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Standard |
Kahn
Academy Practice |
Learnzillion
Lessons |
Everyday
Mathematics |
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5.OA.A.1 |
Use
parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols. |
1.
Use parentheses and interpret and evaluate expressions
with parentheses 2.
Use parentheses, brackets, or braces in numerical
expressions | |
1*9, 2*4, 4*1, 4*3, 5*12, 7*4, 7*5, 7*7, 8*7, 10*3, 11*6
Project
2 |
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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. |
1*1, 1*3, 1*4, 1*7, 1*8, 2*4, 3*2, 4*1, 4*6, 4*7, 7*4, 7*5, 10*3 |
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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. |
1
Visualizing and interpreting relationships between
patterns |
10*3, 10*4, 10*6 |
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5.NBT.A.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. |
1.
Recognize the value of digits in a multi-digit number
using number lines and base ten blocks 2.
Recognize and compare the value of digits in a
multi-digit number, including decimal numbers |
2*2, 2*3, 2*10, 7*2 |
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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 whole-number
exponents to denote powers of 10. |
1.
Explain and represent patterns in zeros when
multiplying or dividing by a power of ten 2.
Explain the patterns in zeros when multiplying or
dividing by a power of ten 3.
Explaining patterns in zeros and decimals when
multiplying and dividing by powers of 10 |
1*1, 1*2, 1*5, 1*6, 1*8, 1*9, 2*1, 2*7, 2*8, 2*9, 3*2, 3*5, 3*8, 3*9, 4*1, 4*7, 4*8, 7*1, 7*2, 7*3, 7*4, 7*7, 9*1, 9*5, 10*1, 10*3, 11*6 |
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5.NBT.A.3 |
Read,
write, and compare decimals to thousandths. |
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5.NBT.A.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). |
1.
Read and write decimals to the thousandths 2.
Reading and writing decimals to the thousandths in
numeric, word, and expanded form |
2*2, 2*3, 2*4, 2*5, 2*8, 3*9, 5*5, 5*6, 5*7, 5*8, 5*9, 6*2, 6*3 |
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5.NBT.A.3b |
Compare
two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons. |
1.
Compare two decimals to thousandths using >, =, and < |
2*2, 2*5, 3*1, 3*5, 7*9 |
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5.NBT.A.4 |
Use
place value understanding to round decimals to any place. |
2*3, 2*5, 2*7, 2*8, 3*6, 5*5, 5*6, 5*8, 6*1, 6*4, 9*8, 10*7, 10*8, 11*3, 12*7 |
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5.NBT.B.5 |
Fluently
multiply multi-digit whole numbers using the standard algorithm. |
1.
Multiply multi-digit whole numbers using the standard
algorithm |
7*10, 9*2, 10*1, 10*3 Algorithm
Projects 5 and 6 |
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5.NBT.B.6 |
Find
whole-number quotients of whole numbers with up to four-digit 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. |
1.
Find whole number quotients with up to 4-digit
dividends and 2-digit divisors |
4*1, 4*2, 4*4, 4*6, 7*10 Algorithm
Project 7 |
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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. |
1.
Find whole number quotients with up to 4-digit
dividends and 2-digit divisors 2.
Adding and subtracting decimals to hundredths | LearnZillion |
2*2, 2*3, 2*4, 2*5, 2*7, 2*8, 2*9, 4*5, 4*6, 5*11, 6*5, 6*7, 7*10, 9*8, 9*10, 10*6, 12*2 Algorithm
Projects 2, 4, 6, 8, and 9 |
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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.) |
3
Add and subtract fractions with unlike
denominators | LearnZillion |
5*3, 6*8, 6*9, 6*10, 7*6, 7*10, 8*1, 8*2, 8*3, 8*4, 11*7 |
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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. |
1
Adding and subtracting fractions with unlike
denominators word problems |
2.
Solve word problems involving the addition and
subtraction of fractions with unlike denominators 3.
Solve word problems involving addition and subtraction
of fractions referring to the same whole (2) 4.
Solve word problems involving addition and subtraction
of fractions referring to the same whole (1) |
5*3, 6*8, 6*9, 6*10, 7*10, 8*1, 8*2, 8*3, 8*4, 8*11, 9*6, 10*6, 11*7 |
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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
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? |
1.
Interpret fractions as division and solve problems
leading to answers in the form of fractions 2.
Interpreting fractions as division of the numerator by
the denominator 4.
Understand fractions as a division of the numerator by
the denominator |
5*1, 5*6, 6*8, 7*11 |
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5.NF.B.4 |
Apply
and extend previous understandings of multiplication to multiply a fraction
or whole number by a fraction. |
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5.NF.B.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.) |
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1 Interpret the product (a/b) x q as a part of a
partition of q into b equal parts |
8*5, 8*6, 8*7, 8*8, 9*1 |
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5.NF.B.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 find areas of rectangles, and represent fraction
products as rectangular areas. |
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8*8, 9*4, 9*10, 11*7 |
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5.NF.B.5 |
Interpret
multiplication as scaling (resizing), by: |
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5.NF.B.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. |
1*4, 3*8, 4*1, 8*5, 8*6, 8*8, 10*2 |
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5.NF.B.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. |
6*9, 8*1, 8*6, 8*7, 8*8 |
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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. |
1 Solve problems involving multiplication of fractions
and mixed numbers |
8*5, 8*6, 8*7, 8*8, 9*7 |
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5.NF.B.7 |
Apply
and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions. |
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5.NF.B.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. |
8*12, 9*4, 11*4, 12*1, 12*3, 12*5 |
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5.NF.B.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. |
1 Interpret and compute division of whole numbers by unit
fractions |
8*12, 9*4, 11*4, 12*1, 12*3, 12*5 |
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5.NF.B.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? |
8*12, 9*4, 11*7, 12*1, 12*3, 12*5 |
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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. |
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2*1, 2*10, 6*2, 9*10, 10*5, 10*9, 11*3, 11*5, 11*6
Project
6 |
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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. |
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1. Solve problems involving measurement data in fractions
of a unit displayed line plots |
2*5, 6*1, 7*10, 10*2, 11*7 |
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5.MD.C.3 |
Recognize
volume as an attribute of solid figures and understand concepts of volume
measurement. |
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5.MD.C.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. |
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9*3, 9*4, 9*8, 9*9, 9*10, 10*1, 11*1, 11*3 Project
9 |
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5.MD.C.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. |
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9*8, 9*10, 10*1, 11*1, 11*3 Project
9 |
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5.MD.C.4 |
Measure
volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. |
9*3, 9*4, 9*8, 9*10, 10*1, 11*1, 11*3 Project
9 |
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5.MD.C.5 |
Relate
volume to the operations of multiplication and addition and solve real world
and mathematical problems involving volume. |
1
Volume
1 |
1. Relating volume to the operations of multiplication and
addition |
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5.MD.C.5a |
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. |
1
Volume
1 |
Relating volume to the
operations of multiplication and addition | LearnZillion |
9*8, 9*10, 10*3, 11*1, 11*3, 11*7
Project 9 |
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5.MD.C.5b |
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. |
1
Volume
1 |
1. Relating volume to the operations of multiplication and
addition |
9*3, 9*4, 9*8, 9*9, 9*10, 10*1, 10*3, 11*1, 11*3, 11*7
Project
9 |
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5.MD.C.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. |
1
Volume
1 |
Relating volume to the operations
of multiplication and addition | LearnZillion |
9*9, 11*5
Project 9 |
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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., x-axis and x-coordinate, y-axis
and y-coordinate). |
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1. Understanding and solving problems with the coordinate
plane |
9*1, 9*2, 9*3, 10*4, 10*6, 10*7, 12*8 |
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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. |
1. Understanding and solving problems with the coordinate
plane |
9*1, 9*2, 9*3, 10*4, 10*6 |
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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. |
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1. Understand categories and subcategories of
two-dimensional figures 2. Understanding attributes of two-dimensional figures and
classifying figures in a hierarchy |
3*4, 3*7, 3*8, 4*1, 8*3 |
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5.G.B.4 |
Classify
two-dimensional figures in a hierarchy based on properties. |
1. Classify two-dimensional figures in a hierarchy 2. Understanding attributes of two-dimensional figures and
classifying figures in a hierarchy |
3*7, 3*8, 4*1, 8*3 |