Note: The specification of each standard is followed by links to lessons on AAAMath.com/AAAKnow.com that may be relevant to that standard.
Grade 5 Common Core State Standards
Grade 5 » Operations & Algebraic Thinking
Write and interpret numerical expressions.
CCSS.Math.Content.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
CCSS.Math.Content.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.
CCSS.Math.Content.5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from the two patterns, and graph the ordered pairs on a
coordinate plane. 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.
Grade 5 » Number & Operations in Base Ten
Understand the place value system.
CCSS.Math.Content.5.NBT.A.1
Recognize that in a multidigit 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.
CCSS.Math.Content.5.NBT.A.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 wholenumber
exponents to denote powers of 10.
CCSS.Math.Content.5.NBT.A.3
Read, write, and compare decimals to thousandths.
CCSS.Math.Content.5.NBT.A.3.a
Read and write decimals to thousandths using baseten 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.
CCSS.Math.Content.5.NBT.A.4
Use place value understanding to round decimals to any place.
Perform operations with multidigit whole numbers and with decimals to hundredths.
CCSS.Math.Content.5.NBT.B.5
Fluently multiply multidigit whole numbers using the standard algorithm.
CCSS.Math.Content.5.NBT.B.6
Find wholenumber quotients of whole numbers with up to fourdigit dividends and
twodigit 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.
CCSS.Math.Content.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to
a written method and explain the reasoning used.
Grade 5 » Number & Operations—Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
CCSS.Math.Content.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce
an equivalent sum or difference of fractions with like denominators. For example,
2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
CCSS.Math.Content.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to
the same whole, including cases of unlike denominators, e.g., by using visual
fraction models or equations to represent the problem. Use benchmark fractions
and number sense of fractions to estimate mentally and assess the reasonableness
of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by
observing that 3/7 < 1/2.
Apply and extend previous understandings of multiplication and division.
CCSS.Math.Content.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers, e.g., by using visual fraction models or
equations to represent the problem. 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 50pound sack of rice equally by weight, how many pounds
of rice should each person get? Between what two whole numbers does your answer lie?
CCSS.Math.Content.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction
or whole number by a fraction.
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.
CCSS.Math.Content.5.NF.B.5
Interpret multiplication as scaling (resizing), by:
CCSS.Math.Content.5.NF.B.5.a
Comparing the size of a product to the size of one factor on the basis of the
size of the other factor, without performing the indicated multiplication.
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.
CCSS.Math.Content.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers,
e.g., by using visual fraction models or equations to represent the problem.
CCSS.Math.Content.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.1
CCSS.Math.Content.5.NF.B.7.a
Interpret division of a unit fraction by a nonzero 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 nonzero 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 1/3cup servings are in 2 cups of raisins?
Grade 5 » Measurement & Data
Convert like measurement units within a given measurement system.
CCSS.Math.Content.5.MD.A.1
Convert among differentsized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in
solving multistep, real world problems.
Represent and interpret data.
CCSS.Math.Content.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.
Geometric measurement: understand concepts of volume.
CCSS.Math.Content.5.MD.C.3
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.
CCSS.Math.Content.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
CCSS.Math.Content.5.MD.C.5
Relate volume to the operations of multiplication and addition and 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 wholenumber 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 wholenumber 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 wholenumber 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
nonoverlapping right rectangular prisms by adding the volumes of the
nonoverlapping parts, applying this technique to solve real world problems.
Grade 5 » Geometry
Graph points on the coordinate plane to solve realworld and mathematical problems.
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 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., xaxis and xcoordinate, yaxis and ycoordinate).
CCSS.Math.Content.5.G.A.2
Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in
the context of the situation.
Classify twodimensional figures into categories based on their properties.
CCSS.Math.Content.5.G.B.3
Understand that attributes belonging to a category of twodimensional 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.
CCSS.Math.Content.5.G.B.4
Classify twodimensional figures in a hierarchy based on properties.
Portions © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Portions © John Banfill 2014

