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CCSS Operations and Algebraic Thinking
Unpacking the Standards
Grade 5
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Math Practices:
Standard:5.OA.1 Cluster (s/a)
1,5,8
Related CA Standard
N/A
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Essential Skills/Concepts


evaluate and interpret expressions
understand the symbols associated
with grouping in an expression
(parentheses, brackets, braces)
understand the order of operations


P (parentheses)
E (exponents)
m/d (multiplication/division left to right)
Teaching Notes/Strategies
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a/s (addition/subtraction left to right)



know ways to note multiplication in
an expression
compare expressions that are
grouped differently
calculate the answer

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
Academic Vocabulary:

parentheses

brackets

braces

numerical expressions




Multiple experiences with
multiple expressions
Begin with expressions that
have two operations without
any grouping symbols
have students evaluate 5 × 3 +
6 and 5 + 3 × 6. Discuss the
rules that must be followed.
insert parentheses around
the multiplication or division
part in an expression. Discuss
present problems with one
grouping symbol, beginning
with parentheses, then in
combination with brackets
and/or braces.
Begin with whole numbers and
then work with fractions and
decimals
write numerical expressions in
words without calculating the
value
Math journals
Place the parentheses
activities
Problem of the day
Error analysis
Resources
Target Number Dash:
http://www.k5mathteachingresources.com/supportfiles/targetnumberdash5.oa1.pdf
Numerical Expressions Wall Clock:
http://www.k5mathteachingresources.com/supportfiles/numercialexpressionswallclock.pdf
Math Practices:
Standard:5.OA.2 Cluster (s/a)
1,2,7,8
Related CA Standard
N/A
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.
Essential Skills/Concepts
Teaching
Resources
Notes/Strategies







know that 4(5 + 3) is an
expression.
verbally describe the relationship
between expressions without
actually calculating them
understand the symbols
associated with grouping in an
expression (parentheses,
brackets, braces)
understand the order of
operations
know ways to note multiplication
in an expression
write expressions for given
amounts
no calculation required (evaluating
an expression calls for
calculation)
Academic Vocabulary:

parentheses

brackets


braces
numerical expressions





Multiple
experiences
with multiple
expressions
Math journals
Place the
parentheses
activities
Problem of the
day
Board Math
Verbal expressions:
http://www.k5mathteachingresources.com/supportfiles/5.oa2.pdf
Seeing is Believing:
https://www.illustrativemathematics.org/illustrations/1222
Sample Problems:
Commoncoresheets.com
Math Practices:
Standard:5.OA.2.1 Cluster (s/a)
1,2,7,8
Related CA Standard
N/A
Express a whole number in the range 2–50 as a product of its prime factors. For example, find the prime
factors of 24 and express 24 as 2 × 2 × 2 × 3. CA
Essential Skills/Concepts
Teaching Notes/Strategies
Resources
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
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Understand how to express
factors in a given number
Understand how to notate the
prime factors as a product
Know how to write factors in
increasing order
Exponential notation is
unnecessary
Academic Vocabulary:

Prime factor

product

Factor trees

Alternate model
50
50
2
25
5
10
5
5
2
5
5
1
5
1
50 = 2 X 5 X 5
Math Practices:
Standard:5.OA.3 Cluster (s/a)
2,7
Related CA Standard
AF1.5
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.
Essential Skills/Concepts
Teaching Notes/Strategies
Resources
Build on grade 4 pattern work
generate 2 numerical patterns
express patterns as ordered
pairs
graph ordered pairs
Know that when graphing
ordered pairs the first
number in the pair is plotted
on the x axis and the second is
plotted on the y axis

*This standard connects to 5.G.1 and
5.G.2
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Academic Vocabulary:

numerical patterns

rules

ordered pairs

coordinate plane

x axis/y axis
Create pattern charts side by
side as below or as a T chart
A
B

0
0
3
6
6
12
9
18
12
24
Have students articulate the
differences between the two
patterns…A is always half as
much as B
Have students articulate what
the pairs on their graphs
represent. i.e. if A and B
represent the number of fish
caught by two individuals what
can we see in the results of
our graph
Addition on the coordinate plane:
http://www.k5mathteachingresources.com/supportfiles/additiononthecoordinateplane.pdf
Subtraction on the coordinate plane:
http://www.k5mathteachingresources.com/supportfiles/subtractiononthecoordinateplane.pdf
Math Read aloud: A Fly on the Ceiling by Julie
Glass
A Fly on the Ceiling Task Card:
http://www.k5mathteachingresources.com/supportfiles/A-Fly-on-the-Ceiling.pdf