← All Standards

Grade 5

• Data Analysis

  • 5.DA.A

• Geometry

  • 5.G.A
  • 5.G.A.20
  • 5.G.B
  • 5.G.B.21
  • 5.G.B.22
  • 5.G.B.23

• Measurement

  • 5.M.A
  • 5.M.A.17
  • 5.M.B
  • 5.M.B.18
  • 5.M.B.18.a
  • 5.M.B.19
  • 5.M.B.19.a
  • 5.M.B.19.b

• Number & Operations: Base Ten

  • 5.NBT.A
  • 5.NBT.A.3
  • 5.NBT.A.3.a
  • 5.NBT.A.3.b
  • 5.NBT.B
  • 5.NBT.B.6
  • 5.NBT.B.7
  • 5.NBT.B.8
  • 5.NBT.B.8.a
  • 5.NBT.B.8.b

• Number & Operations: Fractions

  • 5.NF.A
  • 5.NF.A.9
  • 5.NF.A.10
  • 5.NF.B
  • 5.NF.B.11
  • 5.NF.B.11.a
  • 5.NF.B.11.b
  • 5.NF.B.12
  • 5.NF.B.12.a
  • 5.NF.B.12.b
  • 5.NF.B.13.b
  • 5.NF.B.13.c
  • 5.NF.B.14
  • 5.NF.B.15
  • 5.NF.B.15.a
  • 5.NF.B.15.c

• Operations & Algebraic Thinking

  • 5.OA.A
  • 5.OA.A.1
  • 5.OA.B
  • 5.OA.B.2
  • 5.OA.B.2.c

• Mathematical Practices

  • MP.1
  • MP.2
  • MP.3
  • MP.4
  • MP.7
  • MP.8

Alabama Math Standard: 5.NBT.A.3.a

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, using whole-number exponents to denote powers of 10.

Factors and Codes: First Names (Episode 2)

Scrambled up somewhere in 161,000 is a first name. Can you find it!?

Gr 3, 4, 6, 7

What If There Were No Hundreds Place?

Imagine a world with no hundreds place. We’d have to call it ten tens instead. But then, what would we call the thousands place? How would we read 9999? What if we added one more?

Gr 1, 2, 3, 4, 5, 8

Calculators, Patterns, and Multiplying By Decimals

Before teaching students the procedure for multiplying with decimals, how much can they intuitively glean from a structured play session with calculators?

Gr 3-7