5th Grade5-A-DAY 2 weeks

FREE
MATH REVIEW of spiral
review

click here for the full 36 weeks

 5-A-DAY COMMON
TEACHING CORE
NOTES
MATH REVIEW {5TH GRADE}
Thank you for downloading this Common Core Math Review Resource. This resource is
designed to be used on a daily basis (Monday-Thursday) for 2 weeks. Each week has 20 (“5 a
Day”) math tasks that can be done in class or assigned for homework and then
discussed/corrected in class the following day. Click here to get the full 36-week version,
which is 100% editable. On Friday, you can assess student learning with these 5th Grade
Weekly Math Assessments, which align perfectly to each week's content.

Skills Included:
•Write and Interpret Numerical Expressions (5.0A.2)
•Multiply Decimals (5.NBT.7)
•Add & Subtract Fractions (5.NBT.7)
•Place Value (5.NBT.1)
•Powers Of Ten Exponents (5.NBT.2)
•Place Value (5.NBT.3)
•Converting Units (5.NBT.2 & 5.MD.1)
•Operations with Multi-Digit Numbers (5.NBT.5 & 6)
•Areas of Rectangles with Fractional Side Lengths (5.NF.3B)
•Graph Points (5.G.A)
•Analyze and Interpret Patterns (5.0A.3)
•Multiply Whole Numbers & Fractions (5.NF.3 & 4A)
•Compare Decimal Numbers (5.NBT.1 & 3)
•Add & Subtract Decimal Numbers (5.NBT.7)
•Divide Decimals (5.NBT.7)
•Multiply Fractions (5.NF.4A & 5B)
•Round Decimal Numbers (5.NBT.4)
•Attributes of 2-Dimensional Shapes (5.G.3 & 4)
•Multiply and Divide by Powers of Ten (5.NBTt.1 & 2)
•Division with a Unit Fraction and a Whole Number (5.NF.7)
•Fraction Word Problems (5.NF.2 & 3)
•Order of Operations (5.OA.1)
•Improper Fractions-Mixed Numbers
•Multiply Mixed Numbers (5.NF.6)

Click here Click here Click here

C C C

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 RESOURCE NOTES
USING THIS RESOURCE
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5-A-Day Math Review

This resource is intended to be used all year long to preview and review important math
concepts. It can be used as morning work, “bell-ringers,” homework, center work, or as
test prep. It is recommended that you complete the first 2-3 weeks with your students in
a whole-group setting. This will allow you to model the various skills while familiarizing your
students with the format. After this period of guided instruction your students can then
complete the activities independently, or if you prefer, in small groups or pairs.

Students should expect to encounter concepts that they are unfamiliar with, especially
when first beginning the resource. It is best to assure them that any new material
presented is simply a preview that will build background knowledge for a formal lesson(s)
that will take place in the future. The tasks for each week will gradually increase in
complexity and/or difficulty as the weeks go on.

It is important to dedicate 10-15 minutes a day correcting and discussing the completed
work in class. This will not only allow students to check their work, but it will also provide
you with an opportunity to model the completion of these tasks.

COPYRIGHT
© Copyright 2015 M. Tallman. All rights reserved. Permission is granted to copy pages
specifically designed for student or teacher use by the original purchaser or licensee. The
reproduction of any other part of this product is strictly prohibited. Copying any part of this
product and placing it on the Internet in any form (even a personal/classroom website) is
strictly forbidden. Doing so makes it possible for an Internet search to make the document
available on the Internet, free of charge, and is a violation of the Digital Millennium
Copyright Act (DMCA).

Thank you so much,

Melissa

P.S. PLEASE email me if you have ANY questions or comments.

I would love to hear from you!
[email protected]

© Got to Teach LLC 2015 • www.GotToTeach.com

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MONDAY.1: WRITE AND INTERPRET NUMERICAL EXPRESSIONS (5.0A.2)
The students will write and solve various equations based on given mathematical
situations.

MONDAY.2: MULTIPLY DECIMALS (5.NBT.7)

• During weeks 1-18, the students will shade in decimal squares to represent and solve
the problems. The students can use two different colors to shade in the two factors,
or they can draw diagonal lines in opposite directions. The overlapping colors (or
diagonal lines) represent the product. It is strongly recommended that this process be
modeled with the students.
• During weeks 19-36, the students will use the standard algorithm to solve the problems.

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MONDAY.3: ADD & SUBTRACT FRACTIONS (5.NBT.7)
• During weeks 1-18, the students will use area models to represent and solve the
problems. The use of these visual area models allows students to use reasoning to find
a common denominator prior to using the algorithm. It is strongly recommended that
this process be modeled with the students. The steps are as follows.

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MONDAY.3: ADD & SUBTRACT FRACTIONS (CONTINUED)
• During weeks 19-36, the students will use the standard algorithm to solve the problems.
Mixed numbers are also included in this portion of the review.

MONDAY.4: PLACE VALUE (5.NBT.1) & POWERS OF TEN EXPONENTS (5.NBT.2)

This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will determine the value of an underlined digit
within in a number.

• On even weeks (2, 4, 6… etc.) the students will complete a variety of tasks related to
base ten exponents (powers of ten).

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MONDAY.5: PLACE VALUE (5.NBT.3) & CONVERTING UNITS (5.NBT.2 & 5.MD.1)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will complete a table asking for the word
form and expanded form of a number.

• On even weeks (2, 4, 6… etc.) the students will convert among different-sized
measurement units (both standard and metric).

TUESDAY.1: OPERATIONS WITH MULTI-DIGIT NUMBERS (5.NBT.5 & 6) &

AREAS OF RECTANGLES WITH FRACTIONAL SIDE LENGTHS (5.NF.3B)
• During weeks 1-18, the students will solve long division and multi-digit multiplication
problems using the standard algorithm. Long division problems will have two- digit
divisors, which is new to fifth grade.

• During weeks 19-36, the students will find the area of rectangles with fractional side
lengths.

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TUESDAY.2: GRAPH POINTS (5.G.A) & ANALYZE PATTERNS (5.0A.3)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will find the coordinates of ordered pairs for
points on a graph.
• On even weeks (2, 4, 6… etc.) the students will complete a pattern within a function
table and graph it.

TUESDAY.3: MULTIPLY WHOLE NUMBERS & FRACTIONS (5.NF.3 & 4A)

• During weeks 1-18, the students will use various fraction models to represent and solve
the problems. In the cases with fraction bars and circles, the students must first divide
the models based on the denominator of the fraction. They will then shade in the
number of fractional parts based on the whole number. This process will allow the
students to visualize and understand the additive nature of fractions that are multiplied
by whole numbers.

• During weeks 19-36 the students will use the standard algorithm to solve the
problems. *Please note: the answer key does not show work for “cross canceling”
on multiplication of fractions. However, this is a helpful concept for students to know,
especially when multiplying larger numbers.

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TUESDAY.4: COMPARE DECIMAL NUMBERS (5.NBT.1 & 3)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will compare two decimal numbers using >,
<, or =.
• On even weeks (2, 4, 6… etc.) the students will order four decimal numbers as
indicated in the directions.

TUESDAY.5: ADD & SUBTRACT DECIMAL NUMBERS (5.NBT.7)

The students will add and subtract decimal numbers using the standard algorithm.
Students have room to show their work within the boxes.

WEDNESDAY.1: DIVIDE DECIMALS (5.NBT.7)

• During weeks 1-18 the students will use fraction models to represent and solve the
problems.
• During weeks 19-36 the students will use the standard algorithm to solve the problems.

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WEDNESDAY.2: MULTIPLY FRACTIONS (5.NF.4A & 5B)
• During weeks 1-18, the students will use area models to multiply two fractions. It is
strongly encouraged that this process be modeled to students thoroughly. The steps
are as follows.

• During weeks 19-36, the students will solve the problems using the standard algorithm.
Please note, that the answer key doesn’t show work for “cross canceling.” However,
this is a worthwhile skill for your students to know, especially when multiplying mixed
numbers.

WEDNESDAY.3: CONCEPTS OF VOLUME (5.MD.3, 4, & 5)

The students will determine the volume of various rectangular prisms presented in three
different ways.

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5-A-Day Math Review
WEDNESDAY.4: ROUND DECIMAL NUMBERS (5.NBT.4)
& ATTRIBUTES OF 2-DIMENSIONAL SHAPES (5.G.3 & 4)
This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will round a given number to the tenths,
hundredths, and thousandths place.
• On even weeks (2, 4, 6… etc.) the students will solve various problems related to the
hierarchy of quadrilaterals.

WEDNESDAY.5: MULTIPLY BY POWERS OF TEN (5.NBT.1 & 2)

The students will use knowledge of powers of ten (both whole and decimal numbers)
to solve the problems. Students should take note of and discuss the patterns that are
presented.

*This item is related to number 5 on Thursday. Students should refer back to this on
Thursday to compare the patterns presented in both items of the review.

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THURSDAY.1: DIVISION WITH A UNIT FRACTION AND A WHOLE NUMBER (5.NF.7)
• During Weeks 1-18 , the students will use fraction models to solve the problems. It is
strongly encouraged that this process be modeled thoroughly. The steps are as follows.

• During weeks 19-36, the students will use the standard algorithm to solve.

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THURSDAY.2: FRACTION WORD PROBLEMS (5.NF.2 & 3)
The students will solve a variety of word problems that will require addition, subtraction,
multiplication, and division (unit fractions only) of fractions.

TURSDAY.3: ORDER OF OPERATIONS (5.OA.1)

This item alternates every week:
• On odd weeks (1, 3, 5… etc.) the students will solve an expression using the order of
operations
• On even weeks (2, 4, 6… etc.) the students will add parentheses to make an equation
true.

THURSDAY.4: IMPROPER FRACTIONS-MIXED NUMBERS

& MULTIPLY MIXED NUMBERS (5.NF.6)
• During weeks 1-18, the students will use fraction models to show the equivalence
between a mixed number and an improper fraction. This is a prerequisite skill for
weeks 19-36, which requires students to multiply mixed numbers.

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THURSDAY.4: IMPROPER FRACTIONS-MIXED NUMBERS
& MULTIPLY MIXED NUMBERS (CONTINUED)
• During weeks 19-36, the students will use the standard algorithm to solve the problems.
*Please note that the answer key does not show “cross canceling.” However, this is
a worthwhile skill that your students should know when multiplying mixed numbers.
It is best taught after students have a solid understanding of fractions so as to not
complicate the learning process.

THURSDAY.5: DIVIDE BY POWERS OF TEN (5.NBT.1 & 2)

The students will use knowledge of powers of ten (both whole and decimal numbers)
to solve the problems. Students should take note of and discuss the patterns that are
presented.

*This item is related to number 5 on Wednesday. Students should refer back to

Wednesday’s work to compare the patterns presented in both items of the review.

© Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Date:

W
B oo5k 5-A-Day Math Review: Week 1
1 Write and solve an expression
for the following situation:
3 Solve using area models.

1
“9 less than the = =
product of 5 and 7” 2

1
= =
2 Model and
+ 4
solve the
Monday

problem.
4 What is the value of the
underlined digits?
0.4
× 0.6 17,928 2.8716

398,847 12.865

5 Standard Word Form:

Form:
2,873 Expanded Form:

1 3 Model and solve the problem.

4703 243625
5 × 12 =
Tuesday

2 Write the ordered pair 4 Compare the numbers.

for each point.
0.2 0.21 0.17 0.7
y
10
A: ( , )9
5 Solve. Show your work.
8
B
A 0.6 + 0.13 = 0.22 - 0.17 =
B: ( , )7
6
C: ( , )5
4
D: ( , )3 C D
2
1
x
1 2 3 4 5 6 7 8 9 10
© Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Date:

W
B oo5k

1 Model and
solve the
5-A-Day Math Review: Week 1
3 The volume is cubic units.
problem.
Wednesday

0.2 0.4

4 Draw two different trapezoids.

2 Model and
solve the
problem.
1 1
× =
2 2

5 526 × 10 = 526 × 0.1 =

526 × 100 = 526 × 0.01 =
526 × 1,000 = 526 × 0.001 =
1 Model and solve the problem. 3 Evaluate the expression.
2 ÷ 13 = 5 × (6 - 3) =

4 Model and solve the problem.

Thursday

5 =
2 Isaac finished eight of the ten
3
homework problems. Phil has
3
finished 5 of the homework.
How many more problems did 1
2 3
=
Isaac finish?

5 526 ÷ 10 = 526 ÷ 0.1 =

526 ÷ 100 = 526 ÷ 0.01 =
526 ÷ 1,000 = 526 ÷ 0.001 =
© Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Date:

W
B oo5k 5-A-Day Math Review: Week 2
1 Write and solve an expression
for the following situation:
3 Solve using area models.

“7 more than the 1

= =
product of 6 and 9” 2

1
2 Model and = =
- 4
solve the
Monday

problem.
4 Which number is equal to 103?
0.2 A 10 B 100
× 0.3
C 1,000 D 100,000

5
2m= cm 3,000 g = kg
× = ÷ =

1 3 Model and solve the problem.

59 39
×79 ×73 1
2
of 6 =
Tuesday

2 Complete the table and then 4 Order from least to greatest.

graph the coordinates. 0.4, 0.5, 0.45, 0.04
y
10
9
5 Solve. Show your work.
x y
+1 +2 8 7.4 + 1.2 = 0.93 - 0.77 =
7
6
5
4
3
2
1
x
1 2 3 4 5 6 7 8 9 10
© Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Date:

W
B oo5k

1 Model and
solve the
5-A-Day Math Review: Week 2
3 The volume is cubic units.
problem.
Wednesday

0.2 0.6

4 Round 4.3215 to the nearest...

2 Model and 0.1:
solve the
problem. 0.01:
1 1 0.001:
× =
4 2

5 349 × 10 = 349 × 0.1 =

349 × 102 = 349 × 0.01 =
349 × 103 = 349 × 0.001 =
1 Model and solve the problem. 3 Add parentheses to make true.
1 ÷
2
2 = 9 × 7 - 4 = 27

4 Model and solve the problem.

Thursday

2 Sam grew 34 of an inch last 7 = 1

7
year. Sang grew 10 of an inch. 4 1 4
=
Who grew more and by how
much?

5 349 ÷ 10 = 349 ÷ 0.1 =

349 ÷ 102 = 349 ÷ 0.01 =
349 ÷ 103 = 349 ÷ 0.001 =
© Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Answer Key* Date:

W
B oo5k 5-A-Day Math Review: Week 1
1 Write and solve an expression
for the following situation:
3 Solve using area models.

1 4
“9 less than the = =
product of 5 and 7” 2 8
6 = 3
5 × 7 - 9 = 26 8 4
1 2
= =
2 Model and
+ 4 8
solve the
Monday

problem.
4 What is the value of the
underlined digits?
0.4
× 0.6 17,928 900 2.8716 0.8
0.24
398,847 7 12.865 0.005

5 Standard Word Form:

Form: two thousand, eight hundred seventy-three
2,873 Expanded Form: 2 × 1,000 + 8 × 100 + 7 × 10 + 3 × 1

1 1 7 5 R 3 1 5 1 R 1 3 Model and solve the problem.

4703 243625
-4 - 2 4 5 × 12 = 25 = 2 21
3 0 1 2 2
- 2 8 - 1 2 0
2 3 2 5
- 2 0 - 2 4
3 1
Tuesday

2 Write the ordered pair 4 Compare the numbers.

for each point.
0.2 0.21 0.17 0.7
y
10
A: ( 8 , 8 ) 9
5 Solve. Show your work.
8
B
A 0.6 + 0.13 = 0.22 - 0.17 =
B: ( 2 , 9 )7
6
C: ( 3 , 3 )5
4
D: ( 10 , 3 )3 C
0.73 0.05
2 D
1
x
1 2 3 4 5 6 7 8 9 10

* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Answer Key* Date:

W
B oo5k

1 Model and
solve the
5-A-Day Math Review: Week 1
3 The volume is 6 cubic units.
problem.

2
Wednesday

0.2 0.4

4 Draw two different trapezoids.

2 Model and
solve the
problem.
1 1 1
× = 4
2 2

5 526 × 10 = 5,260 526 × 0.1 = 52.6

526 × 100 = 52,600 526 × 0.01 = 5.26
526 × 1,000 = 526,000 526 × 0.001 = 0.526
1 Model and solve the problem. 3 Evaluate the expression.
2 ÷ 13 = 6 5 × (6 - 3) = 15

4 Model and solve the problem.

Thursday

5 = 2
2 Isaac finished eight of the ten
3 1 3
homework problems. Phil has
3
finished 5 of the homework.
How many more problems did 1 7
2 3
=
Isaac finish? 3

2 more problems
5 526 ÷ 10 = 52.6 526 ÷ 0.1 = 5,260
526 ÷ 100 = 5.26 526 ÷ 0.01 = 52,600
526 ÷ 1,000 = 0.526 526 ÷ 0.001 = 526,000
* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com
 Name: Answer Key* Date:

W
B oo5k 5-A-Day Math Review: Week 2
1 Write and solve an expression
for the following situation:
3 Solve using area models.

“7 more than the 1 4

= =
product of 6 and 9” 2 8
2 = 1
6 × 9 + 7 = 61 8 4
1 2
2 Model and = =
- 4 8
solve the
Monday

problem.
4 Which number is equal to 103?
0.2 A 10 B 100
× 0.3
0.06 C 1,000 D 100,000

5
2m= 200 cm 3,000 g = 3 kg
2 × 100 = 200 3,000 ÷ 1,000 = 3

1 3 Model and solve the problem.

59 39
×79 ×73 1
5 3 1 1 1 7
2
of 6 = 3
+ 4 1 3 0 + 2 7 3 0
4 6 6 1 2 8 4 7
Tuesday

2 Complete the table and then 4 Order from least to greatest.

graph the coordinates. 0.4, 0.5, 0.45, 0.04
y 0.04, 0.4, 0.45, 0.5
10
9
5 Solve. Show your work.
x y
+1 +2 8 7.4 + 1.2 = 0.93 - 0.77 =
7
1 2 6
5
2 4 4
3 3 8.6 0.16
6 2
1
4 8 x
1 2 3 4 5 6 7 8 9 10

* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com

 Name: Answer Key* Date:

W
B oo5k

1 Model and
solve the
5-A-Day Math Review: Week 2
3 The volume is 8 cubic units.
problem.

3
Wednesday

0.2 0.6

4 Round 4.3215 to the nearest...

2 Model and 0.1: 4.3
solve the
problem. 0.01: 4.32
1 1 1 0.001: 4.322
× =
4 2 8
5 349 × 10 = 3,490 349 × 0.1 = 34.9
349 × 102 = 34,900 349 × 0.01 = 3.49
349 × 103 = 349,000 349 × 0.001 = 0.349
1 Model and solve the problem. 3 Add parentheses to make true.
1 ÷
2
2 = 41 9 × (7 - 4) = 27

4 Model and solve the problem.

Thursday

2 Sam grew 34 of an inch last 7 = 3 1 5

7
year. Sang grew 10 of an inch. 4 1 1 4
=
4 4
Who grew more and by how
much?

1
Sam, 20 of an inch
5 349 ÷ 10 = 34.9 349 ÷ 0.1 = 3,490
349 ÷ 102 = 3.49 349 ÷ 0.01 = 34,900
349 ÷ 103 = 0.349 349 ÷ 0.001 = 349,000
* Answers may vary. © Got to Teach LLC 2015 • www.GotToTeach.com
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