Unit 1
Place Value and
Decimal Fractions
20 Days
5.NBT.1
5.NBT.2
5.NBT.3
5.NBT.4
5.NBT.7
5.MD.1
Unit 2
Multi-Digit Whole
Number and
Decimal Fractions
Operations
35 Days
5.OA.1
5.OA.2
5.NBT.1
5.NBT.2
5.NBT.5
5.NBT.6
5.NBT.7
5.MD.1
Major Clusters
OA – Operations and Algebraic Thinking
(1,2,3)
NBT – Number and Operations in Base Ten
(1,2,3,4,5,6,7)
Unit 3
Unit 4
Multiplication and
Addition and
Division of Fractions
Subtraction of
and Decimal
Fractions
Fractions
22 Days
38 Days
5.NF.1
5.OA.1
5.NF.2
5.OA.2
5.NBT.7
5.NF.3
5.NF.4
5.NF.5
5.NF.6
5.NF.7
5.MD.1
5.MD.2
Supporting Clusters (Support Major
Clusters)
MD – Measurement and Data (1,2,3,4)
Unit 5
Unit 6
Addition and
Multiplication with
Volume and Area
25 Days
5.NF.4
5.MD.3
5.MD.4
5.MD.5
5.G.3
5.G.4
Problem Solving
with the Coordinate
Plane
35 Days
5.OA.2
5.OA.3
5.G.1
5.G.2
Additional Clusters
OA – Operations and Algebraic Thinking
(5)
MD – Measurement and Data (5,6,7)
G – Geometry (1,2,3)
NF – Number and Operations – Fractions
(1,2,3,4,5,6,7)
Please Note: Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than
others based on the depth of the ideas, the time that they take to master and/or their importance to future mathematics or the demands of
college and career readiness. In addition, an intense focus on the most critical material at each grade allows depth in learning, which is
carried out through the Standards of Mathematical Practice. To say that some things have greater emphasis is not to say that anything in
the standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding and may leave
students unprepared for the challenges of a later grade.



Major clusters – areas of intensive focus, where students need fluent understanding and application of the core concepts
(approximately 70% of instructional time)
Supporting clusters – rethinking and linking; areas where some material is being covered, but in a way that applies core
understandings of major clusters (approximately 20% of instructional time)
Additional Clusters – expose students to other topics, though at a distinct level of depth and intensity (approximately 10% of
instructional time)
Summary of Year for Grade 5 Mathematics
In Grade 5, instruction should focus on three critical areas:
(1) Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike
denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions,
and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship
between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense.
(Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)
(5.NF.1; 5.NF.2; 5.NF.3; 5.NF.4; 5.NF.6; 5.NF.7)
(2) Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of
operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of
models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in
these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as
well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a
whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute
products and quotients of decimals to hundredths efficiently and accurately. (5.NBT.1; 5.NBT.2; 5.NBT.3; 5.NBT.4; 5.NBT.6; 5.NBT.7)
(3) Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the
total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by
1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that
involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by
viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes
to solve real world and mathematical problems. (5.MD.3; 5.MD.4; 5.MD.5)
Fluency Expectations for Grade 5 Mathematics
5.NBT.5
Fluently multiply multi-digit whole numbers using the standard algorithm.