Tee
Mathematics Grade 5
CROSSWalk
®
for the Coon Core State Standards
Table of Contents
Common Core State Standards Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Domain 1
Operations and Algebraic Thinking . . . . . . . . 11
Domain 1: Diagnostic Assessment for Lessons 1–5 . . . . . . . 12
Common Core
State Standards
Lesson 1
Write and Interpret Expressions . . . . . . . . . . . . . 14
5.OA.2
Lesson 2
Order of Operations . . . . . . . . . . . . . . . . . . . . . . 19
5.OA.1
Lesson 3
Evaluate Expressions with Grouping Symbols. . 24
5.OA.1
Lesson 4
Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
5.OA.3
Lesson 5
Graph Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.OA.3
Tennessee State
Performance Indicators
Domain 1: Cumulative Assessment for Lessons 1–5 . . . . . . . 41
Domain 2
Number and Operations in Base Ten . . . . . . . 43
Lesson 6
Multiply Whole Numbers . . . . . . . . . . . . . . . . . . 46
5.NBT.5
Lesson 7
Divide Whole Numbers . . . . . . . . . . . . . . . . . . . . 53
5.NBT.6
SPI 0506.1.3, SPI 0506.2.3,
SPI 0506.2.4
Lesson 8
Quotients as Equations . . . . . . . . . . . . . . . . . . . 59
5.NBT.6
SPI 0506.1.3, SPI 0506.2.3,
SPI 0506.2.4
Lesson 9
Read and Write Decimals . . . . . . . . . . . . . . . . . . 64
5.NBT.1, 5.NBT.3.a
SPI 0506.2.1
Lesson 10
Compare Decimals . . . . . . . . . . . . . . . . . . . . . . . 71
5.NBT.3.b
SPI 0506.2.9
Lesson 11
Round Decimals . . . . . . . . . . . . . . . . . . . . . . . . . 76
5.NBT.4
Lesson 12
Multiply and Divide by Powers of Ten . . . . . . . . 81
5.NBT.1, 5.NBT.2
Lesson 13
Add Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
5.NBT.7
SPI 0506.1.2, SPI 0506.2.5
Lesson 14
Subtract Decimals . . . . . . . . . . . . . . . . . . . . . . . 96
5.NBT.7
SPI 0506.1.2, SPI 0506.2.5
Lesson 15
Multiply Decimals . . . . . . . . . . . . . . . . . . . . . . . 104
5.NBT.7
Lesson 16
Divide Decimals . . . . . . . . . . . . . . . . . . . . . . . . 111
5.NBT.7
Domain 2: Cumulative Assessment for Lessons 6–16 . . . . . 118
4
Duplicating any part of this book is prohibited by law.
Domain 2: Diagnostic Assessment for Lessons 6–16 . . . . . . 44
Common Core
State Standards
Domain 3
Tennessee State
Performance Indicators
Number and Operations–Fractions. . . . . . . . 121
Domain 3: Diagnostic Assessment for Lessons 17–24. . . . . 122
Lesson 17
Equivalent Fractions . . . . . . . . . . . . . . . . . . . . . 124
5.NF.1
SPI 0506.2.7
Lesson 18
Improper Fractions and Mixed Numbers . . . . . 131
5.NF.1
SPI 0506.2.7
Lesson 19
Add Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . 138
5.NF.1, 5.NF.2
SPI 0506.1.2, SPI 0506.2.5,
SPI 0506.2.6
Lesson 20
Subtract Fractions . . . . . . . . . . . . . . . . . . . . . . 146
5.NF.1, 5.NF.2
SPI 0506.1.2, SPI 0506.2.5,
SPI 0506.2.6
Lesson 21
Understand Multiplication of Fractions . . . . . . 153
5.NF.5.a, 5.NF.5.b
Lesson 22
Multiply Fractions . . . . . . . . . . . . . . . . . . . . . . . 158
5.NF.4.a, 5.NF.4.b,
5.NF.6
Lesson 23
Fractions as Division. . . . . . . . . . . . . . . . . . . . . 165
5.NF.3
Lesson 24
Divide Fractions . . . . . . . . . . . . . . . . . . . . . . . . 170
5.NF.7.a, 5.NF.7.b,
5.NF.7.c
Domain 3: Cumulative Assessment for Lessons 17–24 . . . . 176
Domain 4
Measurement and Data . . . . . . . . . . . . . . . . . 179
Domain 4: Diagnostic Assessment for Lessons 25–29. . . . . 180
Lesson 25
Convert Customary Units . . . . . . . . . . . . . . . . . 183
5.MD.1
Lesson 26
Convert Metric Units. . . . . . . . . . . . . . . . . . . . . 189
5.MD.1
Lesson 27
Understand Volume . . . . . . . . . . . . . . . . . . . . . 195
5.MD.3.a, 5.MD.3.b,
5.MD.4, 5.MD.5.a
SPI 0506.4.4
Lesson 28
Volumes of Rectangular Prisms . . . . . . . . . . . . 201
5.MD.4, 5.MD.5.b,
5.MD.5.c
SPI 0506.4.4
Lesson 29
Line Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
5.MD.2
SPI 0506.2.5, SPI 0506.2.6,
SPI 0506.5.1
Domain 4: Cumulative Assessment for Lessons 25–29 . . . . 214
Duplicating any part of this book is prohibited by law.
Domain 5
Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Domain 5: Diagnostic Assessment for Lessons 30–34. . . . . 218
Lesson 30
Coordinate System . . . . . . . . . . . . . . . . . . . . . . 221
5.G.1
Lesson 31
Ordered Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . 227
5.G.2
SPI 0506.4.5
Lesson 32
Plane Figures . . . . . . . . . . . . . . . . . . . . . . . . . . 233
5.G.3
SPI 0506.1.1
Lesson 33
Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
5.G.3, 5.G.4
SPI 0506.1.1
Lesson 34
Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . 244
5.G.3, 5.G.4
SPI 0506.1.1
Domain 5: Cumulative Assessment for Lessons 30–34 . . . . 250
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Summative Assessment: Domains 1–5 . . . . . . . . . . . . . . . . 257
Math Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
5
Domain 1 • Lesson 1
Common Core State Standard:
Write and Interpret Expressions
5.OA.2
Getting the Idea
A numerical expression is a combination of numbers and operation signs
such as 1, 2, 3 and 4. You can write numerical expressions using key words
in the problem.
Operation
Key Words
Problem
Numerical
Expression
3 1 10
addition
combined, added to, more
than, sum of, increased by,
total (for unequal groups)
3 more than 10
subtraction
minus, less than,
subtracted from, fewer,
difference, decreased by
8 less than 20
20 2 8
multiplication times, multiplied by, twice,
product of
5 times 12
5 3 12
division
divide 25 into 5
equal groups
25 4 5
divided by, half, share
equally, quotient
Example 1
Write a numerical expression to represent the problem below.
Strategy
Step 1
Look for key words to decide which operation to use.
Find the key words.
“Shared equally” means to divide.
Step 2
Write the expression.
36 4 3
Solution
14
A numerical expression that represents the problem is 36 ⫼ 3.
Duplicating any part of this book is prohibited by law.
A box of 36 character cards is shared equally among 3 friends.
Lesson 1: Write and Interpret Expressions
Sometimes you may need to write a numerical expression using more than one
operation. For example, “the sum of 45 and 35, multiplied by 3” can be written as
(45 1 35) 3 3.
Example 2
Write a numerical expression to represent the problem below.
Subtract 3 from 12, then multiply by 4.
Strategy
Step 1
Separate the problem into two parts. Write a numerical expression
for each part.
The comma separates the problem into two parts.
Write a numerical expression for the first part “subtract 3 from 12.”
(12 2 3)
Step 2
Write a numerical expression for the second part “then multiply by 4.”
34
Step 3
Combine the parts.
(12 2 3) 3 4
Solution
The expression is (12 ⫺ 3) ⫻ 4.
Example 3
Write a problem for the numerical expression below.
(5 1 6) 4 2
Strategy
Duplicating any part of this book is prohibited by law.
Step 1
Choose key words for the operations. Then write the description.
Choose key words.
Use “sum of” for (5 1 6).
Use “divided by” for 4 2.
Step 2
Write a description to represent each part of the expression.
Write “(5 1 6)” as “the sum of 5 and 6.”
Write “4 2” as “divided by 2.”
Step 3
Write the complete description.
the sum of 5 and 6, divided by 2
Solution
A problem for (5 ⫹ 6) ⫼ 2 is “the sum of 5 and 6, divided by 2.”
15
Coached Example
Write a numerical expression to represent the problem below.
Divide 30 by 5, then add 12.
Write a numerical expression for “divide 30 by 5.”
( _________ ____ _________)
Write a numerical expression for “then add 12.”
____ _________
Combine the parts.
( _________ ____ _________) ____ _________
Duplicating any part of this book is prohibited by law.
The expression is ( _________ ____ _________) ____ _________.
16 • Domain 1: Operations and Algebraic Thinking
Lesson 1: Write and Interpret Expressions
Lesson Practice
Choose the correct answer.
1. Marty picked 3 times as many quarts
of strawberries as Dora. Dora picked
2 quarts. Which expression could be
used to find the number of quarts
Marty picked?
4. Which represents the
expression below?
2 3 (465 1 371)
A. 2 more than 465 1 371
A. 3 1 2
B. 2 times 465 1 371
B. 3 4 2
C. 2 less than 465 1 371
C. 3 2 2
D. 2 fewer than 465 1 371
D. 3 3 2
5. Which represents the problem below?
2. Which expression means 6 fewer
than 15?
A. 15 2 6
B. 15 4 6
C. 15 3 6
D. 15 1 6
3. Which represents the problem below?
Duplicating any part of this book is prohibited by law.
Mike has 4 brothers. Donna has
2 more brothers than Mike.
A. 4 2 2
B. 4 4 2
C. 4 1 2
D. 2 3 4
Multiply 7 and 6, then subtract 5.
A. 5 2 (7 3 6)
B. (7 2 6) 3 5
C. (7 1 6) 2 5
D. (7 3 6) 2 5
6. A group of 4 friends was at a
restaurant. They each ordered an
$8 meal. Then the group ordered a
$6 dessert to share. Which expression
represents this situation?
A. (4 3 6) 1 1
B. (4 3 6) 1 8
C. (4 3 8) 1 6
D. (4 3 8) 1 1
17
7. Which represents the problem below?
3 more than 6, times 8
A. (3 3 6) 1 8
B. (8 3 3) 1 6
C. (8 3 6) 1 3
D. (6 1 3) 3 8
8. Which problem represents the expression below?
(15 2 9) 2 1
A. Joe brought $15 to the supermarket and spent $9 on fruit. Then he donated $1.
B. Joe brought $15 to the supermarket and spent $1 on fruit. Then he donated $9.
C. Joe brought $15 to the supermarket. He gave the cashier $9. His change was $1.
D. Joe brought $15 to the supermarket. He gave the cashier $15. His change was $9.
9. Joanne picked 15 more than twice as many apples as her sister. Her sister picked
35 apples.
A. Write a numerical expression to represent the situation.
Duplicating any part of this book is prohibited by law.
B. Joanne ate 3 of her apples. Write a new numerical expression to represent the
number of apples Joanne has now.
18 • Domain 1: Operations and Algebraic Thinking