5th Grade Math
Unit 1: Order of Operations and Whole Numbers
Standards
MGSE.5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Textbook
Chapter 7: Lesson 2, Order of Operations - pages 487-492
MGSE.5.OA.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.
Textbook
Chapter 7: Lesson 3, Write Numerical Expressions - page 493-498
MCC5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Textbook
Chapter 2: Lesson 4, Multiplication Patterns - page 99 - 104
MGSE.5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
MGSE.5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
Textbook
Chapter 2: Lesson 8, Estimate Products - page 125 - 130
Chapter 2: Lesson 9, Multiply by One Digit Numbers - page 131 - 136
Chapter 2: Lesson 10, Multiply by Two-Digit Numbers - page 137 - 142
MGSE.5.NBT.6: Fluently divide up to 4- digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
Textbook
Chapter 3: Lesson 3, Two Digit Dividends - page 169-174
Chapter 3: Lesson 4, Division Patterns - page 175 - 180
Chapter 3: Lesson 5, Estimate Quotients - page 183 - 188
Chapter 3: Lesson 7, Distributive Property and Partial Quotients - page 195 - 200
Chapter 3: Lesson 8, Divide Three and Four Digit Dividends - page 201 - 201
Chapter 3: Lesson 9, Place the First Digit - page 209 - 214
Chapter 3: Lesson 10, Quotients with Zeros - page 215 - 220
Chapter 3: Lesson 12, Interpret the Remainder - page 227 - 232
Chapter 4: Lesson 1, Estimate Quotients - page 251 - 256
Chapter 4: Lesson 3, Divide by a Two-Digit Divisor page 263 - 268
MGSE.5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Textbook
Chapter 7: Lesson 2, Order of Operations - pages 487-492
MGSE.5.OA.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.
Textbook
Chapter 7: Lesson 3, Write Numerical Expressions - page 493-498
MCC5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Textbook
Chapter 2: Lesson 4, Multiplication Patterns - page 99 - 104
MGSE.5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
MGSE.5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
Textbook
Chapter 2: Lesson 8, Estimate Products - page 125 - 130
Chapter 2: Lesson 9, Multiply by One Digit Numbers - page 131 - 136
Chapter 2: Lesson 10, Multiply by Two-Digit Numbers - page 137 - 142
MGSE.5.NBT.6: Fluently divide up to 4- digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
Textbook
Chapter 3: Lesson 3, Two Digit Dividends - page 169-174
Chapter 3: Lesson 4, Division Patterns - page 175 - 180
Chapter 3: Lesson 5, Estimate Quotients - page 183 - 188
Chapter 3: Lesson 7, Distributive Property and Partial Quotients - page 195 - 200
Chapter 3: Lesson 8, Divide Three and Four Digit Dividends - page 201 - 201
Chapter 3: Lesson 9, Place the First Digit - page 209 - 214
Chapter 3: Lesson 10, Quotients with Zeros - page 215 - 220
Chapter 3: Lesson 12, Interpret the Remainder - page 227 - 232
Chapter 4: Lesson 1, Estimate Quotients - page 251 - 256
Chapter 4: Lesson 3, Divide by a Two-Digit Divisor page 263 - 268
Unit 1: Instructional Videos
Unit 1: Games
Unit One Study Guide
22-23_g5_unit_1_study_guide.pdf | |
File Size: | 309 kb |
File Type: |
Unit 2: Decimals
During our current unit, students will be learning about decimals, their values, various ways to express them, and the modeling of addition/subtraction of decimals. Please view the standards below to see what will be assessed throughout the unit.
Standards
MGSE.5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
- Students will work with place values from thousandths to one million.
MCC5.NBT.3: Read, write, and compare decimals to thousandths.
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).
Textbook
Chapter 1: Lesson 1, Place Value Through Millions - page 11-16
Chapter 1: Lesson 5, Understand Place Value (decimals) - page 37 - 42
Chapter 1: Lesson 6, Place Value Through Thousandths - page 43 - 48
MCC5.NBT.3: Read, write, and compare decimals to thousandths.
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Textbook
Chapter 1: Lesson 2, Compare and Order Whole Numbers Through Millions - page 17 - 22
Chapter 1: Lesson 7, Compare Decimals - page 51 - 54
Chapter 1: Lesson 8, Order Whole Numbers and Decimals - page 55 - 60
MCC5.NBT.4: Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths.
Textbook
Chapter 5: Lesson 1, Rounding Decimals - page 303 - 308
MGSE.5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(NOTE: Multiplying and dividing decimals is taught in Unit Three.)
Textbook
Chapter 5: Lesson 5, Add Decimals Using Models - page 323 - 328
Chapter 5: Lesson 6, Add Decimals - page 335 - 340
Chapter 5: Lesson 9, Subtract Decimals Using Models - 355 - 360
Chapter 5: Lesson 10, Subtract Decimals - page 361 - 366
TEXTBOOK REVIEW
Chapter 1: Place Value - page 67-69
Standards
MGSE.5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
- Students will work with place values from thousandths to one million.
MCC5.NBT.3: Read, write, and compare decimals to thousandths.
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).
Textbook
Chapter 1: Lesson 1, Place Value Through Millions - page 11-16
Chapter 1: Lesson 5, Understand Place Value (decimals) - page 37 - 42
Chapter 1: Lesson 6, Place Value Through Thousandths - page 43 - 48
MCC5.NBT.3: Read, write, and compare decimals to thousandths.
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Textbook
Chapter 1: Lesson 2, Compare and Order Whole Numbers Through Millions - page 17 - 22
Chapter 1: Lesson 7, Compare Decimals - page 51 - 54
Chapter 1: Lesson 8, Order Whole Numbers and Decimals - page 55 - 60
MCC5.NBT.4: Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths.
Textbook
Chapter 5: Lesson 1, Rounding Decimals - page 303 - 308
MGSE.5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(NOTE: Multiplying and dividing decimals is taught in Unit Three.)
Textbook
Chapter 5: Lesson 5, Add Decimals Using Models - page 323 - 328
Chapter 5: Lesson 6, Add Decimals - page 335 - 340
Chapter 5: Lesson 9, Subtract Decimals Using Models - 355 - 360
Chapter 5: Lesson 10, Subtract Decimals - page 361 - 366
TEXTBOOK REVIEW
Chapter 1: Place Value - page 67-69
unit_2_study_guide.docx | |
File Size: | 19 kb |
File Type: | docx |
Unit 2: Instructional Videos
Unit 2: Games
Study Guide
Unit 3: Multiplying and Dividing Decimals
MCC5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Textbook
Chapter 6: Lesson 6, Multiply Decimals by Powers of Ten - page 411 - 416
Chapter 6: Lesson 14, Divide Decimals by Powers of Ten - page 461 - 466
MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Textbook
Chapter 6: Lesson 1, Estimate Products of Whole Numbers and Decimals - page 379 - 384
Chapter 6: Lesson 3, Multiply Decimals by Whole Numbers - page 391 - 396
Chapter 6: Lesson 5, Multiply Decimals - page 403 - 408
Chapter 6: Lesson 9, Estimate Quotients - page 429 - 434
Chapter 6: Lesson 11, Divide Decimals by Whole Numbers - page 443 - 448
Chapter 6: Lesson 13, Divide Decimals - page 455 - 460
Textbook
Chapter 6: Lesson 6, Multiply Decimals by Powers of Ten - page 411 - 416
Chapter 6: Lesson 14, Divide Decimals by Powers of Ten - page 461 - 466
MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Textbook
Chapter 6: Lesson 1, Estimate Products of Whole Numbers and Decimals - page 379 - 384
Chapter 6: Lesson 3, Multiply Decimals by Whole Numbers - page 391 - 396
Chapter 6: Lesson 5, Multiply Decimals - page 403 - 408
Chapter 6: Lesson 9, Estimate Quotients - page 429 - 434
Chapter 6: Lesson 11, Divide Decimals by Whole Numbers - page 443 - 448
Chapter 6: Lesson 13, Divide Decimals - page 455 - 460
Study Guides
Unit 3: Instructional Videos
Unit 3: Games
Unit 4(part 1): Addition and Subtraction of Fractions
Standards:
MCC5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Textbook
Chapter 8: Lesson 3, Simplest Form - page 563 - 568
Chapter 8: Lesson 5, Least Common Multiple - page 577 - 582
Chapter 9: Lesson 2, Add Like Fractions - page 619 - 624
Chapter 9: Lesson 3, Subtract Like Fractions - page 625 - 630
Chapter 9: Lesson 5, Add Unlike Fractions - page 637 - 642
Chapter 9: Lesson 7: Subtract Unlike Fractions - page 651 - 656
Chapter 9: Lesson 9: Estimate Sums and Differences - page 663 - 668
Chapter 9: Lesson 11: Add Mixed Numbers - page 677 - 682
Chapter 9: Lesson 12: Subtract Mixed Numbers - page 683 - 688
Chapter 9: Lesson 13: Subtract with Renaming - page 689 - 694
MCC5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Textbook
Chapter 9: Lesson 5, Add Unlike Fractions - page 637 - 642
Chapter 9: Lesson 7: Subtract Unlike Fractions - page 651 - 656
Chapter 9: Lesson 9: Estimate Sums and Differences - page 663 - 668
Chapter 9: Lesson 11: Add Mixed Numbers - page 677 - 682
Chapter 9: Lesson 12: Subtract Mixed Numbers - page 683 - 688
Chapter 9: Lesson 13: Subtract with Renaming - page 689 - 694
MCC5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Textbook
Chapter 8: Lesson 3, Simplest Form - page 563 - 568
Chapter 8: Lesson 5, Least Common Multiple - page 577 - 582
Chapter 9: Lesson 2, Add Like Fractions - page 619 - 624
Chapter 9: Lesson 3, Subtract Like Fractions - page 625 - 630
Chapter 9: Lesson 5, Add Unlike Fractions - page 637 - 642
Chapter 9: Lesson 7: Subtract Unlike Fractions - page 651 - 656
Chapter 9: Lesson 9: Estimate Sums and Differences - page 663 - 668
Chapter 9: Lesson 11: Add Mixed Numbers - page 677 - 682
Chapter 9: Lesson 12: Subtract Mixed Numbers - page 683 - 688
Chapter 9: Lesson 13: Subtract with Renaming - page 689 - 694
MCC5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Textbook
Chapter 9: Lesson 5, Add Unlike Fractions - page 637 - 642
Chapter 9: Lesson 7: Subtract Unlike Fractions - page 651 - 656
Chapter 9: Lesson 9: Estimate Sums and Differences - page 663 - 668
Chapter 9: Lesson 11: Add Mixed Numbers - page 677 - 682
Chapter 9: Lesson 12: Subtract Mixed Numbers - page 683 - 688
Chapter 9: Lesson 13: Subtract with Renaming - page 689 - 694
Unit 4(part 1): Instructional Videos
Unit 4(part 1): Games
Unit 4(part 2): Multiplying and Dividing Fractions
Standards:
MCC5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
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.)
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.
MCC5.NF.5: Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
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.
MCC5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Textbook
Chapter 10: Lesson 2, Estimate Products of Fractions - page 713 - 718
Chapter 10: Lesson 4, Multiply Whole Numbers and Fractions - page 725 - 730
Chapter 10: Lesson 6, Multiply Fractions - page 739 - 744
Chapter 10: Lesson 7, Multiply Mixed Numbers - page 745 - 750
MCC5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
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.
b. Interpret division of a whole number by a unit fraction, and compute such quotients.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
Textbook
Chapter 10: Lesson 10, Divide Whole Numbers by Unit Fractions - page 765 - 770
Chapter 10: Lesson 11, Divide Unit Fractions by Whole Numbers - page 771 - 776
MCC5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
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.)
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.
MCC5.NF.5: Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
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.
MCC5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Textbook
Chapter 10: Lesson 2, Estimate Products of Fractions - page 713 - 718
Chapter 10: Lesson 4, Multiply Whole Numbers and Fractions - page 725 - 730
Chapter 10: Lesson 6, Multiply Fractions - page 739 - 744
Chapter 10: Lesson 7, Multiply Mixed Numbers - page 745 - 750
MCC5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
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.
b. Interpret division of a whole number by a unit fraction, and compute such quotients.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.
Textbook
Chapter 10: Lesson 10, Divide Whole Numbers by Unit Fractions - page 765 - 770
Chapter 10: Lesson 11, Divide Unit Fractions by Whole Numbers - page 771 - 776
Study Guide
Unit 4(part 2): Instructional Videos
Unit 4(part 2): Games
Unit 5: 2D Figures
Standards
MCC5.G.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.
MCC5.G.4: Classify two-dimensional figures in a hierarchy based on properties.
Textbook
Chapter 12: Lesson 1, Polygons - page 903 - 908
Chapter 12: Lesson 2, Classify Triangles - page 915 - 920
Chapter 12: Lesson 5, Classify Quadrilaterals - page 929 - 934
MCC5.G.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.
MCC5.G.4: Classify two-dimensional figures in a hierarchy based on properties.
Textbook
Chapter 12: Lesson 1, Polygons - page 903 - 908
Chapter 12: Lesson 2, Classify Triangles - page 915 - 920
Chapter 12: Lesson 5, Classify Quadrilaterals - page 929 - 934
Completed Study Guides
22-23_2d_geometry_study_guide_key.pdf | |
File Size: | 291 kb |
File Type: |
Unit 6: Instructional Video
Unit 5: Games
Quadrilateral Hierarchy Project
Unit 6: Volume and Measurement
Standards
MCC5.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
MCC5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MCC5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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.
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.
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.
Textbook
Chapter 12: Lesson 7, Three-Dimensional Figures - page 941 - 946
Chapter 12: Lesson 9, Volume of Prisms - page 955 - 960
Chapter 12: Lesson 11, Volume of Composite Figures - page 967 - 972
MCC5.MD.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.
Textbook
Chapter 11: Lesson 2, Convert Customary Units of Length - page 807- 812
Chapter 11: Lesson 5, Convert Customary Units of Weight - page 825 - 830
Chapter 11: Lesson 7, Convert Customary Units of Capacity - page 839 - 844
Chapter 11: Lesson 10, Convert Metric Units of Length - page 857 - 862
Chapter 11: Lesson 12, Convert Metric Units of Mass - page 871 - 876
Chapter 11: Lesson 13, Covert Metric Units of Capacity - page 877 - 882
MCC5.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
MCC5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MCC5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
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.
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.
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.
Textbook
Chapter 12: Lesson 7, Three-Dimensional Figures - page 941 - 946
Chapter 12: Lesson 9, Volume of Prisms - page 955 - 960
Chapter 12: Lesson 11, Volume of Composite Figures - page 967 - 972
MCC5.MD.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.
Textbook
Chapter 11: Lesson 2, Convert Customary Units of Length - page 807- 812
Chapter 11: Lesson 5, Convert Customary Units of Weight - page 825 - 830
Chapter 11: Lesson 7, Convert Customary Units of Capacity - page 839 - 844
Chapter 11: Lesson 10, Convert Metric Units of Length - page 857 - 862
Chapter 11: Lesson 12, Convert Metric Units of Mass - page 871 - 876
Chapter 11: Lesson 13, Covert Metric Units of Capacity - page 877 - 882
Unit 6: Instructional Videos
Unit 6 Games
Unit 7: Geometry and Coordinate Plane
Standards
MCC5.OA.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.
Textbook
Chapter 7: Lesson 9, Graph Patterns - page 531 - 536
MCC5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Textbook
Chapter 7: Lesson 8, Ordered Pairs - page 525 - 530
MCC5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Textbook
Chapter 7: Lesson 9, Graph Patterns - page 531 - 536
MCC5.OA.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.
Textbook
Chapter 7: Lesson 9, Graph Patterns - page 531 - 536
MCC5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Textbook
Chapter 7: Lesson 8, Ordered Pairs - page 525 - 530
MCC5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Textbook
Chapter 7: Lesson 9, Graph Patterns - page 531 - 536