MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 2
Unit
Description
Unit 2
Operations with Whole Numbers
suggested Length: 3- 4 weeks
Big Idea(s)
Enduring Understanding
 Develop fluency with whole number operations and reasonable
estimates
What
enduring
understandin
gs are
essential for
application
to new
situations
within or
beyond this
content?
Enduring Skills Rubric measures competency of the following skills:






Essential
Question(s)
What
questions will
provoke and
sustain
student
engagement
while
focusing
learning?


Interpret appropriate operation for a word problem
Recognizes reasonableness of answer using estimation strategies
Fluently multiply and divide by 10 and powers of 10
Fluently multiply multi digit whole numbers with the standard
algorithm
Accurately divides 4 digit dividends by 2 digit divisors using any
strategy.
Constructs and communicates a well-organized and complete
written response using a logical progression of steps.
What is the relationship between multiplication and division?
How do we solve problems with whole numbers?
Standard(s)
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. Students
solve problems by applying their understanding of operations with
whole numbers, including the order of operations. Students seek
the meaning of a problem and look for efficient ways to solve it.
2. Reason abstractly and quantitatively. Students demonstrate
abstract reasoning to connect quantities to written symbols and
create a logical representation of the problem at hand. Students
write simple expressions that record calculations with numbers and
represent numbers using place value concepts.
3. Construct viable arguments and critique the reasoning of others.
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 2
Students construct arguments using concrete referents, such as
objects, pictures, and drawings. They explain calculations based
upon models and properties of operations and rules that generate
patterns. They explain their thinking to others and respond to
others’ thinking.
4. Model with mathematics. Students use base ten blocks, drawings,
and equations to represent place value. They interpret expressions
and connect them to representations.
5. Use appropriate tools strategically. Students select and use tools
such as estimation, graph paper, and place value charts to solve
problems with whole number operations.
6. Attend to precision. Students use clear and precise language
(math talk) in their discussions with others and in their own
reasoning. Students use appropriate terminology when referring to
operations with whole numbers.
7. Look for and make use of structure. Students use properties of
operations as strategies to add, subtract, multiply, and divide with
whole numbers. They explore and use patterns to evaluate
expressions. Students utilize patterns in place value and powers of
ten and relate them to graphical representations of them.
8. Look for and express regularity in repeated reasoning. Students use
repeated reasoning to understand algorithms and make
generalizations about patterns. Students connect place value and
properties of operations to fluently perform operations.
Standards for Mathematical Content
5.NBT.2 Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and 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.
5.NBT.5 Fluently multiply multi-digit whole numbers using the standard
algorithm.
5.NBT.6 Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
5.NF.3 Interpret a fraction as division of the numerator by the
denominator (a/b = a ÷ b). Solve word problems involving division of
whole numbers leading to answers in the form of
fractions or mixed
numbers, e.g., by using visual fraction models or equations to represent
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 2
the problem. For example, interpret 3/4 as the result of dividing 3 by 4,
noting that 3/4 multiplied by 4 equals 3, and that when 3-wholes are
shared equally among 4 people each person has a share of size 3/4. If 9
people want to share a 50-pound sack of rice equally by weight, how
many pounds of rice should each person get? Between what two whole
numbers does your answer lie?
Supporting 5.NBT.1 Recognize that in a multi-digit number, a digit in one place
Standard(s) represents 10 times as much as it represents in the place to its right and
Which related 1/10 of what it represents in the place to its left.
standards will
be
incorporated
to support
and enhance
the enduring
standards?
Instruction
al
Outcomes
What must
students learn
and be able
to by the end
of the unit to
demonstrate
mastery?
Vocabular
y
What
vocabulary
must students
know to
5.MD.1 Convert among different sized standard measurement units within
a given measurement system (e.g., covert 5 cm to 0.05 m), and use the
conversions to solve multi-step, real world problems.
I am learning to…
 Represent powers of 10 using whole number exponents
 Fluently translate between powers of ten written as ten raised to a
whole number exponent, the expanded form, and standard
notation
 Explain the patterns in the number of zeros of the product when
multiplying a number by powers of 10.
 Fluently multiply and divide decimal numbers by powers of ten and
explain the reasoning using the Base-Ten number system.
 Fluently multiply a 4 digit factor by a 2 digit factor using the
standard algorithm
 Find whole-number quotients of whole numbers with up to four-digit
dividends and two- digit divisors
 Use strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division to solve
division problems.
 Illustrate and explain division calculations by using equations,
rectangular arrays, and/or area models.
 Solve word problems involving division of whole numbers leading to
answers in the form of a fraction or mixed number.
 Solve word problems using the appropriate operation(s) in the
appropriate order
Essential Vocabulary
Algorithm
Divide
Dividend
Divisor
Factors
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 2
understand
and
communicat
e effectively
about this
content?
Groups of
Multiply
Partial quotient
Product
Quotient
Remainder
Supporting Vocabulary
Add
Addend
Area model
Difference
Reasonableness
rectangular array
subtract
sum
Resources
& Activities
What
resources
could we use
to best teach
this unit?
Stepping Stones
(www.origoeducation.com)
5.NBT.2
o Module 1: Lesson 2
o Module 8: Lesson 4
5.NBT.5
o Module 1: Lessons 8-12
o Module 3: Lessons 1-6
5.NBT.6
o Module 8: Lessons 1-7
5.NF.3
o Module 11: Lessons 1-2
Engage NY
(https://www.engageny.org/resource/grade-5-mathematics)
5.NBT.2
o Module 1: Topic A, D, E
o Module 2: Topics A, D, E, G
5.NBT.5
o Module 2: Topics B, D
5.NBT.6
o Module 2: Topics E, F, H
5.NF.3
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 2
o
Module 4: Topic B
Howard County Website
(https://grade5commoncoremath.wikispaces.hcpss.org/home)
K-5 Math Teaching Resources
(http://www.k-5mathteachingresources.com/)
5.NBT.2
o http://www.k-5mathteachingresources.com/supportfiles/multiplying-a-whole-number-by-a-power-of-10.pdf
o http://www.k-5mathteachingresources.com/supportfiles/multiplying-a-decimal-by-a-power-of-10.pdf
o http://www.k-5mathteachingresources.com/support-files/dividinga-whole-number-by-a-power-of-10.pdf
o http://www.k-5mathteachingresources.com/support-files/dividinga-decimal-by-a-power-of-10.pdf
5.NBT.5
o http://www.k-5mathteachingresources.com/support-files/makethe-largest-product-ver.4.pdf
o http://www.k-5mathteachingresources.com/support-files/makethe-smallest-product-ver.4.pdf
o http://www.k-5mathteachingresources.com/supportfiles/multiplication-race-2x3digit.pdf
5.NBT.6
o http://www.k-5mathteachingresources.com/support-files/divisionstrategy-partial-quotients-ver.3.pdf
o http://www.k-5mathteachingresources.com/support-files/divisionstrategy-partition-the-dividend-ver.2.pdf
o http://www.k-5mathteachingresources.com/support-files/divisionstrategy-multiplying-up.pdf
o http://www.k-5mathteachingresources.com/support-files/estimatethe-quotient-ver.2.pdf
o http://www.k-5mathteachingresources.com/support-files/largestquotient-3.pdf
o http://www.k-5mathteachingresources.com/support-files/largestquotient-4.pdf
o http://www.k-5mathteachingresources.com/support-files/write-itsolve-it-check-it-ver.3.pdf
o http://www.k-5mathteachingresources.com/support-files/write-itsolve-it-check-it-ver.4.pdf
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 5
Unit 2
5.NF.3
o http://www.k-5mathteachingresources.com/support-files/relatingfractions-to-division.pdf
o
Created by Beth Richardson (Elizabeth.richardson@madison.kyschools.us):
o Division of the Day
Multiplication of the Day (Free from TPT:
o http://www.teacherspayteachers.com/Product/Multiplication-ofthe-Day-for-Upper-Grades-Free-1467313)
From Common Core Sheets
(http://commoncoresheets.com/)
o
o
o
http://commoncoresheets.com/SortedByGrade.php?Sorted=5nbt2
http://commoncoresheets.com/SortedByGrade.php?Sorted=5nbt5
http://commoncoresheets.com/SortedByGrade.php?Sorted=5nbt6
Illustrative Mathematics
o https://www.illustrativemathematics.org/content-standards/5
Illuminations
o http://illuminations.nctm.org/Search.aspx?view=search&cc=2014_2
024
Remember there are other sources in your school that may not be
listed on this common resources list due to variation in each individual
school. Examples of other great resources your school may have
access to include: Everyday Math Games, Investigations, Everyday
Partner Games, AVMR file folders, Ongoing Assessment Project, etc.
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