### Fifth Grade Mathematics

Are you a fifth grade math teacher in Texas? You might have found that some of the new state standards are challenging for our students and to teach. It's even a challenge finding resources aligned to the new TEKS.

I put together a collection of kid-friendly and teacher-friendly instructional videos and games to help you! Just click on the word(s) and it will take you directly to the site. They're great to share with parents, too.

I also linked some products I've made that are aligned to the new standards. Hope this helps you and your students! Happy Teaching and Learning!

5.2(B) Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =;

5.2(C) Round decimals to tenths or hundredths.

5.3(A) Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;

5.3(B) Use strategies and algorithms, including the standard algorithm, to multiply with fluency a three-digit number by a two-digit number using the standard algorithm;

5.3(C) Use strategies and algorithms, including the standard algorithm, to solve with proficiency [fluency] for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;

5.3(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;

5.3(E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;

5.3(F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models;

5.3(G) Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm

5.3(H) Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;

5.3(I) Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;

5.3(J) Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction, such as 1/3 ÷7 and 7 ÷1/3 using objects and pictorial models, including area models

5.3(K) Add and subtract positive rational numbers fluently;

5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers.

5.10(B) Explain the difference between gross income and net income

5.10(C) Identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments

5.10(E) Describe actions that might be taken to balance a budget when expenses exceed income

I put together a collection of kid-friendly and teacher-friendly instructional videos and games to help you! Just click on the word(s) and it will take you directly to the site. They're great to share with parents, too.

I also linked some products I've made that are aligned to the new standards. Hope this helps you and your students! Happy Teaching and Learning!

**Numbers and Operations**

5.2(A) Represent the value of the digit in decimals through the thousandths using expanded notation and numerals

5.3(B) Use strategies and algorithms, including the standard algorithm, to multiply with fluency a three-digit number by a two-digit number using the standard algorithm;

5.3(C) Use strategies and algorithms, including the standard algorithm, to solve with proficiency [fluency] for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;

5.3(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;

5.3(E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;

5.3(F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models;

5.3(G) Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm

5.3(H) Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;

5.3(I) Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;

5.3(J) Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction, such as 1/3 ÷7 and 7 ÷1/3 using objects and pictorial models, including area models

5.3(K) Add and subtract positive rational numbers fluently;

5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers.

**Algebraic Reasoning**
5.4(B) represent and solve multi-step problems involving the four operations (add, subtract, multiply, divide) with whole numbers using equations with a letter standing for the unknown quantity;

5.4(C) generate a numerical pattern when given a rule in the form y=ax or y=x + a and graph;

5.4(D) recognize the difference between additive and multiplicative numerical patterns given a table or graph,

5.4(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping;

5.4(G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V =Bh);

5.4(H) represent and solve problems related to perimeter and/or area.

FINDING AREA TASK CARDS

VOLUME, AREA, AND PERIMETER FROZEN PROJECT

VOLUME, AREA, AND PERIMETER MINECRAFT PROJECT

VOLUME, AREA, AND PERIMETER FROZEN PROJECT

VOLUME, AREA, AND PERIMETER MINECRAFT PROJECT

**Geometry and Measurement**
5.5(A) To classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

5.6(A) recognize a cube with side length of one unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible;

LET'S BUILD! VOLUME TASK CARDS

VOLUME, AREA, AND PERIMETER SORT AND TASK CARDS

GEOMETRY INTERVENTION

VOLUME, AREA, AND PERIMETER FROZEN PROJECT

VOLUME, AREA, AND PERIMETER MINECRAFT PROJECT

LET'S BUILD! VOLUME TASK CARDS

VOLUME, AREA, AND PERIMETER SORT AND TASK CARDS

GEOMETRY INTERVENTION

VOLUME, AREA, AND PERIMETER FROZEN PROJECT

VOLUME, AREA, AND PERIMETER MINECRAFT PROJECT

5.6(B) determine the volume of a rectangular prism with whole number side length in problems related to the number of layers times the number of unit cubes in the area of the base.

LET'S BUILD! VOLUME TASK CARDS!

VOLUME, AREA, AND PERIMETER SORT AND TASK CARDS

VOLUME, AREA, AND PERIMETER MINECRAFT PROJECT

LET'S BUILD! VOLUME TASK CARDS!

VOLUME, AREA, AND PERIMETER SORT AND TASK CARDS

VOLUME, AREA, AND PERIMETER MINECRAFT PROJECT

5.7(A) To solve problems by calculating conversions within a measurement system, customary or metric.

5.8(A) Describe the key attributes of the coordinate plane , including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin

5.8(B) Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

5.8(C) Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table

**Data Analysis**
5.9(A) Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and- leaf plots

DATA ANALYSIS INTERVENTION

EGG HUNT DATA ANALYSIS PROJECT

READY TO GO DATA ANALYSIS INTERVENTION

MY DATA ANALYSIS PROJECT

EGG HUNT DATA ANALYSIS PROJECT

READY TO GO DATA ANALYSIS INTERVENTION

MY DATA ANALYSIS PROJECT

5.9(B) Represent discrete paired data on a scatterplot

DATA ANALYSIS TASK CARDS

EGG HUNT DATA ANALYSIS PROJECT

READY TO GO DATA ANALYSIS INTERVENTION

MY DATA ANALYSIS PROJECT

EGG HUNT DATA ANALYSIS PROJECT

READY TO GO DATA ANALYSIS INTERVENTION

MY DATA ANALYSIS PROJECT

5.9(C) Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

DATA ANALYSIS TASK CARDS

EGG HUNT DATA ANALYSIS PROJECT

READY TO GO DATA ANALYSIS INTERVENTION

MY DATA ANALYSIS PROJECT

EGG HUNT DATA ANALYSIS PROJECT

READY TO GO DATA ANALYSIS INTERVENTION

MY DATA ANALYSIS PROJECT

**Personal Financial Literacy**5.10(B) Explain the difference between gross income and net income

5.10(C) Identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments

5.10(E) Describe actions that might be taken to balance a budget when expenses exceed income

## Comments

## Post a Comment