Fifth grade
5.NF.1 Examples
Present students with the problem 1/3 + 1/6. Encourage students to use the clock face as a model for solving the problem. Have students share their approaches with the class and demonstrate their thinking using the clock model.
5.NF.2 Examples
Your teacher gave you 1/7 of the bag of candy. She also gave your friend 1/3 of the bag of candy. If you and your friend combined your candy, what fraction of the bag would you have? Estimate your answer and then calculate. How reasonable was your estimate?
Jerry was making two different types of cookies. One recipe needed 3/4 cup of sugar and the other needed 2/3 cup of sugar. How much sugar did he need to make both recipes?
Sonia had 2 1/3 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 1/6 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?
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?
Ludmilla and Lazarus each have a lemon. They need a cup of lemon juice to make hummus for a party. Ludmilla squeezes 1/2 a cup from hers and Lazarus squeezes 2/5 of a cup from his. How much lemon juice do they have? Is it enough?
5.NF.3 Examples
If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get?
Ten team members are sharing 3 boxes of cookies. How much of a box will each student get?
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?
Your teacher gives 7 packs of paper to your group of 4 students. If you share the paper equally, how much paper does each student get?
5.NF.4 Examples
Three-fourths of the class is boys. Two-thirds of the boys are wearing tennis shoes. What fraction of the class are boys with tennis shoes?
The home builder needs to cover a small storage room floor with carpet. The storage room is 4 meters long and half of a meter wide. How much carpet do you need to cover the floor of the storage room? Use a grid to show your work and explain your answer.
5.NF.5 Examples
Mrs. Bennett is planting two flower beds. The first flower bed is 5 meters long and 6/5 meters wide. The second flower bed is 5 meters long and 5/6 meters wide. How do the areas of these two flower beds compare? Is the value of the area larger or smaller than 5 square meters? Draw pictures to prove your answer.
5.NF.6 Examples
There are 2 ½ bus loads of students standing in the parking lot. The students are getting ready to go on a field trip. 2/5 of the students on each bus are girls. How many busses would it take to carry only the girls?
Mary and Joe determined that the dimensions of their school flag needed to be ft. by 2 ft. What will be the area of the school flag?
5.NF.7 Examples
Four students sitting at a table were given 1/3 of a pan of brownies to share. How much of a pan will each student get if they share the pan of brownies equally?
You have 1/8 of a bag of pens and you need to share them among 3 people. How much of the bag does each person get?
Create a story context for 5 ÷ 1/6. Find your answer and then draw a picture to prove your answer and use multiplication to reason about whether your answer makes sense. How many 1/6 are there in 5?
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.
5.MD.2 Examples
Students measured objects in their desk to the nearest ½, ¼, or 1/8 of an inch then displayed data collected on a line plot. How many object measured ¼? ½? If you put all the objects together end to end what would be the total length of all the objects?
5.MD.5 Examples
When given 24 cubes, students make as many rectangular prisms as possible with a volume of 24 cubic units. Students build the prisms and record possible dimensions.
Students determine the volume of concrete needed to build the steps in the diagram.
5.G.1 Examples
Plot these points on a coordinate grid. Point A: (2,6) Point B: (4,6) Point C: (6,3) Point D: (2,3) Connect the points in order. Make sure to connect Point D back to Point A. 1. What geometric figure is formed? What attributes did you use to identify it? 2. What line segments in this figure are parallel? 3. What line segments in this figure are perpendicular?
Emanuel draws a line segment from (1, 3) to (8, 10). He then draws a line segment from (0, 2) to (7, 9). If he wants to draw another line segment that is parallel to those two segments what points will he use?
5.G.2 Examples
Sara has saved $20. She earns $8 for each hour she works. If Sara saves all of her money, how much will she have after working 3 hours? 5 hours? 10 hours? Create a graph that shows the relationship between the hours Sara worked and the amount of money she has saved. What other information do you know from analyzing the graph?
5.G.3 Examples
Examine whether all quadrilaterals have right angles. Give examples and non-examples.
A parallelogram has 4 sides with both sets of opposite sides parallel. What types of quadrilaterals are parallelograms?
Regular polygons have all of their sides and angles congruent. Name or draw some regular polygons.
All rectangles have 4 right angles. Squares have 4 right angles so they are also rectangles. True or False?
A trapezoid has 2 sides parallel so it must be a parallelogram. True or False?