Common Core Mathematics 5
Year at Glance
WHAT STUDENTS LEARN IN Mathematics 5
Mathematics Gr. 5 CA Framework
Overview
In grade five, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and
developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers
and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value
system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal
operations; and (3) developing understanding of volume (CCSSO 2010, Grade 5 Introduction).
Students also fluently multiply multi-digit whole numbers using the standard algorithm.
In preparation for the progression of expressions and equations in the middle grades, students in grade five begin working more formally with
expressions.
Understanding patterns is fundamental to algebraic thinking. Students extend their grade four pattern work to include two numerical
patterns that can be related and examine these relationships within sequences of ordered pairs and in the graphs in the first quadrant of the
coordinate plane (5.OA.3). This work prepares students for studying proportional relationships and functions in middle school, and is closely
related to graphing points in the coordinate plane (5.G.1-2).
In grade five, a critical area of instruction is for students to integrate decimal fractions into the place value system, develop an
understanding of operations with decimals to hundredths, and work towards fluency with whole number and decimal operations.
Student proficiency with fractions is essential to success in algebra at later grades. In grade five a critical area of instruction is
developing fluency with addition and subtraction of fractions, including adding and subtracting fractions with unlike denominators. Students
also build an understanding of multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers
and whole numbers divided by unit fractions).
In grade five a critical area of instruction is to develop an understanding of volume. Students recognize volume as an attribute of threedimensional space. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume.
Students continue to extend their understanding of representing data, in this case including fractional quantities in real-world situations of data.
In grade five students build on their previous work with number lines to use two perpendicular number lines to define a coordinate
system (5.G.1). Students gain an understanding of the structure of the coordinate system. They learn the two axes make it possible to locate
points on a coordinate plane and the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y- axis and ycoordinate). This is the first time students work with coordinate planes, and at grade five this work is limited to the first quadrant.
In grade five students broaden their understanding to reason about the attributes (properties) of two-dimensional shapes and to
classify these shapes in a hierarchy based on properties (5.G.4).
IMP CC Mathematics Gr. 5 Course Outline 2014-15 FUESD Fifth Grade Math Instructional Timeline
1
Mathematics 5
Year at Glance
Unit
Length
Unit Name & Sub-topics
Standards
Addressed
Prior Knowledge
Assessment
Guideline
M = Major Cluster
A/S = Additional
or Supporting
Cluster
0 Week
3 Weeks
Aug. 11th to
Aug. 29th
6 Weeks
Sept. 2nd to
Oct. 10th
0: Introductory Week/Start Volume
 Setting the tone
 Establishing Routines
1: Volume
 Concept of volume and packing “cubes”
into a rectangular prism
 Derive formula for finding volume of right
rectangular prism
 Connect associative and commutative
properties of multiplication to solve for
missing side lengths given the volume.
 Problem solving with volume
 Finding volume of two non-overlapping
rectangular prisms and connecting this to
concept of volume as additive.
2: Whole Number Expressions &
Operations
 Order of operations, including
parentheses, braces and brackets.
 Write & evaluate numeric expressions
(including those involving volume)
 Write a number as the product of its
primes.
MD 3a, 3b, 4, 5a,
5b, 5c
All Major Clusters
 Multiplication of
whole numbers
 Relationship
between multiplication
and division
 Liquid Volume
concept
 Properties of whole
number operations
OA 1, 2, 2.1
NBT 5, 6
OA- A/S
NBT- Major
 Basic Order of
Operations
 Multiplication of
whole numbers with
models
 Division of whole
numbers by a singledigit divisor.
IMP CC Mathematics Gr. 5 Course Outline 2014-15 FUESD Fifth Grade Math Instructional Timeline
Unit 1
Assessments
Unit 2
Assessment
2





5 Weeks
Oct. 14th to
Nov. 14th
5
Nov. 17-21
5 Weeks
Dec. 1st to
Jan. 16th
Units 5 & 6
Multiplication of whole numbers using
standard algorithm (not necessarily
standard recording)- understanding of the
algorithm with a focus on place value.
Division of whole numbers
Estimate quotients
Use equations, rectangular arrays/area
models and place value/properties to
divide.
Solve real world problems involving
multiplication and division of whole
numbers.
3: Addition and Subtraction of Fractions
 Add and Subtract fractions and mixed
numbers with unlike denominators
 Word problems involving addition and
subtraction of fractions
 Estimating sums and differences of
fractions
 Creating equivalent fractions
 Area model to add and subtract fractions
 Number line to add and subtract fractions
 Line plots with fractions
Review, catch up, move forward
NF 1, 2
All Major Clusters
MD 2 (A/S)
 Properties with
numeric expressions
 Manipulating
numeric expressions
 Basic order of
operations (multiply
and divide before add
and subtract)
4: Multiplication and Division of Fractions
 Concept of a fraction as division of whole
numbers
 Multiply fractions by whole numbers
 Multiply fractions by fractions
 Derive algorithm for multiplication of
fractions
 Word problems involving multiplication
NF 3, 4a, 4b, 5a,
5b, 6, 7a, 7b, 7c
All Major Clusters
MD 2 (A/S)
 Concept of a
fraction
 Area of a rectangle
IMP CC Mathematics Gr. 5 Course Outline 2014-15 FUESD Fifth Grade Math Instructional Timeline
Unit 4
Assessment
Unit 6
Assessment
3
and division of fractions
 Finding area of a rectangle with fractional
side lengths
 Scaling with multiplication of fractions
 Divide a unit fraction by a whole number
 Divide a whole number by a unit fractions
 Partitive vs. Quotative division
 Create story contexts for division of
fractions
________________________________
 Interpret/problem solve line plots with
fractions
4 Weeks
5: Place Value and Decimals
th
Jan. 20 to  Concept of place value as multiples of 10
1
Feb. 20th
or
10
 Patterns with zeros when numbers are
multiplied or divided by powers of 10
 Writing powers of 10 with exponent

notation
 Read, write and compare decimals to the
thousandths
 Expanded form
 Round decimals
 Relate decimal place value to
multiplication of fractions
 Relate decimal notation to money and
metric measurement.
 Relate decimals to fractions and compare
or see equivalent forms.
 Base 10 blocks, Place Value chart, Grids
and Number Lines as means to
understand decimals and notation
______________
Unit 5
Assessment
May be given together or
separately
NBT 1, 2, 3a, 3b,
4
All Major Clusters
 Whole Number
Place Value
 Rounding whole
numbers
 Operations with
money amounts
IMP CC Mathematics Gr. 5 Course Outline 2014-15 FUESD Fifth Grade Math Instructional Timeline
Unit 7
Assessment
4
5 Weeks
Feb. 23rd to
Mar. 27th
Apr. 6-10th
2 Weeks
Apr. 13th to
Apr. 24th
2 Weeks
Apr. 27th to
May 8th
6: Decimal Operations
 Add, Subtract, Multiply and Divide
decimals to the hundredths
 Use money as a means to understand
addition and subtraction of decimals.
 Use concrete models, drawings, area
models and measurement division
strategies
 Use place value strategies
 Estimate sums, differences, products and
quotients
 Relate operations with decimals to
operations with fractions, in particular to
help with movement of decimal point in
multiplication
 Convert units within a measurement
system.
Review, catch up, move forward
NBT 7
Major Cluster
MD 1 (A/S)
7: Graphing on the Coordinate Plane
 Concept of coordinate plane as
perpendicular axes, labeled x and y
 Graphing points in first quadrant or giving
coordinates of points graphed.
___________________________________
 Interpret real world data from a graph
 Extend two numeric patterns, create a
table and graph resulting ordered pairs.
 Compare the relationship between two
patterns in terms of the pattern, table and
graph
8: Classifying Two-Dimensional Polygons
 Compare attributes of quadrilaterals to
see which ones belong to multiply
OA 3
G1, 2
All A/S Cluster
 Measurement
 Fraction Operations
(grade 5)
 Place Value (Grade
5)
Unit 3
Assessment
Unit 8
Assessment
Given together at the end
of this unit.

Unit 11
Assessment
______________
Unit 9
Assessment
May be given separately
or together
G 3, 4
All A/S Cluster
 Names of
quadrilaterals
 Parallel lines,
IMP CC Mathematics Gr. 5 Course Outline 2014-15 FUESD Fifth Grade Math Instructional Timeline
Unit 10
Assessment
5
May 11-28th
categories.
 Classify tow-dimensional figures in a
hierarchy based on properties
Review, catch up
perpendicular lines,
angle measures.
 Indicates pre-units to be taught to address standards that were taught in prior grades, but have moved grade levels and for
which students need a first-teaching, or in which students need review. Pre-units may be phased out over time.
IMP CC Mathematics Gr. 5 Course Outline 2014-15 FUESD Fifth Grade Math Instructional Timeline
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