Grade 5: Unit 3
SLO:1
Describe the place value of
numeral digits relative to both the
place to the right and the place to
the left (decimal to hundredths
and whole numbers to billions).
Standard: 5.NBT.1
Question:
Specific Pearson lesson(s):
Notes:
1. Jason wrote this number:
91,458,237
Kylie wrote this number:
1,285,307
1.1
1.2
1.3
6.1
7.1
*This concept is NOT
explicitly explained in
Pearson
1.1
1.2
1.3
6.1
7.1
*This concept is NOT
explicitly explained in
Pearson
*Teacher MUST teach and
practice 10X and 1/10
concept using alternate
resources.
The digit 8 in Jason’s number
represents how many times as much
as the digit 8 in Kylie’s number?
a.
1/10 times
b.
1 times
c.
10 times
d.
100 times
*Teacher MUST teach and
practice 10X and 1/10
concept using alternate
resources.
ANS: a
2. Describe how the place value of the
digit 6 in the number 0.068 is related to
the place value of the digit 6 in the
number 0.68.
ANS:The value of the digit 6 in 0.068 is
as much as the value of the digit 6 in
0.68.
3. Population of Fairview: 293,705
Population of Baytown: 935,172
Based on the populations given
above, place a check mark in the oval
to indicate whether the statements
about the populations of Fairview and
Baytown are true or false.
4. Use the prices of the notebook and
pencil below to fill in the blanks.
Price of notebook:
$2.97
Price of pencil:
$0.29
The value of the digit 2 in the price of
the ___________ is 1/10
times the value of the digit 2 in the
price of the __________.
The value of the digit 9 in the price of
the notebook is ______ times the value
of the digit 9 in the price of the pencil.
ANS: pencil, notebook, 10
1.1
1.2
1.3
6.1
7.1
*This concept is NOT
explicitly explained in
Pearson
*Teacher MUST teach and
practice 10X and 1/10
concept using alternate
resources.
1.1
1.2
1.3
6.1
7.1
*This concept is NOT
explicitly explained in
Pearson
*Teacher MUST teach and
practice 10X and 1/10
concept using alternate
resources.
SLO:2
Add, subtract, multiply, and divide
decimals to hundredths using
concrete models or drawings and
strategies based on place value,
properties of operations, and/or
the relationship between addition
and subtraction; and, explain the
reasoning used.
Standard: 5.NBT.7
Question:
Specific Pearson lesson(s):
Notes:
5. The grid below represents one
whole.
2.4
Model is different than
Pearson.
6.4
Concept covered-little
practice
Which of the following operations
represents the part of the grid that is
shaded?
a.
0.4 + 0.04
b.
0.4 – 0.04
c.
0.4 × 0.04
d.
0.4 ÷ 0.0
ANS: A
6.Use the grid below to find the missing
6.6
number in the equation.
0.4  0.2  _____
ANS: 0.08
7. Which symbol (<, =, or >) belongs in
the box below to make a true
comparison? Write your answer in the
box
2.4
6.6
0.3  0.1 ______ 0.3  0.1
0.3  0.1  0.03, and
0.3  0.1  0.4
So 0.3  0.1  0.3  0.1
ANSWER SHOWN-see binder for
blank question
8. What is 0.45  4.5 ? Show your work
7.6
or explain your answer.
ANS: 0.1
See binder for sample explanations
9. What is 235.48  12.7 ? Show your
work.
ANS: 222.78
See binder for sample explanations
2.7
SLO:3
Convert standard measurement
units within the same system (e.g.,
centimeters to meters) to solve
multi-step problems).
Standard: 5.MD.1
Question:
Specific Pearson lesson(s):
Notes:
10.Paul bought 4 meters of wood trim.
He used 72 centimeters to frame a
photo of his dog and three times that
length to frame a photo of a friend.
What length, in meters, of wood trim
remained after Paul made the frames?
a.
1.12 meters
b.
2.88 meters
c.
112 meters
d.
288 meters
13.4
13.7
Additional examples will be
needed
11.Mrs. Jones bought 6 kilograms of
rice. After filling 10 containers with the
same amount of rice in each, she had
860 grams remaining. How much rice,
in grams, is in each of the 10
containers?
ANS:514 g
13.6
Additional examples will be
needed
12.Carla needs 8 inches of ribbon for
each craft she makes. What is the
greatest number of crafts Carla can
make using 30 feet of ribbon?
13.1
ANS: A
ANS: 45 Crafts
13.7
* Practice interpret the
remainder problems
SLO:4
Add and subtract fractions
(including mixed numbers) with
unlike denominators.
Standard: 5.NF.1
Question:
Specific Pearson lesson(s):
Notes:
10.5
10.6
*Students must be able to
find common denominator
and simplify fractions
In questions 13-16, add or subtract
each. Write your answers as proper
fractions or mixed numbers.
2
4
1 
3
5
13.
4
ANS: 2
13
15
14. 6
7 3
 
8 2
ANS: 8
15. 12
10.5
10.6
3
8
1
5
5 
10
6
ANS: 6
Pearson: 9.1, 9.2, 9.6
Pearson: 9.1, 9.2, 9.6
10.5
10.6
4
15
16.
5 3
 
6 4
ANS:
1
12
*Students must be able to
find common denominator
and simplify fractions
*Students must be able to
find common denominator
and simplify fractions
Pearson: 9.1, 9.2, 9.6
10.5
10.6
*Students must be able to
find common denominator
and simplify fractions
Pearson: 9.1, 9.2, 9.6
SLO:5
Solve word problems involving
adding or subtracting fractions
including unlike denominators,
and determine if the answer to the
word problem is reasonable, using
estimations with benchmark
fractions.
Standard: 5.NF.2
Question:
Specific Pearson lesson(s):
Notes:
9.3
9.4
9.7
Know benchmark fractions
9.7
9.10
*Multi-step problem
3
of his house in August,
8
2
and he painted
more of the
5
17. Lou painted
house in September.
Part A: Did Lou paint more or less than
1
2
of his house in August and September?
Use estimation to explain how you know
Part B: What fraction of his house did Lou
paint altogether in August and September?
Show your work.
ANS: See Binder
18. Sara and Harry are putting together a
puzzle. Sara put together
7
of
12
Subtract a fraction from 1
the puzzle pieces. Harry put
together
7
of the puzzle pieces.
24
What fraction of the total number of
puzzle pieces has NOT been
used?
ANS: See Binder
19. Tom makes a cake for a class
5
party. The recipe calls for 8 cup of
5
orange juice and 12 cup of water.
Can Tom use a one-cup container to
hold both the orange juice and water at
the same time? Explain your thinking.
ANS: See Binder
9.7
9.10
*Compare to 1
SLO:6
Interpret a fraction as a division of
the numerator by the denominator;
solve word problems where
division of whole numbers leads to
fractional or mixed number
answers.
Standard: 5.NF.3
Question:
Specific Pearson lesson(s):
Notes:
20. For each description in the table
below, place a check mark in the oval
to indicate whether the quantity is less
than 1 or more than 1.
11.1
*Compare to wholegreater/less than
ANS: Shown in question
21.Draw a line to connect each fraction
or mixed number to the division
expression that it equals. Not all
division expressions will be used.
11.1
ANS: shown in question
22. Maria had 9 liters of lemonade. She
poured all of the lemonade into 6
pitchers so that there was an equal
amount in each pitcher. How many
liters of lemonade did Maria pour into
each pitcher?
1
ANS: 1 liters
2
10.1
11.1
* Make fraction and convert
to mixed number.
SLO:7
Multiply multi-digit whole numbers
using the standard algorithm. (no
calculators).
Standard: 5.NBT.5
Question:
Specific Pearson lesson(s):
Notes:
In questions 23-25, use the standard
algorithm to multiply each.
Show all work.
23. 809  17 
3.8
2 X 3 Digits
3.8
3 X 3 Digits
3.8
3 X 4 Digits
6
809
 17
ANS:
1
5,663
 8,090
13,753
24. 876  128 
1 1
6 4
876
 128
ANS:
2 1
7,008
17,520
 87,600
112,128
25. 2,875  142 
3 3 2
1 1 1
2,875
 142
ANS:
1
1
1
5,750
115,000
 287,500
408,250