Grade 5 Everyday Mathematics Content by Strand
®
August/September
October
November
December
January
February
March
April
May/June
Lessons 1䉬1–2䉬4
Lessons 2䉬5–3䉬7
Lessons 3䉬8–4䉬7
Lessons 4䉬8–5䉬13
Lessons 6䉬1–7䉬3
Lessons 7䉬4–8䉬7
Lessons 8䉬8–9䉬11
Lessons 10䉬1–11䉬2
Lessons 11䉬3–12䉬9
Write number sentences for rectangular
arrays. [Goal 7; Lesson 1 2]
Write number models for rectangular
arrays. [Goal 7; Lesson 1 3]
Know and apply multiplication facts.
Make magnitude estimates for problems.
Identify and use unit fractions to solve
problems. [Goal 7; Lesson 5 1]
Add fractions using an area model.
Add fractions and mixed numbers with
like denominators.
Model sums of positive and negative
numbers with manipulatives.
Multiply mixed numbers.
[Goal 4; Lesson 6䉬8]
[Goal 1; Lesson 7䉬8]
[Goal 4; Lesson 5䉬2]
Use clock models and pencil-and-paper
algorithms to add and subtract fractions.
Recognize the additive inverse.
[Goal 2; Lesson 1䉬3]
Make magnitude estimates.
[Goal 4; Lesson 6䉬9]
Apply multiplication/division relationships
to divisibility and factors.
[Goal 3; Lesson 2䉬8]
Apply multiplication facts, related division
facts, or extended facts to identify friendly
numbers. [Goal 2; Lesson 4 1]
Use friendly numbers to divide 2-digit by
1-digit numbers. [Goal 3; Lesson 4 1]
Use the partial-quotients algorithm for
problems. [Goal 3; Lesson 4 4]
Apply friendly numbers to identify partial
quotients. [Goal 3; Lesson 4 2]
Factor numbers to identify partial
quotients. [Goal 3; Lesson 4 2]
Solve estimation problems.
Model differences of positive and negative
numbers with manipulatives.
Use the partial-products algorithm to
multiply whole numbers, fractions, and
mixed numbers. [Goal 5; Lesson 8 8]
Use ratios expressed as percents to solve
problems. [Goal 7; Lesson 8 9]
Use diagrams and a common denominator
method to solve division of fractions
problems. [Goal 5; Lesson 8 12]
Use sampling to make an estimate for
surface area problems. [Goal 6; Lesson 9 7]
[Goal 6; Lesson 4䉬3]
[Goal 7; Lesson 5䉬12]
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Operations and Computation
[Goal 2; Lesson 1䉬4]
[Goal 3; Lesson 2䉬7]
Round numbers to make magnitude
estimates for multiplication problems.
[Goal 6; Lesson 2䉬7]
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Use magnitude estimates to place the
decimal point in products.
Explore the relationship between the
operations of multiplication and division.
[Goal 6; Lesson 2䉬8]
[Goal 2; Lesson 1䉬5]
[Goal 1; Lesson 2䉬9]
Use divisibility rules to solve problems.
Use the lattice method for multiplying
whole numbers and decimals.
[Goal 3; Lesson 1䉬5]
Demonstrate automaticity with
multiplication facts.
Apply multiplication facts.
Use magnitude estimates to verify lattice
method solutions. [Goal 6; Lesson 2 9]
Make reasonable estimates for wholenumber and decimal multiplication
problems. [Goal 6; Lesson 2 10]
Evaluate exact numbers versus estimates
for population data. [Goal 6; Lesson 3 2]
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Investigate the properties of square
numbers. [Goal 7; Lesson 1 7]
Use paper-and-pencil algorithms for
multidigit addition problems.
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[Goal 1; Lesson 2䉬2]
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Make magnitude estimates for addition.
Solve fraction number stories using a
number-line model. [Goal 4; Lesson 5 3]
Round decimals. [Goal 6; Lesson 5 5]
Estimate the value of circle graph sectors.
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Use common denominators to add and
subtract fraction pairs.
Explore algorithms for multidigit
subtraction problems. [Goal 1; Lesson 2 3]
Make magnitude estimates for
subtraction. [Goal 6; Lesson 2 3]
Make magnitude estimates for addition
and subtraction number stories.
[Goal 1; Lesson 7䉬9]
[Goal 4; Lesson 8䉬1]
[Goal 3; Lesson 4䉬4]
Add fractions and mixed numbers.
Use vocabulary (dividend, divisor,
quotient, and remainder) to discuss
magnitude estimates. [Goal 3; Lesson 4 5]
Use the partial-quotients algorithm to
solve problems. [Goal 3; Lesson 4 5]
Make magnitude estimates for quotients.
[Goal 4; Lesson 8䉬2]
[Goal 6; Lessons 4䉬5, 4䉬6, 4䉬7]
Use unit fractions to find a fraction of a
number and to find the whole.
Estimate circle-graph sector sizes.
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[Goal 6; Lesson 5䉬10]
Solve problems involving ratios.
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[Goal 1; Lessons 10䉬1, 10䉬2]
Use multiplication facts to find factor
strings. [Goal 2; Lesson 12 1]
Express ratios in a variety of ways.
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Use multiplication and division to solve
pan-balance problems.
[Goal 7; Lesson 12䉬3]
[Goal 3; Lessons 10䉬1, 10䉬2]
[Goal 7; Lessons 12䉬4, 12䉬5]
Use ratios to express relationships
between dimensions of objects.
Model and solve ratio problems.
[Goal 7; Lesson 10䉬8]
Use multiplication to make estimates.
Write ratios in equivalent forms.
[Goal 7; Lessons 12䉬4, 12䉬5]
[Goal 6; Lesson 12䉬6]
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Solve rate problems. [Goal 7; Lesson 12 6]
Solve rate problems using multiplication.
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Apply division facts and extended facts to
identify partial quotients.
[Goal 3; Lesson 12䉬8]
Compare rates and solve rate problems.
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[Goal 7; Lesson 12䉬8]
Solve ratio problems. [Goal 7; Lesson 12 8]
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Subtract mixed numbers. [Goal 4; Lesson 8 3]
Use mental arithmetic, paper-and-pencil
algorithms, and calculators to solve fraction
and mixed-number addition problems.
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[Goal 4; Lesson 8䉬4]
Interpret the remainder in number story
solutions. [Goal 3; Lesson 4 6]
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Use divisibility rules to identify multiples.
[Goal 4; Lesson 6䉬10]
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[Goal 6; Lesson 2䉬2]
[Goal 2; Lesson 7䉬8]
[Goal 2; Lesson 4䉬4]
[Goal 6; Lesson 5䉬9]
Use addition and subtraction to solve panbalance problems.
[Goal 5; Lesson 8䉬8]
Write and solve the equivalent addition
number model for signed number
subtraction problems. [Goal 2; Lesson 7 9]
Use concrete models to add and subtract
signed numbers. [Goal 1; Lesson 7 10]
Use a calculator to add and subtract signed
numbers. [Goal 2; Lesson 7 11]
Add fractions with common denominators.
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[Goal 3; Lesson 2䉬9]
[Goal 2; Lesson 1䉬6]
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[Goal 5; Lesson 8䉬5]
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Use an area model to find fractions of
fractions. [Goal 5; Lessons 8 5, 8 6]
Write number models for fraction
multiplication problems shown with an area
model. [Goal 7; Lesson 8 6]
Use an area model and a fraction
multiplication algorithm to find fraction-bywhole number products. [Goal 5; Lesson 8 7]
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[Goal 6; Lesson 2䉬4]
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Choose appropriate strategies for solving
problems. [Goal 4; Lesson 1 1]
Use the turn-around rule for multiplication.
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Patterns, Functions, and Algebra
[Goal 4; Lesson 1䉬2]
Use array patterns to define square
numbers. [Goal 4; Lesson 1 7]
Calculate travel times for a given distance
at a given rate of speed.
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[Goal 3; Lesson 2䉬1]
Solve whole-number and decimal
problems using the partial-products
algorithm. [Goal 2; Lesson 2 8]
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Use map scale to estimate distances.
[Goal 4; Lesson 4䉬3]
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Write and solve number sentences that
model division number stories.
[Goal 2; Lesson 4䉬6]
Solve number sentences for given
variables. [Goal 2; Lesson 4 7]
Write number sentences that model given
situations. [Goal 2; Lesson 4 7]
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Identify, write, and solve number
sentences that model subtraction number
stories. [Goal 3; Lesson 2 3]
Use open number sentences to solve
number stories. [Goal 2; Lesson 2 4]
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Describe the number patterns inherent to
exponential notation. [Goal 1; Lesson 7 1]
Describe the number patterns inherent to
powers of 10. [Goal 1; Lesson 7 2]
Use number patterns to solve problems
involving exponents.[Goal 1; Lesson 7 3]
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Identify and write sentences that model
number stories. [Goal 2; Lesson 7 4]
Solve problems involving parentheses and
nested parentheses. [Goal 2; Lesson 7 4]
Insert parentheses in order to make true
number sentences. [Goal 2; Lesson 7 4]
Write an open sentence to model a number
story. [Goal 2; Lesson 7 5]
Evaluate numerical expressions using order
of operations. [Goal 3; Lesson 7 5]
Use the precedence of multiplication and
division over addition and subtraction.
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Write number sentences with variables to
model volume problems.
Use a pan-balance model to solve linear
equations in one unknown.
[Goal 2; Lesson 9䉬8]
[Goal 2; Lesson 10䉬1]
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[Goal 3; Lesson 7䉬5]
Use signed number addition patterns to
describe rules for adding signed numbers.
[Goal 1; Lesson 7䉬8]
Use a pan-balance model to solve linear
equations in two unknowns.
Describe patterns in relationships between
the volumes of prisms, pyramids, cones,
and cylinders. [Goal 1; Lesson 11 4]
Find greatest common factors and least
common multiples using factor strings.
[Goal 2; Lesson 10䉬2]
[Goal 4; Lesson 12䉬1]
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Identify and use patterns in tables to solve
problems. [Goal 1; Lesson 10 3]
Write algebraic expressions to model
rules. [Goal 1; Lesson 10 3]
Use variables to write number models that
describe situations. [Goal 2; Lesson 10 3]
Represent functions with tables, graphs,
and formulas. [Goal 1; Lessons 10 4, 10 5]
Extend patterns in graphs and tables to
solve problems.
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Use signed number subtraction patterns
to describe a rule for subtracting signed
numbers. [Goal 1; Lesson 7 9]
Write number sentences that model signednumber addition and subtraction problems.
[Goal 1; Lessons 10䉬4, 10䉬5, 10䉬6]
[Goal 2; Lessons 7䉬9, 7䉬11]
[Goal 1; Lesson 10䉬7]
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Use rules for numeric patterns to solve
problems. [Goal 1; Lesson 7 10]
Describe the patterns in the area model for
fraction multiplication. [Goal 1; Lesson 8 6]
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The University of Chicago School Mathematics Project
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Represent rates with formulas, tables, and
graphs. [Goal 1; Lesson 10 6]
Identify and use patterns in graphs to
match graphs with situations.
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Use patterns in a table to define the
relationship between radius and area.
[Goal 1; Lesson 10䉬9]
Grade 5 Everyday Mathematics Grade-Level Goals
®
Number and Numeration
Operations and Computation
Understand the meanings, uses, and representations of numbers.
Compute accurately.
Goal 1: Read and write whole numbers and decimals; identify places in such numbers and
the values of the digits in those places; use expanded notation to represent whole
numbers and decimals.
Goal 2: Solve problems involving percents and discounts; describe and explain strategies
used; identify the unit whole in situations involving fractions.
Goal 3: Identify prime and composite numbers; factor numbers; find prime factorizations.
Goal 1: Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve
problems involving the addition and subtraction of whole numbers, decimals, and
signed numbers; describe the strategies used and explain how they work.
Goal 2: Demonstrate automaticity with multiplication facts and proficiency with division facts
and fact extensions.
Goal 3: Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve
problems involving the multiplication of whole numbers and decimals and the
division of multidigit whole numbers and decimals by whole numbers; express
remainders as whole numbers or fractions as appropriate; describe the strategies
used and explain how they work.
Goal 4: Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve
problems involving the addition and subtraction of fractions and mixed numbers;
describe the strategies used and explain how they work.
Goal 5: Use area models, mental arithmetic, paper-and-pencil algorithms, and calculators
to solve problems involving the multiplication of fractions and mixed numbers;
use diagrams, a common-denominator method, and calculators to solve problems
involving the division of fractions; describe the strategies used.
Understand equivalent names for numbers.
Goal 4: Use numerical expressions involving one or more of the basic four arithmetic
operations, grouping symbols, and exponents to give equivalent names for whole
numbers; convert between base-10, exponential, and repeated-factor notations.
Goal 5: Use numerical expressions to find and represent equivalent names for fractions,
decimals, and percents; use and explain multiplication and division rules to find
equivalent fractions and fractions in simplest form; convert between fractions and
mixed numbers; convert between fractions, decimals, and percents.
Understand common numerical relations.
Goal 6: Compare and order rational numbers; use area models, benchmark fractions, and
analyses of numerators and denominators to compare and order fractions and
mixed numbers; describe strategies used to compare fractions and mixed numbers.
Data and Chance
Select and create appropriate graphical representations of collected or
given data.
Goal 1: Collect and organize data or use given data to create bar, line, and circle graphs
with reasonable titles, labels, keys, and intervals.
Analyze and interpret data.
Goal 2: Use the maximum, minimum, range, median, mode, and mean and graphs to ask
and answer questions, draw conclusions, and make predictions.
Understand and apply basic concepts of probability.
Goal 3: Describe events using certain, very likely, likely, unlikely, very unlikely, impossible
and other basic probability terms; use more likely, equally likely, same chance,
50-50, less likely, and other basic probability terms to compare events; explain the
choice of language.
Goal 4: Predict the outcomes of experiments, test the predictions using manipulatives, and
summarize the results; compare predictions based on theoretical probability with
experimental results; use summaries and comparisons to predict future events;
express the probability of an event as a fraction, decimal, or percent.
Make reasonable estimates.
Goal 6: Make reasonable estimates for whole number and decimal addition, subtraction,
multiplication, and division problems and fraction and mixed number addition and
subtraction problems; explain how the estimates were obtained.
Understand meanings of operations.
Goal 7: Use repeated addition, arrays, area, and scaling to model multiplication and division;
use ratios expressed as words, fractions, percents, and with colons; solve problems
involving ratios of parts of a set to the whole set.
Measurement and Reference Frames
Geometry
Patterns, Functions, and Algebra
Understand the systems and processes of measurement; use appropriate
techniques, tools, units, and formulas in making measurements.
Investigate characteristics and properties of 2- and 3-dimensional
geometric shapes.
Goal 1: Estimate length with and without tools; measure length with tools to the nearest _18
inch and millimeter; estimate the measure of angles with and without tools; use tools
to draw angles with given measures.
Goal 1: Identify, describe, compare, name, and draw right, acute, obtuse, straight, and reflex
angles; determine angle measures in vertical and supplementary angles and by
applying properties of sums of angle measures in triangles and quadrangles.
Goal 1: Extend, describe, and create numeric patterns; describe rules for patterns and use
them to solve problems; write rules for functions involving the four basic arithmetic
operations; represent functions using words, symbols, tables, and graphs and use
those representations to solve problems.
Goal 2: Describe and use strategies to find the perimeter of polygons and the area of
circles; choose and use appropriate formulas to calculate the areas of rectangles,
parallelograms, and triangles, and the volume of a prism; define pi as the ratio of a
circle’s circumference to its diameter.
Goal 3: Describe relationships among U.S. customary units of length; among metric units of
length; and among U.S. customary units of capacity.
Goal 2: Describe, compare, and classify plane and solid figures using appropriate geometric
terms; identify congruent figures and describe their properties.
Use algebraic notation to represent and analyze situations and structures.
Use and understand reference frames.
Goal 4: Use ordered pairs of numbers to name, locate, and plot points in all four quadrants
of a coordinate grid.
Apply transformations and symmetry in geometric situations.
Goal 3: Identify, describe, and sketch examples of reflections, translations, and rotations.
Understand patterns and functions.
Goal 2: Determine whether number sentences are true or false; solve open number
sentences and explain the solutions; use a letter variable to write an open sentence
to model a number story; use a pan-balance model to solve linear equations in one
unknown.
Goal 3: Evaluate numeric expressions containing grouping symbols and nested grouping
symbols; insert grouping symbols and nested grouping symbols to make number
sentences true; describe and use the precedence of multiplication and division over
addition and subtraction.
Goal 4: Describe and apply properties of arithmetic.
The University of Chicago School Mathematics Project
Everyday Mathematics® goals are organized here by
content strand. Program Goals are shown in bold face.
Numbered goals are specific to this grade level.