​gives​ ​her
brother​ ​the​ ​amount​ ​she​ ​promised?
● If​ ​Mary​ ​ran​ ​3​ ​miles​ ​every​ ​week​ ​for​ ​4​ ​weeks,​ ​she​ ​would​ ​reach​ ​her​ ​goal​ ​for
the​ ​month.​ ​The​ ​first​ ​day​ ​of​ ​the​ ​first​ ​week​ ​she​ ​ran​ ​1​ ​¾​ ​miles.​ ​How​ ​many
miles​ ​does​ ​she​ ​still​ ​need​ ​to​ ​run​ ​the​ ​first​ ​week?
Using​ ​addition​ ​to​ ​find​ ​the​ ​answer:​ ​1​ ​¾​ ​+​ ​n​ ​=​ ​3
A​ ​student​ ​might​ ​add​ ​1​ ​¼​ ​to​ ​1​ ​¾​ ​to​ ​get​ ​to​ ​3​ ​miles.​ ​Then​ ​he​ ​or​ ​she​ ​would
add​ ​1/6​ ​more.​ ​Thus​ ​1​ ​¼​ ​miles​ ​+​ ​1/6​ ​of​ ​a​ ​mile​ ​is​ ​what​ ​Mary​ ​needs​ ​to​ ​run
during​ ​that​ ​week.
Estimation​ ​skills​ ​include​ ​identifying​ ​when​ ​estimation​ ​is​ ​appropriate,​ ​determining
the​ ​level​ ​of​ ​accuracy​ ​needed,​ ​selecting​ ​the​ ​appropriate​ ​method​ ​of​ ​estimation,
and​ ​verifying​ ​solutions​ ​or​ ​determining​ ​the​ ​reasonableness​ ​of​ ​situations​ ​using
various​ ​estimation​ ​strategies.​ ​Estimation​ ​strategies​ ​for​ ​calculations​ ​with​ ​fractions
extend​ ​from​ ​students’​ ​work​ ​with​ ​whole​ ​number​ ​operations​ ​and​ ​can​ ​be​ ​supported
through​ ​the​ ​use​ ​of​ ​physical​ ​models.

Example:
● Elli​ ​drank​ ​3/5​ ​quart​ ​of​ ​milk​ ​and​ ​Javier​ ​drank​ ​1/10​ ​of​ ​a​ ​quart​ ​less​ ​than
Ellie.​ ​How​ ​much​ ​milk​ ​did​ ​they​ ​drink​ ​all​ ​together?
Solution:

This​ ​is​ ​how​ ​much​ ​milk​ ​Javier​ ​drank

​​ Together​ ​they​ ​drank​ ​1​ ​ ​1/10​ ​quarts​ ​of​ ​milk

This​ ​solution​ ​is​ ​reasonable​ ​because​ ​Ellie​ ​drank​ ​more​ ​than​ ​1/2​ ​quart​ ​and​ ​Javier
drank​ ​1/2​ ​quart​ ​so​ ​together​ ​they​ ​drank​ ​slightly​ ​more​ ​than​ ​one​ ​quart.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ pply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​multiplication​ ​and​ ​division.
Cluster:​ A
​ ​Standard:​ ​5.NF.3

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
3.OA.A.1 CCSS.MATH.CONTENT.5.NF.B.3 6.RP.A.2
3.OA.A.2 7.NS.A.2
3.OA.B.6 Interpret​ ​a​ ​fraction​ ​as​ ​division​ ​of​ ​the​ ​numerator​ ​by​ ​the​ ​denominator
4.MD.A.2 (​a​/​b​ ​=​ ​a​ ​÷​ ​b​).​ ​Solve​ ​word​ ​problems​ ​involving​ ​division​ ​of​ ​whole
4.OA.A.1
numbers​ ​leading​ ​to​ ​answers​ ​in​ ​the​ ​form​ ​of​ ​fractions​ ​or​ ​mixed
4.OA.A.2
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?

Mathematical​ ​Practices
5.MP.1.​ ​Make​ ​sense​ ​of​ ​problems​ ​and​ ​persevere​ ​in​ ​solving​ ​them.
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● What​ ​is​ ​an​ ​efficient​ ​strategy​ ​for​ ​adding​ ​and​ ​subtracting​ ​fractions?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Interpret​ ​a​ ​fraction​ ​as​ ​division​ ​of​ ​the​ ​numerator ● Interpret​ ​the​ ​remainder​ ​as​ ​a​ ​fractional​ ​part​ ​of​ ​the
by​ ​the​ ​denominator. problem.
● Solve​ ​word​ ​problems​ ​involving​ ​division​ ​of​ ​whole
numbers​ ​leading​ ​to​ ​answers​ ​in​ ​the​ ​form​ ​of​ ​fractions
or​ ​mixed​ ​numbers.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Students​ ​are​ ​expected​ ​to​ ​demonstrate​ ​their​ ​understanding​ ​using​ ​concrete
● Fraction materials,​ ​drawing​ ​models,​ ​and​ ​explaining​ ​their​ ​thinking​ ​when​ ​working​ ​with
● Denominator fractions​ ​in​ ​multiple​ ​contexts.​ ​They​ ​read​ ​3/5​ ​as​ ​“three​ ​fifths”​ ​and​ ​after​ ​many
● Numerator experiences​ ​with​ ​sharing​ ​problems,​ ​learn​ ​that​ ​3/5​ ​can​ ​also​ ​be​ ​interpreted​ ​as​ ​“3
● Operations divided​ ​by​ ​5.”
● Multiplication/multiply
● Division/divide
Examples:
·​​ ​ ​ ​ ​ ​ ​ ​Ten​ ​team​ ​members​ ​are​ ​sharing​ ​3​ ​boxes​ ​of​ ​cookies.​ ​How​ ​much​ ​of​ ​a​ ​box​ ​will
each​ ​student​ ​get?
·​​ ​ ​ ​ ​ ​ ​ ​When​ ​working​ ​this​ ​problem​ ​a​ ​student​ ​should​ ​recognize​ ​that​ ​the​ ​3​ ​boxes​ ​are
being​ ​divided​ ​into​ ​10​ ​groups,​ ​so​ ​s/he​ ​is​ ​seeing​ ​the​ ​solution​ ​to​ ​the​ ​following
equation,​ ​10​ ​x​ ​n​ ​=​ ​3​ ​(10​ ​groups​ ​of​ ​some​ ​amount​ ​is​ ​3​ ​boxes)​ ​which​ ​can​ ​also​ ​be
written​ ​as​ ​n​ ​=​ ​3​ ​÷​ ​10.​ ​Using​ ​models​ ​or​ ​diagram,​ ​they​ ​divide​ ​each​ ​box​ ​into​ ​10
groups,​ ​resulting​ ​in​ ​each​ ​team​ ​member​ ​getting​ ​3/10​ ​of​ ​a​ ​box.
·​​ ​ ​ ​ ​ ​ ​ ​Two​ ​afterschool​ ​clubs​ ​are​ ​having​ ​pizza​ ​parties.​ ​For​ ​the​ ​Math​ ​Club,​ ​the
teacher​ ​will​ ​order​ ​3​ ​pizzas​ ​for​ ​every​ ​5​ ​students.​ ​For​ ​the​ ​student​ ​council,​ ​the
teacher​ ​will​ ​order​ ​5​ ​pizzas​ ​for​ ​every​ ​8​ ​students.​ ​Since​ ​you​ ​are​ ​in​ ​both​ ​groups,​ ​you
need​ ​to​ ​decide​ ​which​ ​party​ ​to​ ​attend.​ ​How​ ​much​ ​pizza​ ​would​ ​you​ ​get​ ​at​ ​each
party?​ ​If​ ​you​ ​want​ ​to​ ​have​ ​the​ ​most​ ​pizza,​ ​which​ ​party​ ​should​ ​you​ ​attend?
·​​ ​ ​ ​ ​ ​ ​ ​The​ ​six​ ​fifth​ ​grade​ ​classrooms​ ​have​ ​a​ ​total​ ​of​ ​27​ ​boxes​ ​of​ ​pencils.​ ​How​ ​many
boxes​ ​will​ ​each​ ​classroom​ ​receive?

Students​ ​may​ ​recognize​ ​this​ ​as​ ​a​ ​whole​ ​number​ ​division​ ​problem​ ​but​ ​should​ ​also
express​ ​this​ ​equal​ ​sharing​ ​problem​ ​as​ ​27/6.​ ​They​ ​explain​ ​that​ ​each​ ​classroom
gets​ ​27/6​ ​boxes​ ​of​ ​pencils​ ​and​ ​can​ ​further​ ​determine​ ​that​ ​each​ ​classroom​ ​get​ ​4
3/6​ ​or​ ​4​ ​ ​1/2​ ​boxes​ ​of​ ​pencils.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ pply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​multiplication​ ​and​ ​division.
Cluster:​ A
​ ​Standard:​ ​5.NF.4

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
4.NF.B.4 CCSS.MATH.CONTENT.5.NF.B.4 5.NBT.B.7
3.MD.C.7 5.NF.B.5
Apply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​multiplication​ ​to 6.EE.B.7
multiply​ ​a​ ​fraction​ ​or​ ​whole​ ​number​ ​by​ ​a​ ​fraction. 6.G.A.1
7.SP.B.3
7.NS.A.2
CCSS.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​.​ ​For​ ​example,​ ​use​ ​a​ ​visual​ ​fraction​ ​model
to​ ​show​ ​(2/3)​ ​×​ ​4​ ​=​ ​8/3,​ ​and​ ​create​ ​a​ ​story​ ​context​ ​for​ ​this
equation.​ ​Do​ ​the​ ​same​ ​with​ ​(2/3)​ ​×​ ​(4/5)​ ​=​ ​8/15.​ ​(In​ ​general,
(a/b)​ ​×​ ​(c/d)​ ​=​ ​ac/bd.)

CCSS.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

Mathematical​ ​Practices
5.MP.1.​ ​Make​ ​sense​ ​of​ ​problems​ ​and​ ​persevere​ ​in​ ​solving​ ​them.
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
5.MP.8.​ ​Look​ ​for​ ​and​ ​express​ ​regularity​ ​in​ ​repeated​ ​reasoning.
Guiding​ ​Questions
● What​ ​is​ ​an​ ​efficient​ ​strategy​ ​to​ ​find​ ​the​ ​area​ ​of​ ​a​ ​rectangle​ ​with​ ​fractional​ ​side​ ​lengths?

Substandard​ ​Deconstruction 5.nF.4a​ ​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.​ ​For​ ​example,​ ​use​ ​a​ ​visual​ ​fraction​ ​model​ ​to​ ​show​ ​(2/3)​ ​×​ ​4​ ​=​ ​8/3,​ ​and
create​ ​a​ ​story​ ​context​ ​for​ ​this​ ​equation.​ ​Do​ ​the​ ​same​ ​with​ ​(2/3)​ ​×​ ​(4/5)​ ​=
8/15.​ ​(In​ ​general,​ ​(a/b)​ ​×​ ​(c/d)​ ​=​ ​ac/bd.)
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Multiply​ ​fractions​ ​by​ ​whole ● Interpret​ ​the​ ​product​ ​of​ ​a​ ​fraction​ ​times​ ​a​ ​whole​ ​number​ ​as​ ​total
numbers. number​ ​of​ ​parts​ ​of​ ​the​ ​whole.
● Multiply​ ​fractions​ ​by​ ​fractions. ● Determine​ ​the​ ​sequence​ ​of​ ​operations​ ​that​ ​result​ ​in​ ​the​ ​total​ ​number
of​ ​parts​ ​of​ ​the​ ​whole.
● Interpret​ ​the​ ​product​ ​of​ ​a​ ​fraction​ ​times​ ​a​ ​fraction​ ​as​ ​the​ ​total​ ​number
of​ ​parts​ ​of​ ​the​ ​whole.
 Substandard​ ​Deconstruction 5.nF.4b​ ​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​ ​nd​ ​areas​ ​of​ ​rectangles,
and​ ​represent​ ​fraction​ ​products​ ​as​ ​rectangular​ ​areas.
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Find​ ​area​ ​of​ ​a​ ​rectangle​ ​with ● Represent​ ​fraction​ ​products​ ​as​ ​rectangular​ ​areas.
fractional​ ​side​ ​lengths​ ​using ● Justify​ ​multiplying​ ​fractional​ ​side​ ​lengths​ ​to​ ​ ​nd​ ​the​ ​area​ ​is​ ​the​ ​same
different​ ​strategies. as​ ​tiling​ ​a​ ​rectangle​ ​with​ ​unit​ ​squares​ ​of​ ​the​ ​appropriate​ ​unit​ ​fraction
side​ ​lengths.
Re

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms
● Partition(ed) Students​ ​are​ ​expected​ ​to​ ​multiply​ ​fractions​ ​including​ ​proper​ ​fractions,​ ​improper
fractions,​ ​and​ ​mixed​ ​numbers.​ ​They​ ​multiply​ ​fractions​ ​efficiently​ ​and​ ​accurately​ ​as
● Equal​ ​parts well​ ​as​ ​solve​ ​problems​ ​in​ ​both​ ​contextual​ ​and​ ​non-contextual​ ​situations.
● Fraction ● As​ ​they​ ​multiply​ ​fractions​ ​such​ ​as​ ​3/5​ ​x​ ​6,​ ​they​ ​can​ ​think​ ​of​ ​the​ ​operation​ ​in
● Equal​ ​distance​ ​(​ ​intervals) more​ ​than​ ​one​ ​way.
3​ ​x​ ​(6​ ​÷​ ​5)​ ​or​ ​(3​ ​x​ ​6/5)
● Equivalent (3​ ​x​ ​6)​ ​÷​ ​5​ ​or​ ​18​ ​÷​ ​5​ ​(18/5)
● Equivalence
● Reasonable ● Students​ ​create​ ​a​ ​story​ ​problem​ ​for​ ​3/5​ ​x​ ​6​ ​such​ ​as:
● Denominator Isabel​ ​had​ ​6​ ​feet​ ​of​ ​wrapping​ ​paper.​ ​She​ ​used​ ​3/5​ ​of​ ​the​ ​paper​ ​to​ ​wrap
some​ ​presents.​ ​How​ ​much​ ​does​ ​she​ ​have​ ​left?
● Numerator Every​ ​day​ ​Tim​ ​ran​ ​3/5​ ​of​ ​mile.​ ​How​ ​far​ ​did​ ​he​ ​run​ ​after​ ​6​ ​days?​ ​(Interpreting
● Comparison this​ ​as​ ​6​ ​x​ ​3/5)
● Compare​ ​(symbols​ ​‹,​ ​›,​ ​=​ ​) Examples​:​ ​Building​ ​on​ ​previous​ ​understandings​ ​of​ ​multiplication
·​​ ​ ​ ​ ​​ ​ ​ ​Rectangle​ ​with​ ​dimensions​ ​of​ ​2​ ​and​ ​3​ ​showing​ ​that​ ​2​ ​x​ ​3​ ​=​ ​6.
● Justify

·​ ​ ​ ​ ​ ​ ​ ​Rectangle​ ​with​ ​dimensions​ ​of​ ​2​ ​and​ ​2/3​ ​showing​ ​that​ ​2​ ​x​ ​2/3​ ​=​ ​4/3
·​​ ​Larry​ ​knows​ ​that​ ​1/12​ ​x​ ​1/12​ ​ ​is​ ​1/144​ ​.​ ​To​ ​prove​ ​this​ ​he​ ​makes​ ​the
following​ ​array
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ pply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​multiplication​ ​and​ ​division.
Cluster:​ A
​ ​Standard:​ ​5.NF.5

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standard
3.OA.A.1 CCSS.MATH.CONTENT.5.NF.B.5 6.RP.A.1
3.OA.A.2
4.MD.A.2 Interpret​ ​multiplication​ ​as​ ​scaling​ ​(resizing),​ ​by:
4.NF.A.1
4.OA.A.1 CCSS.MATH.CONTENT.5.NF.B.5.A
4.OA.A.2
5.NF.B.4 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.

CCSS.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.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
Guiding​ ​Questions
● Why​ ​does​ ​the​ ​product​ ​of​ ​whole​ ​number​ ​multiplication​ ​differ​ ​from​ ​the​ ​multiplication​ ​of​ ​a​ ​whole​ ​number​ ​and
fraction?

Substandard​ ​Deconstruction 5.nF.5a​ ​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.

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Know​ ​that​ ​scaling​ ​(resizing) ● Compare​ ​the​ ​size​ ​of​ ​a​ ​product​ ​to​ ​the​ ​size​ ​of​ ​one​ ​factor​ ​on​ ​the​ ​basis
involves​ ​multiplication. of​ ​the​ ​size​ ​of​ ​the​ ​other​ ​factor,​ ​without​ ​performing​ ​the​ ​indicated
multiplication.
●
Substandard​ ​Deconstruction 5.nF.5b​ ​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.
 KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Know​ ​that​ ​multiplying​ ​whole ● Draw​ ​a​ ​conclusion​ ​that​ ​multiplying​ ​a​ ​fraction​ ​greater​ ​than​ ​one​ ​will
numbers​ ​and​ ​fractions​ ​result result​ ​in​ ​a​ ​product​ ​greater​ ​than​ ​the​ ​given​ ​number.
in​ ​products​ ​greater​ ​than​ ​or ● Draw​ ​a​ ​conclusion​ ​that​ ​when​ ​you​ ​multiply​ ​a​ ​fraction​ ​by​ ​one​ ​the
less​ ​than​ ​one​ ​depending​ ​upon resulting​ ​fraction​ ​is​ ​equivalent.
the​ ​factors. ● Draw​ ​a​ ​conclusion​ ​that​ ​when​ ​you​ ​multiply​ ​a​ ​fraction​ ​by​ ​a​ ​fraction,​ ​the
product​ ​will​ ​be​ ​smaller​ ​than​ ​the​ ​given​ ​number.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Examples​:
● Fraction
● Denominator
● Numerator
● Operations
● Multiplication/multiply
● Division/divide
● Mixed​ ​numbers
● Product
● Quotient
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ pply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​multiplication​ ​and​ ​division.
Cluster:​ A
​ ​Standard:​ ​5.NF.6

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standard

CCSS.MATH.CONTENT.5.NF.B.6
3.OA.A.1 5.MD.B.2
3.OA.A.2
4.MD.A.2 Solve​ ​real​ ​world​ ​problems​ ​involving​ ​multiplication​ ​of​ ​fractions​ ​and
4.OA.A.1 mixed​ ​numbers,​ ​e.g.,​ ​by​ ​using​ ​visual​ ​fraction​ ​models​ ​or​ ​equations​ ​to
4.OA.A.2 represent​ ​the​ ​problem.

Mathematical​ ​Practices
5.MP.1.​ ​Make​ ​sense​ ​of​ ​problems​ ​and​ ​persevere​ ​in​ ​solving​ ​them.
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
5.MP.8.​ ​Look​ ​for​ ​and​ ​express​ ​regularity​ ​in​ ​repeated​ ​reasoning.

Guiding​ ​Questions
● What​ ​is​ ​an​ ​efficient​ ​strategy​ ​for​ ​adding​ ​and​ ​subtracting​ ​fractions?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Represent​ ​word​ ​problems​ ​involving ● Solve​ ​real​ ​world​ ​problems​ ​involving​ ​multiplication​ ​of
multiplication​ ​of​ ​fractions​ ​and​ ​mixed​ ​numbers. fractions​ ​and​ ​mixed​ ​numbers.
Interpret​ ​a​ ​fraction​ ​as​ ​division​ ​of​ ​the​ ​numerator
by​ ​the​ ​denominator.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Examples:
● Fraction ● Evan​ ​bought​ ​6​ ​roses​ ​for​ ​his​ ​mother.​ ​2/3​ ​of​ ​them​ ​were​ ​red.​ ​How​ ​many​ ​red​ ​roses​ ​were
there?
● Denominator ○ Using​ ​a​ ​visual,​ ​a​ ​student​ ​divides​ ​the​ ​6​ ​roses​ ​into​ ​3​ ​groups​ ​and​ ​counts​ ​how​ ​many
● Numerator are​ ​in​ ​2​ ​of​ ​the​ ​3​ ​groups.
● Operations
● Multiplication/multiply ○
● Division/divide ○ A​ ​student​ ​can​ ​use​ ​an​ ​equation​ ​to​ ​solve.​ ​2/3​ ​×​ ​6​ ​=​ ​12/3​ ​=​ ​4​ ​red​ ​roses

● Mary​ ​and​ ​Joe​ ​determined​ ​that​ ​the​ ​dimensions​ ​of​ ​their​ ​school​ ​flag​ ​needed​ ​to​ ​be​ ​1​ ​1/3​ ​ft.
by​ ​2​ ​1/4​ ​ft.​ ​What​ ​will​ ​be​ ​the​ ​area​ ​of​ ​the​ ​school​ ​flag?
○ A​ ​student​ ​can​ ​draw​ ​an​ ​array​ ​to​ ​find​ ​this​ ​product​ ​and​ ​can​ ​also​ ​use​ ​his​ ​or​ ​her
understanding​ ​of​ ​decomposing​ ​numbers​ ​to​ ​explain​ ​the​ ​multiplication.​ ​Thinking
ahead​ ​a​ ​student​ ​may​ ​decide​ ​to​ ​multiply​ ​by​ ​1​ ​1/3​ ​instead​ ​of​ ​2​ ​1/4.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ pply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​multiplication​ ​and​ ​division.
Cluster:​ A
​ ​Standard:​ ​5.NF.7

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standards
3.OA.B.6 CCSS.MATH.CONTENT.5.NF.B.7 5.MD.B.2
3.NF.A.1 5.NBT.B.7
4.NF.B.4 Apply​ ​and​ ​extend​ ​previous​ ​understandings​ ​of​ ​division​ ​to​ ​divide​ ​unit 6.NS.A.1
fractions​ ​by​ ​whole​ ​numbers​ ​and​ ​whole​ ​numbers​ ​by​ ​unit​ ​fractions.1 6.RP.A.2

CCSS.MATH.CONTENT.5.NF.B.7.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)​ ​×​ ​4
=​ ​1/3​.

CCSS.MATH.CONTENT.5.NF.B.7.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​ ​×​ ​(1/5)​ ​=​ ​4​.

CCSS.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.​ ​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?

Mathematical​ ​Practices
5.MP.1.​ ​Make​ ​sense​ ​of​ ​problems​ ​and​ ​persevere​ ​in​ ​solving​ ​them.
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
5.MP.8.​ ​Look​ ​for​ ​and​ ​express​ ​regularity​ ​in​ ​repeated​ ​reasoning.

Guiding​ ​Questions
● What​ ​models​ ​or​ ​equations​ ​can​ ​be​ ​used​ ​to​ ​efficiently​ ​solve​ ​problems​ ​using​ ​fractions​ ​and​ ​mixed​ ​numbers?
 Substandard​ ​Deconstruction 5.nF.7a​ ​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)​ ​×​ ​4​ ​=​ ​1/3.
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Know​ ​the​ ​relationship ● Interpret​ ​division​ ​of​ ​a​ ​unit​ ​fraction​ ​by​ ​a​ ​whole​ ​number​ ​and​ ​justify​ ​your
between​ ​multiplication​ ​and answer​ ​using​ ​the​ ​relationship​ ​between​ ​multiplication​ ​and​ ​division,​ ​by
division. creating​ ​story​ ​problems,​ ​using​ ​visual​ ​models,​ ​and​ ​relationship​ ​to
multiplication,​ ​etc.
Substandard​ ​Deconstruction 5.nF.7b​ ​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​ ​×​ ​(1/5)​ ​=​ ​4.

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Know​ ​the​ ​relationship ● Interpret​ ​division​ ​of​ ​a​ ​whole​ ​number​ ​by​ ​a​ ​unit​ ​fraction​ ​and​ ​justify​ ​your
between​ ​multiplication​ ​and answer​ ​using​ ​the​ ​relationship​ ​between​ ​multiplication​ ​and​ ​division,
division. and​ ​by​ ​representing​ ​the​ ​quotient​ ​with​ ​a​ ​visual​ ​fraction​ ​model.
●
Substandard​ ​Deconstruction 5.nF.7c​ ​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?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Know​ ​the​ ​relationship ● Solve​ ​real​ ​world​ ​problems​ ​involving​ ​division​ ​of​ ​unit​ ​fractions​ ​by​ ​whole
between​ ​multiplication​ ​and numbers​ ​other​ ​than​ ​0​ ​and​ ​division​ ​of​ ​whole​ ​numbers​ ​by​ ​unit​ ​fractions
division. using​ ​strategies​ ​such​ ​as​ ​visual​ ​fraction​ ​models​ ​and​ ​equations.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms In​ ​fifth​ ​grade,​ ​students​ ​experience​ ​division​ ​problems​ ​with​ ​whole​ ​number​ ​divisors​ ​and​ ​unit
● Fraction fraction​ ​dividends​ ​(fractions​ ​with​ ​a​ ​numerator​ ​of​ ​1)​ ​or​ ​with​ ​unit​ ​fraction​ ​divisors​ ​and​ ​whole
number​ ​dividends.​ ​Students​ ​extend​ ​their​ ​understanding​ ​of​ ​the​ ​meaning​ ​of​ ​fractions,​ ​how
● Denominator many​ ​unit​ ​fractions​ ​are​ ​in​ ​a​ ​whole,​ ​and​ ​their​ ​understanding​ ​of​ ​multiplication​ ​and​ ​division​ ​as
● Numerator involving​ ​equal​ ​groups​ ​or​ ​shares​ ​and​ ​the​ ​number​ ​of​ ​objects​ ​in​ ​each​ ​group/share.​ ​In​ ​sixth
● Operations grade,​ ​they​ ​will​ ​use​ ​this​ ​foundational​ ​understanding​ ​to​ ​divide​ ​into​ ​and​ ​by​ ​more​ ​complex
fractions​ ​and​ ​develop​ ​abstract​ ​methods​ ​of​ ​dividing​ ​by​ ​fractions.
● Multiplication/multiply
● Division/divide
● Mixed​ ​numbers Example​:​ ​Knowing​ ​the​ ​number​ ​of​ ​groups/shares​ ​and​ ​finding
● Product how​ ​many/much​ ​in​ ​each​ ​group/share.
● Four​ ​students​ ​sitting​ ​at​ ​a​ ​table​ ​were​ ​given​ ​1/3​ ​of​ ​a
● Quotient pan​ ​of​ ​brownies​ ​to​ ​share.​ ​How​ ​much​ ​of​ ​a​ ​pan​ ​will
● Partition each​ ​student​ ​get​ ​if​ ​they​ ​share​ ​the​ ​pan​ ​of​ ​brownies
● Equal​ ​parts equally?
● Equivalent The​ ​diagram​ ​shows​ ​the​ ​1/3​ ​pan​ ​divided​ ​into​ ​4
● Factor equal​ ​shares​ ​with​ ​each​ ​share​ ​equaling​ ​1/12​ ​of​ ​the
● Unit​ ​fraction pan.
Examples​:​ ​Knowing​ ​how​ ​many​ ​in​ ​each​ ​group/share​ ​and​ ​finding​ ​how​ ​many​ ​groups/shares
·​​ ​ ​ ​ ​ ​ ​ ​Angelo​ ​has​ ​4​ ​lbs​ ​of​ ​peanuts.​ ​He​ ​wants​ ​to​ ​give​ ​each​ ​of​ ​his​ ​friends​ ​1/5​ ​lb.​ ​How​ ​many
friends​ ​can​ ​receive​ ​1/5​ ​lb​ ​of​ ​peanuts?

A​ ​diagram​ ​for​ ​4​ ​÷​ ​1/5​ ​is​ ​shown​ ​below.​ ​Students​ ​explain​ ​that​ ​since​ ​there​ ​are​ ​five​ ​fifths​ ​in​ ​one
whole,​ ​there​ ​must​ ​be​ ​20​ ​fifths​ ​in​ ​4​ ​lbs.

·​​ ​ ​ ​ ​ ​ ​ ​How​ ​much​ ​rice​ ​will​ ​each​ ​person​ ​get​ ​if​ ​3​ ​people​ ​share​ ​1/2​ ​lb​ ​of​ ​rice​ ​equally?

A​ ​student​ ​may​ ​think​ ​or​ ​draw​ ​1/2​ ​and​ ​cut​ ​it​ ​into​ ​3​ ​equal​ ​groups​ ​then​ ​determine​ ​that​ ​each​ ​of
those​ ​part​ ​is​ ​1/6.

· A​ ​student​ ​may​ ​think​ ​of​ ​1/2​ ​as​ ​equivalent​ ​to​ ​3/6.​ ​3/6​ ​divided​ ​by​ ​3​ ​is​ ​1/6.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ eometric​ ​measurement:​ ​understand​ ​concepts​ ​of​ ​volume.
Cluster:​ G
​ ​Standard:​ ​5.MD.3

Connecting Standard/Learning​ ​Outcome: Connecting

Standard Standards
3.MD.C.5 CCSS.MATH.CONTENT.5.MD.C.3 5.MD.C.4
5.MD.C.5
Recognize​ ​volume​ ​as​ ​an​ ​attribute​ ​of​ ​solid​ ​figures​ ​and​ ​understand
concepts​ ​of​ ​volume​ ​measurement.

CCSS.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.

CCSS.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.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.

Guiding​ ​Questions
● How​ ​do​ ​I​ ​calculate​ ​volume?

Substandard​ ​Deconstruction 5.MD.3a​ ​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.
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Recognize​ ​that​ ​volume​ ​is​ ​the​ ​measurement​ ​of
the​ ​space​ ​inside​ ​a​ ​solid​ ​three-dimensional
gure.
● Recognize​ ​a​ ​unit​ ​cube​ ​has​ ​1​ ​cubic​ ​unit​ ​of
volume​ ​and​ ​is​ ​used​ ​to​ ​measure​ ​volume​ ​of
three-​ ​dimensional​ ​shapes.
Substandard​ ​Deconstruction 5.MD.3b​ ​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.
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Recognize​ ​any​ ​solid​ ​figure​ ​packed​ ​without​ ​gaps
or​ ​overlaps​ ​and​ ​filled​ ​with​ ​n​ ​unit​ ​cubes​ ​indicates
the​ ​total​ ​cubic​ ​units​ ​or​ ​volume.
 Academic​ ​Vocabulary Explanations​ ​and​ ​Examples
Key​ ​Terms Students’​ ​prior​ ​experiences​ ​with​ ​volume​ ​were​ ​restricted​ ​to​ ​liquid​ ​volume.​ ​As
● Measurement students​ ​develop​ ​their​ ​understanding​ ​volume​ ​they​ ​understand​ ​that​ ​a​ ​1-unit​ ​by
● Attribute 1-unit​ ​by​ ​1-unit​ ​cube​ ​is​ ​the​ ​standard​ ​unit​ ​for​ ​measuring​ ​volume.​ ​This​ ​cube​ ​has​ ​a
● Volume length​ ​of​ ​1​ ​unit,​ ​a​ ​width​ ​of​ ​1​ ​unit​ ​and​ ​a​ ​height​ ​of​ ​1​ ​unit​ ​and​ ​is​ ​called​ ​a​ ​cubic​ ​unit.
This​ ​cubic​ ​unit​ ​is​ ​written​ ​with​ ​an​ ​exponent​ ​of​ ​3​ ​(e.g.,​ ​in3,​ ​m3).​ ​Students​ ​connect
this​ ​notation​ ​to​ ​their​ ​understanding​ ​of​ ​powers​ ​of​ ​10​ ​in​ ​our​ ​place​ ​value​ ​system.
Models​ ​of​ ​cubic​ ​inches,​ ​centimeters,​ ​cubic​ ​feet,​ ​etc.,​ ​are​ ​helpful​ ​in​ ​developing​ ​an
image​ ​of​ ​a​ ​cubic​ ​unit.​ ​Students​ ​estimate​ ​how​ ​many​ ​cubic​ ​yards​ ​would​ ​be​ ​needed
to​ ​fill​ ​the​ ​classroom​ ​or​ ​how​ ​many​ ​cubic​ ​centimeters​ ​would​ ​be​ ​needed​ ​to​ ​fill​ ​a
pencil​ ​box.
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ eometric​ ​measurement:​ ​understand​ ​concepts​ ​of​ ​volume.
Cluster:​ G
​ ​Standard:​ ​5.MD.4

Connecting Standard/Learning​ ​Outcome: Connecting

Standard Standard
5.MD.C.3 CCSS.MATH.CONTENT.5.MD.C.4 5.MD.C.5

Measure​ ​volumes​ ​by​ ​counting​ ​unit​ ​cubes,​ ​using​ ​cubic​ ​cm,​ ​cubic​ ​in,
cubic​ ​ft,​ ​and​ ​improvised​ ​units.

Mathematical​ ​Practices
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.

Guiding​ ​Questions
● How​ ​can​ ​I​ ​accurately​ ​find​ ​the​ ​volume​ ​of​ ​a​ ​shape?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Measure​ ​volume​ ​by​ ​counting​ ​unit​ ​cubes,​ ​cubic
cm,​ ​cubic​ ​in,​ ​cubic​ ​ft,​ ​and​ ​improvised​ ​units.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Students​ ​understand​ ​that​ ​same​ ​sized​ ​cubic​ ​units​ ​are​ ​used​ ​to​ ​measure​ ​volume.
● Measurement They​ ​select​ ​appropriate​ ​units​ ​to​ ​measure​ ​volume.​ ​For​ ​example,​ ​they​ ​make​ ​a
● Attribute distinction​ ​between​ ​which​ ​units​ ​are​ ​more​ ​appropriate​ ​for​ ​measuring​ ​the​ ​volume​ ​of
a​ ​gym​ ​and​ ​the​ ​volume​ ​of​ ​a​ ​box​ ​of​ ​books.​ ​They​ ​can​ ​also​ ​improvise​ ​a​ ​cubic​ ​unit
● Volume
using​ ​any​ ​unit​ ​as​ ​a​ ​length​ ​(e.g.,​ ​the​ ​length​ ​of​ ​their​ ​pencil).​ ​Students​ ​can​ ​apply
● Solid​ ​figure these​ ​ideas​ ​by​ ​filling​ ​containers​ ​with​ ​cubic​ ​units​ ​(wooden​ ​cubes)​ ​to​ ​find​ ​the
● Right​ ​rectangular​ ​prism volume.​ ​They​ ​may​ ​also​ ​use​ ​drawings​ ​or​ ​interactive​ ​computer​ ​software​ ​to​ ​simulate
● Unit the​ ​same​ ​filling​ ​process.
● Unit​ ​cube
● Cubic​ ​units​ ​(cubic​ ​cm,
cubic​ ​in.,​ ​cubic​ ​ft.,
nonstandard​ ​cubic
units)
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ eometric​ ​measurement:​ ​understand​ ​concepts​ ​of​ ​volume.
Cluster:​ G
​ ​Standard:​ ​5.MD.5

Connecting Standard/Learning​ ​Outcome: Connecting

Standards Standard
3.OA.B.5 CCSS.MATH.CONTENT.5.MD.C.5 6.G.A.2
4.MD.A.3
5.MD.C.3 Relate​ ​volume​ ​to​ ​the​ ​operations​ ​of​ ​multiplication​ ​and​ ​addition​ ​and
5.MD.C.4 solve​ ​real​ ​world​ ​and​ ​mathematical​ ​problems​ ​involving​ ​volume.

CCSS.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.

CCSS.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.

CCSS.MATH.CONTENT.5.MD.C.5.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.

Mathematical​ ​Practices
5.MP.1.​ ​Make​ ​sense​ ​of​ ​problems​ ​and​ ​persevere​ ​in​ ​solving​ ​them.
5.MP.2.​ ​Reason​ ​abstractly​ ​and​ ​quantitatively.
5.MP.3.​ ​Construct​ ​viable​ ​arguments​ ​and​ ​critique​ ​the​ ​reasoning​ ​of​ ​others.
5.MP.4.​ ​Model​ ​with​ ​mathematics.
5.MP.5.​ ​Use​ ​appropriate​ ​tools​ ​strategically.
5.MP.6.​ ​Attend​ ​to​ ​precision.
5.MP.7.​ ​Look​ ​for​ ​and​ ​make​ ​use​ ​of​ ​structure.
5.MP.8.​ ​Look​ ​for​ ​and​ ​express​ ​regularity​ ​in​ ​repeated​ ​reasoning.
Guiding​ ​Questions
● How​ ​do​ ​I​ ​solve​ ​real​ ​world​ ​problems​ ​using​ ​volume​ ​efficiently?

Substandard​ ​Deconstruction 5.mD.5​ ​Relate​ ​volume​ ​to​ ​the​ ​operations​ ​of​ ​multiplication​ ​and​ ​addition
and​ ​solve​ ​real​ ​world​ ​and​ ​mathematical​ ​problems​ ​involving​ ​volume.
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Identify​ ​a​ ​right​ ​rectangular ● Develop​ ​volume​ ​formula​ ​for​ ​a​ ​rectangular​ ​prism​ ​by​ ​comparing
prism. volume​ ​when​ ​filled​ ​with​ ​cubes​ ​to​ ​volume​ ​by​ ​multiplying​ ​the​ ​height​ ​by
● Multiply​ ​the​ ​three​ ​dimensions the​ ​area​ ​of​ ​the​ ​base,​ ​or​ ​when​ ​multiplying​ ​the​ ​edge​ ​lengths​ ​(L​ ​x​ ​W​ ​x
in​ ​any​ ​order​ ​to​ ​calculate H).
 volume​ ​(Commutative​ ​and ● Apply​ ​the​ ​following​ ​formulas​ ​to​ ​right​ ​rectangular​ ​prisms​ ​having​ ​whole
associative​ ​properties). number​ ​edge​ ​lengths​ ​in​ ​the​ ​context​ ​of​ ​real​ ​world​ ​mathematical
● Know​ ​that​ ​“B”​ ​is​ ​the​ ​area​ ​of problems:​ ​Volume​ ​=​ ​length​ ​x​ ​width​ ​x​ ​height​ ​ ​Volume​ ​=​ ​area​ ​of​ ​base​ ​x
the​ ​base. height.
● Solve​ ​real​ ​world​ ​problems​ ​by​ ​decomposing​ ​a​ ​solid​ ​figure​ ​into​ ​two
non-overlapping​ ​right​ ​rectangular​ ​prisms​ ​and​ ​adding​ ​their​ ​volumes.
● Find​ ​the​ ​volume​ ​of​ ​a​ ​right​ ​rectangular​ ​prism​ ​with​ ​whole​ ​number​ ​side
lengths​ ​by​ ​packing​ ​it​ ​with​ ​unit​ ​cubes.
Substandard​ ​Deconstruction 5.MD.5c​ ​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.
KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)
● Recognize​ ​volume​ ​as​ ​additive. ● Solve​ ​real​ ​world​ ​problems​ ​using​ ​volume​ ​of​ ​solid​ ​figures​ ​with​ ​non-
overlapping​ ​parts.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms Students​ ​need​ ​multiple​ ​opportunities​ ​to​ ​measure​ ​volume​ ​by​ ​filling
● Measurement rectangular​ ​prisms​ ​with​ ​cubes​ ​and​ ​looking​ ​at​ ​the​ ​relationship​ ​between​ ​the
● Attribute total​ ​volume​ ​and​ ​the​ ​area​ ​of​ ​the​ ​base.​ ​They​ ​derive​ ​the​ ​volume​ ​formula
● Volume (volume​ ​equals​ ​the​ ​area​ ​of​ ​the​ ​base​ ​times​ ​the​ ​height)​ ​and​ ​explore​ ​how​ ​this
● Solid​ ​figure idea​ ​would​ ​apply​ ​to​ ​other​ ​prisms.​ ​Students​ ​use​ ​the​ ​associative​ ​property​ ​of
● Right​ ​rectangular​ ​prism multiplication​ ​and​ ​decomposition​ ​of​ ​numbers​ ​using​ ​factors​ ​to​ ​investigate
● Unit rectangular​ ​prisms​ ​with​ ​a​ ​given​ ​number​ ​of​ ​cubic​ ​units.
● Unit​ ​cube
● Gap Examples:
● Overlap ● When​ ​given​ ​24​ ​cubes,​ ​students​ ​make​ ​as​ ​many​ ​rectangular​ ​prisms
● Cubic​ ​units​ ​(cubic​ ​cm, as​ ​possible​ ​with​ ​a​ ​volume​ ​of​ ​24​ ​cubic​ ​units.​ ​Students​ ​build​ ​the
cubic​ ​in.,​ ​cubic​ ​ft., prisms​ ​and​ ​record​ ​possible​ ​dimensions.
nonstandard​ ​cubic
units)
● Multiplication
● Addition
● Edge​ ​lengths
● Height
● Area​ ​of​ ​base ● Students​ ​determine​ ​the​ ​volume​ ​of​ ​concrete​ ​needed​ ​to​ ​build​ ​the
steps​ ​in​ ​the​ ​diagram​ ​below.

● A​ ​homeowner​ ​is​ ​building​ ​a​ ​swimming​ ​pool​ ​and​ ​needs​ ​to​ ​calculate
the​ ​volume​ ​of​ ​water​ ​needed​ ​to​ ​fill​ ​the​ ​pool.​ ​The​ ​design​ ​of​ ​the​ ​pool
is​ ​shown​ ​in​ ​the​ ​illustration​ ​below.

​​​​​​​​​​​​​​​​
 ​ ​DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
*Cluster:​ ​Graph​ ​points​ ​on​ ​the​ ​coordinate​ ​plane​ ​to​ ​solve​ ​real-world​ ​and​ ​mathematical​ ​problems.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Standard:​ ​5.G.1
Connecting Standard/Learning​ ​Outcome: Connecting
Standards Standard
3.NF.A.2 CCSS.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​ ​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).

Mathematical​ ​Practices
5.MP.4. Model ​ ​with ​ ​mathematics.
5.MP.6. Attend ​ ​to ​ ​precision.
5.MP.7. Look​ ​ for ​ ​and​ ​ make ​ ​use​ ​of ​ ​structure.
Guiding​ ​Questions
● What​ ​are​ ​the​ ​parts​ ​of​ ​the​ ​coordinate​ ​system?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Define​ ​the​ ​coordinate​ ​system.
● Identify​ ​the​ ​x-​ ​and​ ​y-​ ​axes.
● Locate​ ​the​ ​origin​ ​on​ ​the​ ​coordinate
system.
● Recognize​ ​and​ ​describe​ ​the
connection​ ​between​ ​the​ ​ordered
pair​ ​and​ ​x-​ ​and​ ​y-​ ​axes​ ​from​ ​the
origin.
● Graph​ ​points​ ​in​ ​the​ ​first​ ​quadrant.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms •Students ​ ​can​ ​ use ​ ​a ​ ​classroom ​ ​size​ ​ coordinate ​ ​system ​ ​to ​ ​physically
● Coordinate​ ​system locate​ ​ the ​ ​coordinate​ ​ point ​ ​(5, 3)​ ​ by ​ ​starting​ ​ at ​ ​the​ ​ origin​ ​ point
● Coordinate​ ​plane (0,0),​ ​ walking ​ ​5 ​ ​units​ ​ along ​ ​the​ ​x-​axis​ ​ to​ ​ find ​ ​the​ ​ first ​ ​number​ ​ in​ ​ the
● First​ ​quadrant pair ​ ​(5),​ ​and ​ ​then​ ​ walking​ ​ up​ ​ 3​ ​ units ​ ​for ​ ​the ​ ​second ​ ​number ​ ​in
● Points the ​ ​pair​ ​ (3). ​ ​The​ ​ ordered ​ ​pair ​ ​names ​ ​a ​ ​point ​ ​in ​ ​the​ ​ plane.
● Lines •​ ​Graph ​ ​and ​ ​label ​ ​the​ ​ points ​ ​below ​ ​in ​ ​a​ ​ coordinate ​ ​system.
● axis/axes ​ ​ ​ ​ ​ ​o​ ​A (0, 0)
● x-​ ​axis/axes ​ ​ ​ ​ ​ ​o​ ​B (5, 1)
● y-​ ​axis/axes ​ ​ ​ ​ ​ ​o​ ​C (0, 6)
● Horizontal ​ ​ ​ ​ ​ ​o​ ​D (2.5, 6)
● Vertical ​ ​ ​ ​ ​ ​o​ ​E (6, 2)
● Intersection​ ​of​ ​lines ​ ​ ​ ​ ​ ​o​ ​F (4, 1)
● Origin ​ ​ ​ ​ ​ ​o​ ​G (3, 0)
● Ordered​ ​pairs
● Coordinates
● x-​coordinate
● y-​coordinate
 DECONSTRUCTED​ ​PRIORITY​ ​CCSS​ ​STANDARDS:​ ​Mathematics
​ raph​ ​points​ ​on​ ​the​ ​coordinate​ ​plane​ ​to​ ​solve​ ​real-world​ ​and​ ​mathematical​ ​problems.
*Cluster:​ G
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Standard:​ ​5.G.2

Connecting Standard/Learning​ ​Outcome: Connecting

Standard Standards
3.NF.A.2 CCSS.MATH.CONTENT.5.G.A​.2 6.G.A.3
6.NS.C.8
6.RP.A.3
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.

Mathematical​ ​Practices
5.MP.1. Make ​ ​sense​ ​ of ​ ​problems​ ​ and ​ ​persevere​ ​ in ​ ​solving​ ​ them.
5.MP.2. Reason​ ​ abstractly ​ ​and ​ ​quantitatively.
5.MP.4. Model ​ ​with ​ ​mathematics.
5.MP.5. Use ​ ​appropriate ​ ​tools​ ​ strategically.
5.MP.6. Attend​ ​ to ​ ​precision.
5.MP.7. Look​ ​ for ​ ​and​ ​ make ​ ​use ​ ​of​ ​ structure.
Guiding​ ​Questions
● How​ ​can​ ​you​ ​use​ ​the​ ​coordinate​ ​graph​ ​to​ ​solve​ ​problems?

KNOW​ ​(Essential​ ​Concept) DO​ ​(Learning​ ​Targets/Essential​ ​Skills)

● Graph​ ​points​ ​in​ ​the​ ​first ● Interpret​ ​coordinate​ ​values​ ​of​ ​points​ ​in​ ​real​ ​world​ ​context​ ​and
quadrant. mathematical​ ​problems.
● Represent​ ​real​ ​world​ ​and​ ​mathematical​ ​problems​ ​by​ ​graphing​ ​points
in​ ​the​ ​first​ ​quadrant.

Academic​ ​Vocabulary Explanations​ ​and​ ​Examples

Key​ ​Terms
● Coordinate​ ​system Sara​ ​ has ​ ​saved​ ​ ​ ​ ​ ​ ​ ​ $20. ​ ​She ​ ​earns ​ ​$8​ ​ for ​ ​each ​ ​hour
● Coordinate​ ​plane she ​ ​works.
● First​ ​quadrant ● If ​ ​Sara ​ ​saves​ ​ all​ ​ of​ ​her ​ ​money,​ ​ how ​ ​much​ ​ will
● Points she ​ ​have ​ ​after ​ ​working ​ ​3 ​ ​hours?​ ​ 5​ ​ hours? ​ ​ ​10
● Lines hours?
● axis/axes ● Create ​ ​a ​ ​graph ​ ​that ​ ​shows​ ​ the​ ​ relationship
● x-​ ​axis/axes between ​ ​the ​ ​hours​ ​ Sara ​ ​worked ​ ​and ​ ​the ​ ​amount
● y-​ ​axis/axes of ​ ​money ​ ​she​ ​ has​ ​ saved.
● Horizontal ● What ​ ​other ​ ​information​ ​ do​ ​ you ​ ​know ​ ​from
● Vertical analyzing ​ ​the​ ​ graph?
● Intersection​ ​of​ ​lines ● Use​ ​the ​ ​graph ​ ​below​ ​ to ​ ​determine ​ ​how​ ​ much
● Origin money ​ ​Jack​ ​ makes​ ​ after​ ​ working ​ ​exactly​ ​ 9 ​ ​hours.
● Ordered​ ​pairs
● Coordinates
● x-​coordinate
● y-​coordinate
 Fifth Grade Supporting Standards
Operations and Algebraic Thinking

Write and interpret numerical expressions.

5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols.

5.OA.A.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 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 +
921, without having to calculate the indicated sum or product.

Analyze patterns and relationships.

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. 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.

Measurement and Data

Convert like measurement units within a given measurement system.

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.

Represent and interpret data.

5.MD.B.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.
Geometry

Classify two-dimensional figures into categories based on their properties.

5.G.B.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.

5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.