← All Standards

Grade 5

• Geometry

  • KY.5.G.1
  • KY.5.G.2
  • KY.5.G.3
  • KY.5.G.4

• Measurement & Data

  • KY.5.MD.1
  • KY.5.MD.2
  • KY.5.MD.3
  • KY.5.MD.3.a
  • KY.5.MD.3.b
  • KY.5.MD.4
  • KY.5.MD.5
  • KY.5.MD.5.a
  • KY.5.MD.5.b
  • KY.5.MD.5.c

• Number & Operations: Base Ten

  • KY.5.NBT.1
  • KY.5.NBT.2
  • KY.5.NBT.3
  • KY.5.NBT.5
  • KY.5.NBT.6
  • KY.5.NBT.6.a
  • KY.5.NBT.6.b
  • KY.5.NBT.7
  • KY.5.NBT.7.a
  • KY.5.NBT.7.b

• Number & Operations: Fractions

  • KY.5.NF.1
  • KY.5.NF.2
  • KY.5.NF.2.a
  • KY.5.NF.2.b
  • KY.5.NF.3
  • KY.5.NF.4
  • KY.5.NF.4.b
  • KY.5.NF.5.b
  • KY.5.NF.6
  • KY.5.NF.7
  • KY.5.NF.7.a
  • KY.5.NF.7.b
  • KY.5.NF.7.c

• Operations & Algebraic Thinking

  • KY.5.OA.1
  • KY.5.OA.2
  • KY.5.OA.3
  • KY.5.OA.3.a
  • KY.5.OA.3.b
  • KY.5.OA.3.c

• Mathematical Practices

  • MP.1
  • MP.2
  • MP.3
  • MP.4
  • MP.5
  • MP.7
  • MP.8

KAS Math Standard: KY.5.NBT.2

Multiply and divide by powers of 10.Explain patterns in the number of zeros of the product when multiplying a number by powers of 10.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.

Gr 3-5

How Many Will There Be? Desks

Give kids a taste of a sequence, let them build an understanding, and then see how far their predictions can take them.

Gr 2-5

How Many Will There Be? Triangles Within Triangles

A triangle splits and splits and splits again. How many will there be in step 20?

Gr 1-4

Exponents – How Low Can They Go?

Using exponent patterns, can students predict what the 0th power will be?

Gr 3, 4, 5, 6, 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

Place Value (Beyond Base 10)

Place value is something we cover in elementary school. It seems simple, but I’d wager that very few adults really understand the topic. I sure didn’t until I worked with non-base-10 number systems in college. Your students can get a taste of this mind-boggling experience by imagining what it would be like if we didn’t have the number 9. What would each digit represent then?

Gr 1-6

Doubling Dollars

Say you have a dollar. Say you can double that dollar each day: $1, $2, $4, and so on. How long will it take to reach… one million dollars? Not as long as you might think!

Gr 2-8

Math Project: What If I Bought Apple Stock Instead?

What if you had an original iPod and sold it compared to if you had bought the equivalent amount of Apple stock and sold that?

Gr 2-7