Math Grade 5 (PDFDrive)

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
MATHEMATICS UNIT GUIDE

GRADE: 5
Unit Title: Understanding the Place Value System Time Frame: First Making Period; Ongoing Throughout the
Year
Standard 21st Century Theme

 5.NBT Number and Operation in Base 10  Financial, Economic, Business, and Entrepreneurial Literacy
Enduring Understandings: Essential Questions:

 Computational fluency includes understanding not only  How do operations affect numbers?
the meaning, but also the use of numerical operations.  What makes a computational strategy both effective and
 The magnitude of numbers affects the outcome of efficient?
operations on them.  How can place value properties aid computation?
 There are a multitude of algorithms for finding a Higher Level Thinking Questions:
mathematical solution.  Predict what would happen if…
 Identify the results of…
 What is the relationship between…?
 What do you see as possible other outcomes?
 Find the errors
 Is there a better solution?
 What would happen if…?
Cumulative Progress Indicator Number(s):

 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place
to its right and 1/10 of what it represents in the place to its left.
 5.NB.2. Explain patterns in the number of zeros in the product when multiplying a number by the 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.NB.3. Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 – 3 x 100 + 4
x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000)
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the
results of comparisons.
 5.NBT.4. Use place value understanding to round decimals to any place.
 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 four-digit 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.NBT.7. 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; relate the strategy to a written
method and explain the reasoning used.
Unit Learning Targets: Suggested Activities: Vocabulary
The student will be able to…. Including Differentiated Strategies (DI)
 Recognize decimals to the  Using manipulatives, explore arrays, prime  Place-value
thousandths numbers, composite numbers, and square  Decimal
 Develop a sense of the relative numbers (DI)  Expanded Form
magnitude of numbers  Use base 10 blocks to develop a conceptual  Period
 Count, read, and write numbers to understanding of place value (DI)  Standard Form
999,999,999,999  Identify prime numbers using the  Base
 Compare all numbers, including Eratosthenes Sieve (DI)
 Exponent
fractions, decimals, and percents  Use factor trees to find factorization and as a
 Divisibility
 Rounding whole numbers and method to find LCM and GCF
decimals  Recognize any patterns found in multiples  Powers of 10
 Perform all four operations using  Explore the divisibility rules and apply them  Dividend
decimals to real world situations  Divisor
 Understand multiples and factors.  Math Center games: Number Explosion,  Quotient
 Use efficient methods for dividing Rounding Robin, Let’s Compare, How Close  Product
three digit dividends by two digit Can You Get? (DI)  Factor
divisors  Immerse students in activities and problem  Multiple
 Interpret remainders, including solving opportunities that allow them to  Cancel
representing remainders as interpret remainders to provide appropriate  Equivalent
decimals and fractions answers in open-ended situations
 Improper Fraction
 Provide students with games fashioned after
 Mixed Number
“24” or “Name that Number.” Students
combine numbers and operations that result in  Perfect Square
desired outcomes. Challenge students to use  Evaluate
parentheses and order so that they follow the  Solve
established rules of the order of operations.
These games also reinforce properties of  Order of Operations
addition and multiplication
 Games for Math by Peggy Kaye (DI)
 Hands-On Math Projects with Real-Life
Applications by Judith and Gary Muschla
 Teaching Student-Centered Mathematics by
John A. Van de Walle
Resource Materials Assessments

 Place Value Charts  Quizzes
 Base-ten blocks  Formal assessment
 100 charts  Participation
 Fraction manipulatives (various kinds)  Homework
 Houghton Mifflin Math  Rubric specific activities or projects
 NJ Clarification Project  Various math text’s assessments
 Math on Call: A Mathematics Handbook by Great Source  Teacher created assessments
Education Group.  Open-ended assessments
 About Teaching Mathematics: A K-8 Resource by  Math journal (writing in math)
Marilyn Burns  Teacher observation during cooperative learning groups
 Elementary and Middle School Mathematics: Teaching  Portfolios
Developmentally by John A. Van de Walle
 Math Matters by Suzanne H. Chapin
 Various Workbooks that reinforce skills (i.e Scholastic,
Frank Schaffer, Evan Moor, TCM, etc.)
 Lessons for Decimals and Percents by Carrie de
Francisco
 Extending Division by Maryann Wickett and Marilyn
Burns
Technology Integration Related Literature
 illuminations.nctm.org/Lessons.aspx  How Much is a Million? by Schwartz and Kellog
 Eduplace.com/kids/mw  Is a Blue Whale the Biggest Thing There is? by Robert E.
 Mathwire.com Wells
 www.brainpop.com/educators/state_standards  What’s Smaller than a Pygmy Shrew? by Robert E. Wells
 Khanacademy.org  The Number Devil: A Mathematical Adventure by Magnus
 www.mathisfun.com/definitions/index.html Enzensberger.
 www.Mathtv.com  G Is for Googol: A Math Alphabet Book by David M.
 Mathframes.co.uk Schwartz
 math-aids.com  The Great Math Tattle Battle by Anne Bowen
 www.mccc.edu/~kelld/page400.html  Ben Franklin and the Magic Squares by Frank Murphy
 Big Numbers by Edward Packard
 How Many Feet? How Many Tails? A Book of Math Riddles
by Marilyn Burns
 Mrs. McTats and Her Houseful of Cats by Alyssa Satin
Capucilli
 One Grain Of Rice: A Mathematical Folktale by Demi
 The Tooth Paste Millionaire by Merrill
Performance Based Assessments
Value of a Digit
5.NBT.1 - Task 1
Domain Number and Operations in Base Ten
Cluster Understand the place value system.
Standard(s) 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it
represents in the place to its right and 1/10 of what it represents in the place to its left.
Materials Paper and pencil
Task Part 1. Wallace and Logan were arguing about the size of 2 numbers. Wallace thought eight-tenths was ten
times larger than eight-hundredths. Logan thought eight-hundredths was ten times larger than eight-
tenths. Who is correct?
Part 2. Imagine you are the boys’ teacher. Draw a picture to help explain this concept to Wallace and
Logan. Make sure you refer to place value in your explanation.
Part 3. Choose another pair of numbers that you could give to Wallace and Logan to assess whether they
understand this concept. Which one is larger? How much larger?
Rubric
Level I Level III

Level II
Limited Performance Not Yet Proficient Proficient in Performance
 Student identifies that Wallace is
 Student does not identify correct.  Student identifies that Wallace is correct: eight-
that Wallace is correct, or  Student’s explanation and picture tenths is ten times larger than eight-
determines he is correct show good reasoning but are hundredths.
based on unsound unclear or lack details.  Student draws a picture and clearly explains
reasoning.  Student refers to place value in why .8 is ten times larger than .08.
 Student is unable to their explanation but does not  Student includes references to place value in
generate a picture to clearly connect it to the task. their explanation.
explain the concept.  Student generates another pair  Student generates another pair of numbers with
 Student does not refer to of numbers but the numbers the same digit in a different place. Student
place value in their don’t clearly highlight the identifies that the digit in the place to the left is
explanation. concept being explained to 10 times the value of the same digit in the other
 Student does not Wallace and Logan. number.
generate another pair of
numbers that fit with the
concept.
Value of a Digit
Part 1. Wallace and Logan were arguing about the size of 2 numbers. Wallace thought eight-tenths was ten
times larger than eight-hundredths. Logan thought eight-hundredths was ten times larger than eight-tenths.
Who is correct?
Part 2. Imagine you are the boys’ teacher. Draw a picture to help explain this concept to Wallace and Logan.
Make sure you refer to place value in your explanation.
Part 3. Choose another pair of numbers that you could give to Wallace and Logan to assess whether they
Danny & Delilah
5.NBT.1-Task 2
Standard(s) 5.NBT.1 Recognize that in a multi-digit number, a digit in ones place represents 10 times as much as it
Task Danny and Delilah were playing a game where they drew digits and placed them on a game board. Danny
built the number 247. Delilah built the number 724.
How much bigger is the 2 in Danny’s number than the 2 in Delilah’s number?
How much smaller is the 4 in Delilah’s number than the 4 in Danny’s number?
Write a sentence explaining how the size of the 7 in Danny’s number compares to the size of the 7 in
Delilah’s number.
Rubric
Level I Level III

Level II
 Student understands that the
 Student does not have a clear values of the digits depend on  Student identifies that the 2 in Danny’s
enough understanding of their place in the number. number is 10 times bigger than the 2 in
place value to complete the  Student is able to explain Delilah’s number.
task without assistance. which digits are greater and  Student identifies that the 4 in Delilah’s
which digits are less. number is 1/10 the size of the 4 in Danny’s
 Student does not use powers number.
of 10 (10, 100, 1/10, 1/100) to  Student compares the size of the 7s in each
compare the size of the number. Either of these sentences is correct:
numbers. The 7 in Danny’s number is 1/100 the size of
the 7 in Delilah’s number. The 7 in Delilah’s
number is 100 times the size of the 7 in
Danny’s number.
Danny and Delilah
Danny and Delilah were playing a game where they drew digits and placed them on a game board. Danny
built the number 247. Delilah built the number 724.
How much bigger is the 2 in Danny’s number than the 2 in Delilah’s number?
How much smaller is the 4 in Delilah’s number than the 4 in Danny’s number?
Write a sentence explaining how the size of the 7 in Danny’s number compares to the size of the 7 in Delilah’s
number.
Value of a Digit
5.NBT.1 - Task 3
Standard(s) 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it
Materials Paper and pencil, Activity sheet
Task Value of a Digit
Part 1. Sally and Tyrone were arguing about the size of 2 numbers. Sally thought six-tenths was one-
tenth as large as six-hundredths. Tyrone thought six hundredths was one-tenth as large as six tenths.
Who is correct?
Part 2. Imagine you are the students’ teacher. Draw a picture and use numbers to help explain this
concept to Sally and Tyrone. Make sure you refer to place value in your explanation.
Part 3. Choose another pair of numbers that you could give to Sally and Tyrone to assess whether they
Rubric
Level I Level III

Level II
 Student identifies that Tyrone is
 Student does not identify correct.  Student identifies that Tyrone is correct: six
that Tyrone is correct, or  Student’s explanation and picture hundredths is one-tenth as large as six tenths.
determines he is correct show good reasoning but are  Student draws a picture and clearly explains
based on unsound unclear or lack details. why .06 is one-tenth as large as 0.6.
reasoning.  Student refers to place value in  Student includes references to place value in
 Student is unable to their explanation but does not their explanation.
generate a picture to clearly connect it to the task.  Student generates another pair of numbers with
explain the concept.  Student generates another pair the same digit in a different place. Student
 Student does not refer to of numbers but the numbers identifies that the digit in the place to the right
place value in their don’t clearly highlight the is one-tenth times the value of the same digit in
explanation. concept being explained to the other number.
 Student does not Wallace and Logan.
generate another pair of
numbers that fit with the
concept.
Value of a Digit
Part 1. Sally and Tyrone were arguing about the size of 2 numbers. Sally thought six-tenths was one-tenth as
large as six-hundredths. Tyrone thought six hundredths was one-tenth as large as six tenths. Who is correct?
Part 2. Imagine you are the students’ teacher. Draw a picture and use numbers to help explain this concept
to Sally and Tyrone. Make sure you refer to place value in your explanation.
Part 3. Choose another pair of numbers that you could give to Sally and Tyrone to assess whether they
Comparing Digits
5.NBT.1-Task 4
Standard(s) 5.NBT.1 Recognize that in a multi-digit number, a digit in ones place represents 10 times as much as it
Materials Paper and pencil, Activity sheet, Base ten blocks (optional)
Task Comparing Digits
Tammy and Timmy were talking about the numbers 1,253 and 2,135.
Part 1:
With base ten blocks show or draw a picture of both numbers.
Part 2:
What is the value of the 1 in both of the numbers? How does the value of the 1 in the first number
compare to the 1 in the second number?
Part 3:
What is the value of the 3 in both of the numbers? How does the value of the 3 in the first number
compared to the value of the 3 in the second number?
Rubric
Level I Level III

Level II
 Student is unable to get
 Student does not have a clear  Part 1: The base ten blocks or picture of base
enough understanding of ten blocks is correct.
place value to complete the  Part 2: Student identifies that the 1 in first
task without assistance. number is 10 times bigger than the 1 in the
second number.
 Part 3: Student identifies that the 3 in the first
number is 1/10 the size of the 3 in the second
number.
Comparing Digits
Tammy and Timmy were talking about the numbers 1,253 and 2,135.
Part 1:
With base ten blocks show or draw a picture of both numbers.
Part 2:
What is the value of the 1 in both of the numbers? How does the value of the 1 in the first number compare
to the 1 in the second number?
Part 3:
What is the value of the 3 in both of the numbers? How does the value of the 3 in the first number compared
to the value of the 3 in the second number?
Veronica’s Statement
5.NBT.2 - Task 1
Standard(s) 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.
Task  In class Veronica told her teacher that when you multiply a number by 10, you just always add 0 to the
end of the number. Think about her statement (conjecture), then answer the following questions.
 When does Veronica’s statement (conjecture) work?

 When doesn’t Veronica’s statement (conjecture) work?
 Is the opposite true? When you divide a number by 10, can you just remove a 0 from the end of the
number? When does that work? When doesn’t that work?
 Rewrite Veronica’s statement (conjecture) so that it is true for ALL numbers. Write a statement
(conjecture) about what happens when you divide a number by 10.
 Rewrite your statement (conjecture) again so that it applies to other powers of 10.
 Explain how these statements (conjectures) are related to place value. (HINT: Think about the decimal
point!)
Rubric
Level I Level III

Level II
 Student explains that
 Student is unable to explain Veronica’s conjecture is not  Student explains that Veronica’s conjecture is
why Veronica’s conjecture is always correct and gives some only true for whole numbers and will not work
incorrect. examples of when it will and for decimals.
 Student is unable to generate won’t work.  Student explains that the opposite (dividing by
a conjecture that is correct for  Student rewrites Veronica’s 10 and removing a 0) will only work for whole
all numbers, or adjust the conjecture but it may not be numbers that end in 0.
conjecture so that it applies to true of all numbers.  Student generates a conjecture about
division and other powers of  Student has difficulty multiplying by 10 that is true for all numbers.
10. generating conjectures for  Student adjusts their conjecture so that it
 Student is unable to explain dividing by 10 and for working applies to other powers of 10.
how the task relates to place with other powers of 10.  Student’s explanation includes a description
value. Student exhibits some sound of how the decimal point moves when you
and some faulty reasoning. multiply or divide by a power of 10.
 Student makes some
connection to place value, but
explanation does not refer to
the movement of the decimal
point.
Veronica’s Statement
In class Veronica told her teacher that when you multiply a number by 10, you just always add 0 to the end of
the number. Think about her statement (conjecture), then answer the following questions.
 When does Veronica’s statement (conjecture) work?
 When doesn’t Veronica’s statement (conjecture) work?
 Is the opposite true? When you divide a number by 10, can you just remove a 0 from the end of the
number? When does that work? When doesn’t that work?
 Rewrite Veronica’s statement (conjecture) so that it is true for ALL numbers.

 Write a statement (conjecture) about what happens when you divide a number by 10.
 Rewrite your statement (conjecture) again so that it applies to other powers of 10.
 Explain how these statements (conjectures) are related to place value. (HINT: Think about the decimal
point!)
Distance from the Sun
5.NBT.2 - Task 2
Standard(s) 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.
Task The table below gives you the approximate distance of 3 planets from the sun.
Mercury Venus Earth
5.7 x 107 km 1.08 x 108 km 1.5 x 108 km
How far is each planet from the sun in million kilometers?
Susan said, “Venus is more than twice as far from the sun as Mercury is.”
Tyrone said, “Mercury is more than twice as far from the sun as Earth is.”
Are Susan and Tyrone correct? If yes, use numbers, words or pictures to prove they are correct. If no,
rewrite the statements so they are correct.
What is the benefit of using powers of ten to represent numbers?
Rubric
Level I Level III

Level II
 Student correctly identifies
 Student is unable to the distance of planets in  Student correctly identifies the distance of each planet
identify the distance of millions for 1 or 2, but not all in million kilometers. (Mercury: 57 million; Venus: 108
each planet in million 3 of the planets. million; Earth: 150 million)
kilometers.  Student identifies that  Student identifies that both Susan and Tyrone’s
 Student does not Susan’s and Tyrone’s statements are incorrect and rewrites them so that
identify that both statements are both they are true. (Possible corrections: Venus is almost
Susan and Tyrone’s incorrect, but is unable to twice as far from the sun as Mercury is. Earth is more
statements are rewrite them so that they are than twice as far from the sun as Mercury is.)
incorrect. true.  Student explains benefits of using powers of ten to
 Student is unable to  Student is unable to explain represent numbers. (Answers will vary, but should
give benefits of using benefits of using powers of include something about this notation being more
powers of ten to 10 to represent numbers, or efficient and/or easier to read.)
represent numbers. gives benefits that are
unclear or vague.
Distance From the Sun
The table below gives you the approximate distance of 3 planets from the sun.
Mercury Venus Earth
5.7 x 107 km 1.08 x 108 km 1.5 x 108 km
How far is each planet from the sun in million kilometers?
Susan said, “Venus is more than twice as far from the sun as Mercury is.”
Tyrone said, “Mercury is more than twice as far from the sun as Earth is.”
Are Susan and Tyrone correct? If yes, use numbers, words or pictures to prove they are correct. If no, rewrite
the statements so they are correct.
What is the benefit of using powers of ten to represent numbers?

London Olympics
5.NBT.3 - Task 1
Standard(s) 5.NBT.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded
form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000)
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
Task The table below shows the results of the Men’s 100 Meter Freestyle Final at the London 2012 Olympics.
Country Time (in

seconds)
Australia 45.53
Brazil 47.92
Canada 47.8
Cuba 48.04
France 47.84
Netherlands 47.88
Russia 48.44
United States 47.52
Put the countries in order from first to last place.
Mackenzie said that if Michael Phelps had swum this race with a time of 48.5 seconds, he would have
gotten the gold medal. What misconception does Mackenzie have? Explain.
Using the times above, write 5 expressions comparing the various times. Use symbols for greater than or
less than in your expressions. Write a sentence to go with each expression.
Rubric
Level I Level III

Level II
 Student’s order of the
 Student’s ordering of the countries is mostly correct (1-3  Student correctly orders the countries (USA,
countries has more than 3 errors). Austratlia, Canada, France, Netherlands,
mistakes.  Student identifies Mackenzie’s Brazil, Cuba, Russia).
 Student is unable to identify misconception but may lack  Student explains that with times, the smaller
Mackenzie’s misconception. clarity in explaining it. the number, the faster the time. Mackenzie
 Student is unable to use the <  Student uses < and > symbols has the misconception that the bigger number
and > symbols correctly to to write expressions is the winner.
compare the times. comparing the times, but  Student writes 5 expressions, using the < and
 Student’s sentences do not expressions have some errors. > symbols to correctly compare the times.
match his expressions.  Student writes sentences to  Student wrote a sentence to go with each
match his expressions. expression.
London Olympics
The table below shows the results of the Men’s 100 Meter Freestyle Final at the London 2012 Olympics.
Country Time (in

seconds)
Australia 45.53
Brazil 47.92
Canada 47.8
Cuba 48.04
France 47.84
Netherlands 47.88
Russia 48.44
United 47.52
States
Put the countries in order from first to last place.
Mackenzie said that if Michael Phelps had swum this race with a time of 48.5 seconds, he would have gotten
the gold medal. What misconception does Mackenzie have? Explain.
Using the times above, write 5 expressions comparing the various times. Use symbols for greater than or less
than in your expressions. Write a sentence to go with each expression.
Mike’s Misconception
5.NBT.3-Task 2
Standard(s) 5.NBT.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded
form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000)
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
Task Mike’s teacher asked him to write 987.654 in expanded notation. Mike wrote 900 + 80 + 7 + .6 + .50 +
.400
What is Mike’s misconception? How would you explain expanded notation to help Mike understand
expanded notation?
Rubric
Level I Level III

Level II
 Student explains Mike’s
 Student is unable to perform misconception but is unable to  Student explains that Mike doesn’t
the task without assistance. generate ideas for how to help understand place value for the digits behind
him fix his misconception. the decimal.
 Student generates an explanation of Mike’s
misconception and clearly explains how they
would help Mike fix his misconception.
Mike’s Misconception
Mike’s teacher asked him to write 987.654 in expanded notation.
Mike wrote 900 + 80 + 7 + 0.6 + 0.50 + 0.400
What is Mike’s misconception?
How would you explain expanded notation to help Mike understand expanded notation?
Is It Closer?
5.NBT.4 - Task 1
Standard(s) 5.NBT.4 Use place value understanding to round decimals to any place.
Optional: Number line
Task Look at the following number and answer the questions about it:
3.462
Is it closer to 3 or to 4? Is it closer to 3.4 or to 3.5? Is it closer to 3.46 or to 3.47?
Use a number line to record all of the above numbers. (3.462, 3, 4, 3.4, 3.5, 3.46, 3.47)
Is 7.5 closer to 7 or 8? Would you round this number to 7 or 8? Why?
Optional extension: Have students write their own “Is it closer” task.
Rubric
Level I Level III

Level II
 Students correctly solve all
 Students are unable but two tasks. OR  Student correctly identifies which numbers 3.462 is closer
to accurately solve  Students correctly solve all to (3, 3.5, and 3.46).
the problems tasks BUT cannot give clear  Student draws a number line to show all of the numbers in
without assistance. and accurate answers. reference to 3.462. Number line is partitioned and spaced
appropriately.
 Student recognizes that 7.5 is exactly between 7 and 8. It is
closer to neither.
 Student explains that 7.5 would be rounded to 8, though
explanation of why may be vague or unclear. (Teacher note:
when a number is equidistant, the mathematical convention
is to round up.)
Is It Closer?
Look at the following number and answer the questions about it:
3.462
Is it closer to 3 or to 4?
Is it closer to 3.4 or to 3.5?
Is it closer to 3.46 or to 3.47?
Use a number line to record all of the numbers below.
3.462 3 4 3.4 3.5 3.46 3.47
Is 7.5 closer to 7 or 8? Would you round this number to 7 or 8? Why?

Rounding Possibilities
5.NBT.4 - Task 2
Task A number rounded to the nearest hundredth place is 5.64. Make a list of at least 8 possible numbers that
can round to 5.64. Explain your thinking.
Solution:
Answers can range from 5.635 to 5.644. The thousandths place will determine how to round to the
nearest hundredth place.
Rubric
Level I Level III

Level II
 Student can provide an accurate
 Student attempts the list of 8 numbers that will round  Student can provide an accurate list of 8
task, but there is lacks to 5.64. numbers that will round to 5.64.
understanding of the OR  Student provides justification for why those
concept of place value numbers round to 5.64 based on place value.
and rounding.  Student provides justification for
why those numbers round to 5.64
based on place value.
Rounding Possibilities
A number rounded to the nearest hundredth place is 5.64.
Make a list of at least 8 possible numbers that can round to 5.64. Explain your thinking.
Is Sam Correct?
5.NBT.4 - Task 3
Task Sam thinks that the number 8.67 rounded to the nearest tenth is 8.6. Is Sam correct? Using the number
line, explain why or why not.
Solution:
No, Sam is not correct.
If Sam uses the number line, he could see that 8.67 is closer to 8.7 than to 8.6.
Rubric
Level I Level III

Level II
 Student can provide an accurate
 Student attempts the number line  Student creates an accurate number line and
task, but there is lacks OR provides justification for Sam is incorrect.
understanding of the
concept of place value  Student provides justification for
and rounding. why Sam is incorrect.
Is Sam Correct?
Sam thinks that the number 8.67 rounded to the nearest tenth is 8.6. Is Sam correct?
Using the number line, explain why or why not.

Running Relay Races
5.NBT.4 - Task 4
Domain Numbers and Operations in Base Ten
Cluster Generalize place value understanding for multi-digit whole numbers.
Materials Pencil, paper, task handout
Task Running Relay Races
In a relay race each runner runs 200 yards each. The individual times are below.
Team A Team B
Sarah 19.54 seconds Heidi 19.61 seconds
Lisette 20.07 seconds Lindsay 19.92 seconds
Bridget 19.46 seconds Sierra 20.09 seconds
Monica 19.44 seconds Nancy 19.48 seconds
1) Rounded to the nearest whole second which team was fastest? By how much were
they faster?
2) Rounded to the nearest tenth of a second which team was faster? By how much
were they faster?
3) Based on the actual times which team was faster? By how much were they faster?
4) Explain why the answers for the 3 questions above are different.
Rubric
Level I Level II Level III
Students cannot provide correct answers on Students cannot Students provide correct answers on all questions.
more than two questions. provide correct Answers: 1) Team A: 78 seconds or 1 minute 18 seconds.
answers on one or Team B: 79 seconds or 1 minute 19 seconds.2) Team A:
two questions. 78.5 seconds. Team B: 79.1 seconds. 0.6 seconds. 3)
Team A: 78.51 seconds. Team B: 79.10 seconds.
Running Relay Races
In a relay race each runner runs 200 yards each. The individual times are below.
Team A Team B
19.54 19.61
Sarah Heidi
seconds seconds
20.07 19.92
Lisette Lindsay
seconds seconds
19.46 20.09
Bridget Sierra
seconds seconds
19.44 19.48
Monica Nancy
seconds seconds
1) Rounded to the nearest whole second which team was fastest? By how much were they faster?
2) Rounded to the nearest tenth of a second which team was faster? By how much were they
faster?
3) Based on the actual times which team was faster? By how much were they faster?
4) Explain why the answers for the 3 questions above are different.
Number of Pages?
5.NBT.5 - Task 1
Cluster Perform operations with multi-digit whole numbers and with decimals to hundredths.
Standard(s) 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
Task There are 328 pages in each book. Miguel reads between 16 and 19 books during a quarter of the school
year. What is the most number of pages that Miguel could have read? What is the least amount of pages?
Write a sentence explaining your thinking.
Rubric
Level I Level III

Level II
 Student correctly computes all
 Student is unable to perform but 1 of the calculations. OR  Accurate answers (6,232 for most, 5,248 for
several of the calculations.  Student correctly solves all least) AND
 Student is unable to give clear tasks BUT cannot give clear  Clear and accurate explanation about their
and accurate explanation for and accurate explanations. reasoning.
how to multiply multi-digit
whole numbers.
Number of Pages?
There are 328 pages in each book. Miguel reads between 16 and 19 books during a quarter of the school year.
What is the most number of pages that Miguel could have read?
What is the least amount of pages?
Write a sentence explaining your thinking.

Field Trip Funds
5.NBT.5-Task 2
Standard(s) 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
Task Mrs. White is planning a field trip for the 5th grade students at Sunshine Elementary School. There are 95
students in the 5th grade. The trip costs $35 per student. How much money will Mrs. White collect?
If 87 third graders and 92 fourth graders also come on the trip, how much money will Mrs. White collect?
Rubric
Level I Level III

Level II
 Student correctly calculates
 Student is unable to calculate the cost of the trips, but uses  Student calculates that the cost of the trip for
the cost of the trip without an algorithm that is less 95 fifth graders will be 3,325.
assistance. efficient than the standard  Student calculates that the cost for all the 3rd -
algorithm. 5th graders will be $9,950.
 Student uses the standard algorithm fluently
and efficiently to calculate multiplication.
Field Trip Funds
Mrs. White is planning a field trip for the 5th grade students at Sunshine Elementary School. There are 95
students in the 5th grade. The trip costs $35 per student.
How much money will Mrs. White collect?
If 87 third graders and 92 fourth graders also come on the trip, how much money will Mrs. White collect?
George’s Division Strategy
5.NBT.6 - Task 1
Standard(s) 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit 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.

Task George is having a hard time solving division problems, and he has asked you for his help. Here is George’s
strategy:
485 ÷ 4 = ?
4÷4=1
8÷4=2
5 ÷ 4 = 1 remainder 1
1+2+1=4
484 ÷ 4 = 4 r 1
What is George doing wrong? Explain how George can fix his strategy so that it works. (Don’t teach him a
new strategy!!! Help him fix this one!) Why does this strategy work?
In what contexts would this be a good strategy to use? When would this not be a good strategy to use?
Explain your reasoning.
Rubric
Level I Level III

Level II
 Student is able to explain that
 Student is unable to George’s answer is incorrect and  Student explains that George’s strategy is a good
explain why George’s possibly elaborates on why (i.e., one – he’s just not using place value correctly!
strategy doesn’t work the 4 in 485 isn’t really a 4, it’s George’s work should look like this:
and is unable to give 400). 400 ÷ 4 = 100
an alternate solution  Student is unable to modify
strategy without George’s strategy so that it does 80 ÷ 4 = 20
assistance. work, but does give an alternate
5÷4=1r1
strategy for dividing.
100 + 20 + 1 = 121
485 ÷ 4 = 121 r 1
 Student explains why this strategy works, using

place value and/or properties of operations in their
explanation.
 Student gives examples of when this would and
wouldn’t be a good strategy to use (i.e. this
wouldn’t work as well when you need an exact
answer, with a decimal. It works well in contexts
where a remainder is okay).
George’s Division Strategy
George is having a hard time solving division problems, and he has asked you for his help. Here is George’s
strategy:
485 ÷ 4 = ?
4÷4=1
8÷4=2
5 ÷ 4 = 1 remainder 1
1+2+1=4
484 ÷ 4 = 4 r 1
What is George doing wrong?
Explain how George can fix his strategy so that it works. (Don’t teach him a new strategy!!! Help him fix this
one!)
Why does this strategy work?
In what contexts would this be a good strategy to use?
When would this not be a good strategy to use? Explain your reasoning.
Lion Hunt
5.NBT.6 - Task 2
Standard(s) 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit 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.
Optional: Base ten blocks
Task An adult lion can eat a lot of meat in one sitting. If a pride of lions eats a water buffalo that has 1,182
pounds of meat, and each adult lion eats 66 pounds of meat, how many adult lions will the water buffalo
feed?
Will there be enough food left over to feed 4 cubs, if each cub needs 13 pounds of meat?
Solve this problem using 2 different strategies. For each strategy, write a sentence to explain why your
strategy works.
Rubric
Level I Level III

Level II
 Student’s calculations
 Student is unable to may include minor errors.  Student correctly calculates answers to the problem.
solve the problem  Student uses and clearly (There will be enough meat to feed 17 adult lions – that
without assistance. explains one strategy for will use 1,122 pounds of meat. There will be 60 pounds
 Student is unable to solving. left over, which is enough to feed the 4 cubs.) AND
use and clearly explain  Student uses 2 different strategies (scaffold division,
any strategy for rectangular arrays, etc.) to show how they solved the
solving. problem and can clearly explain why each strategy works.
Lion Hunt
An adult lion can eat a lot of meat in one sitting. If a pride of lions eats a water buffalo that has 1,182 pounds
of meat, and each adult lion eats 66 pounds of meat, how many adult lions will the water buffalo feed?
Will there be enough food left over to feed 4 cubs, if each cub needs 13 pounds of meat?
Solve this problem using 2 different strategies. For each strategy, write a sentence to explain why your
strategy works.
Clay Boxes
5.NBT.7-Task 1
Standard(s) 5.NBT.7 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; relate the strategy to a written method and explain the reasoning used.
Materials Paper and pen
Task Part 1:
Mrs. Potter bought 6 boxes of clay for an art project. If each box of clay weighs 17.4 ounces, how many
ounces of clay did the teacher buy? Explain your answer using pictures, numbers, and/or words.
Part 2:
If the clay is shared equally among the 18 students in the class, how many ounces of clay will each
student get? Explain your answer using pictures, numbers, and/or words.
Part 3:
After her students begin the project, Mrs. Potter realizes that each student needs 8.7 ounces of clay.
How many more boxes of clay does Mrs. Potter need to buy? Explain your answer using pictures,
numbers, and/or words.
Part 4:
Explain your strategy to all 3 parts in writing. Make sure to use pictures and/or numbers to justify your
reasoning.
Optional Extension:
Find someone who solved the problem in a different way. Justify your reasoning and critique the
reasoning of others.
Rubric
Level I Level III

Level II
 Student calculates correct
 Student generates incorrect answers for 1 or 2 parts of the  Student calculates correct answers for Parts A-C.
answers (or no answers) for 2 or task but not all 3. Part A: 104.4 ounces
3 tasks.  Student’s work shows sound
 Student’s work does not exhibit reasoning for at least 2 of the Part B: 5.8 ounces
clear reasoning about the tasks, but work is not always
mathematics in the task. clear or consistent. Part C: 3 more boxes of clay.
 Student’s written explanation is  Student’s written explanation
unclear, difficult to understand,  Student uses pictures, words, and/or numbers to
lacks detail and is unclear in
and/or does not exhibit sound justify his reasoning for each part of the task.
parts.
mathematical reasoning about  Student generates a written explanation for all 3
the task. parts of the task.
Clay Boxes
Part 1:
Mrs. Potter bought 6 boxes of clay for an art project. If each box of clay weighs 17.4 ounces, how many
ounces of clay did the teacher buy? Explain your answer using pictures, numbers, and/or words.
Part 2:
If the clay is shared equally among the 18 students in the class, how many ounces of clay will each student
get? Explain your answer using pictures, numbers, and/or words.
Part 3:
After her students begin the project, Mrs. Potter realizes that each student needs 8.7 ounces of clay. How
many more boxes of clay does Mrs. Potter need to buy? Explain your answer using pictures, numbers, and/or
words.
Part 4:
Explain your strategy to all 3 parts in writing. Make sure to use pictures and/or numbers to justify your
reasoning.
John’s Canvas
5.NBT.7-Task 2
Standard(s) 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
Materials paper and pencil
Task John is purchasing a piece of canvas on which to paint a self-portrait. The canvas is 4.4 feet wide and
2.05 feet long. In order to determine how much paint he needs for his background color, John wants to
know the area of his canvas. What is the area of the canvas?
In order to frame the canvas, John needs to know the perimeter of the canvas. What is its perimeter?
John decides the canvas is too big, so he cuts it in half. What are the new area and perimeter of his
canvas?
Rubric
Level I Level III

Level II
 Students are able to correctly
 Student is unable to calculate some of the  Student calculates that the area of the canvas is
calculate with decimals. measurements but not all of 9.02 ft2.
them.  Student calculates that the perimeter of the
canvas is 12.9 ft.
 Student calculates that the new canvas with
dimensions of 2.2 ft. by 2.05 ft. or 4.4 by 1.025.
The new area will be 4.51 ft2. The new perimeter
will be 8.5 ft. or 10.85 ft.
John’s Canvas
John is purchasing a piece of canvas on which to paint a self-portrait. The canvas is 4.4 feet wide and 2.05
feet long. In order to determine how much paint he needs for his background color, John wants to know the
area of his canvas.
What is the area of the canvas?
In order to frame the canvas, John needs to know the perimeter of the canvas. What is its perimeter?
John decides the canvas is too big, so he cuts it in half. What are the new area and perimeter of his canvas?
GRADE: 5
Unit Title: Algebraic Thinking Time Frame: Second Marking Period: Ongoing Throughout the
Year

 5.0A Operations and Algebraic Thinking  Financial, Economic, Business, and Entrepreneurial Literacy

 The symbolic language of algebra is used to  How can patterns, relationships, and functions be used as
communicate and generalize the patterns in tools to best describe and help explain real-life situations?
mathematics.  What strategies can be used to solve for unknowns?
 Algebraic representation can be used to generalize  How can change be best represented mathematically?
patterns and relationships Higher Level Thinking Questions
 Patterns and relationships can be represented  What approach would you use to solve ___?
graphically, numerically, symbolically, and verbally.  How could you solve ___ using what you have learned?
 Find the errors
 What change would you make to solve…?
 Can you propose an alternate solution?

 5.OA.1. Use parenthesis, brackets, or braces in numerical expressions with these symbols.
 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating
them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognize that
3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms.
Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate
terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other
sequence. Explain informally why this is so.
 Recognize, describe, and extend  Use manipulatives to help find unknown  Linear equation
patterns involving whole numbers variables in simple equations and develop a  Coefficient
using the four basic arithmetic use for inverse operations (DI)  Variable
operations  Have students complete function tables and  Algebraic expression
 Graph points satisfying functions develop a rule that results in a linear  Function table
 Recognize how graphs represent equation. Have students graph linear  Brackets
change over time equations to interpret the significance of the  Braces
 Use number sentences to model results and predict future results.  Coordinate plane
situations and interpret events  Students can evaluate expressions where  X-axis
 Use and solve for variables in values are given for variables in expressions  Y-axis
simple equations using the four operations
 Origin
 Apply order of operation  See related literature below for a multitude
 Ordered Pair
of activities (DI)
 Coordinate
 Math Center games: Number Explosion,
 Order of Operations
Rounding Robin, Let’s Compare, How Close
Can You Get? Factor Game, Product Game  Evaluate
 Games for Math by Peggy Kaye (DI)  Solve
 Array
 Prime Numbers
Applications by Judith and Gary Muschla
John A. Van de Walle (DI)
 Current textbook materials  Quizzes
 NJ Clarification Project  Formal assessment
 Math on Call: A Mathematics Handbook by Great Source  Participation
Education Group  Homework
 About Teaching Mathematics: A K-8 Resource by  Rubric specific activities or projects
Marilyn Burns  Various math text’s assessments
 Elementary and Middle School Mathematics: Teaching  Teacher created assessments
Developmentally by John A. Van de Walle  Open-ended assessments
 Math Matters by Suzanne H. Chapin  Math journal (writing in math)
 Various Workbooks that reinforce skills (i.e. Scholastic,  Teacher observation during cooperative learning groups
Frank Schaffer, TCM, etc.)  Portfolios
 www.brainpop.com/educators/state_standards  Lessons for Algebraic Thinking by Wickett, Kharas, and
 Eduplace.com/kids/mw Burns
 Mathwire.com  The Number Devil: A Mathematical Adventure by Magnus
 Mathplayground.com Enzensberger
 www.mathisfun.com/associative-commutative-  G Is for Googol: A Math Alphabet Book by David M.
distributive.html Schwartz
 www.purplemath.com/modules/numprop.html
 www.funbrain.com
Target Number
5.OA.1 - Task 1
Domain Operations and Algebra
Cluster Write and interpret numerical expressions
Standard(s) 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols.
Task Choose four one-digit numbers. Choose any numbers you like. (You MAY use 0).
Write an expression that has a value of 10. Follow the rules below:
You must use all four of your numbers. You may use any combination of the following symbols: + - x ÷ (
)
Using the same numbers, write an expression that has a value of 9.
Write an expression that has a value of 8.

Are there any that aren’t possible with the 4 numbers you have chosen? If so, choose another 4 numbers
and try to reach that target with your new four numbers.
Rubric
Level I Level III

Level II
 Student is able to write an
 Student is unable to solve the expression for many of the  Student is able to write an expression for each
task without assistance. target numbers but not all. of the target numbers.
 Student has some  Student correctly uses order of operations and
misconceptions or needs some parenthesis, braces, or brackets in their
assistance in the correct use of expressions.
parentheses, braces, and
brackets and the order of
operations.
Target Number
Choose four one-digit numbers. Choose any numbers you like. (You MAY use 0).
Write an expression that has a value of 10. Follow the rules below:
You must use all four of your numbers. You may use any combination of the following symbols: + - x ÷ ( )
Using the same numbers, write an expression that has a value of 9.

Are there any that aren’t possible with the 4 numbers you have chosen? If so, choose another 4 numbers and
try to reach that target with your new four numbers.
Expression Sets
5.OA.1 - Task 2
these symbols.
Task Choose one set of expressions.
Set A Set B Set C Set D
1 + 2 + (3 + 4) 1 x 2 x (3 x 4) 1 + 2 x (3 + 4) (1 x 2) + 3 x 4
(1 + 2) + 3 + 4 (1 x 2) x 3 x 4 (1 + 2) x 3 + 4 1 x 2 + (3 x 4)
1 + (2 + 3) + 4 1 x (2 x 3) x 4 1 + (2 x 3) + 4 1 x (2 + 3) x 4
1+2+3+4 1x2x3x4 1+2x3+4 1x2+3x4
 Find the value of each expression. What patterns do you notice? What impact does the position of
the parentheses have on the value of the expressions?
 Find a partner who chose a different set than the one you chose. What did they notice about their
expressions?
 Why do we use parentheses in mathematical expressions? When is it important to use parentheses?
When are parentheses not necessary?
Rubric
Level I Level III

Level II
 Student correctly solves the
 Student is unable to solve the expressions in the set they  Student correctly solves the expressions in the
expressions in the set they have selected. set they have selected.
have selected.  Student is unclear about when  Student engages in a discussion with their
 Student is unable to engage in parentheses are necessary and partner about when parentheses affected the
a mathematical discussion when they are not but still outcome and when they didn’t.
with their partner. engages in a mathematical  Answers will vary.
discussion with their partner.
Expression Sets
Choose one set of expressions.
Set A Set B Set C Set D
1 + 2 + (3 + 4) 1 x 2 x (3 x 4) 1 + 2 x (3 + 4) (1 x 2) + 3 x 4
(1 + 2) + 3 + 4 (1 x 2) x 3 x 4 (1 + 2) x 3 + 4 1 x 2 + (3 x 4)
1 + (2 + 3) + 4 1 x (2 x 3) x 4 1 + (2 x 3) + 4 1 x (2 + 3) x 4
1+2+3+4 1x2x3x4 1+2x3+4 1x2+3x4
 Find the value of each expression. What patterns do you notice? What impact does the position of the
parentheses have on the value of the expressions?
 Find a partner who chose a different set than the one you chose. What did they notice about their
expressions?
 Why do we use parentheses in mathematical expressions? When is it important to use parentheses?

When are parentheses not necessary?
Leigh’s Strategy
5.OA.1 - Task 3
Standard(s) 5.OA.1 use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols.
Task Leigh is trying to use the distributive property to solve this multiplication problem:
561 x 284
She has renamed each factor so that her problem now looks like this.
(500 + 60 + 1) x (200 + 80 + 4)
Leigh says, “Now I just need to multiply the hundreds by the hundreds, the tens by the tens, and the ones
by the ones, then add them all up.” This is what she does:
500 x 200 = 100,000
60 x 80 = 4,800
1x4=4
100,000 + 4,800 + 4 = 104,804
561 x 284 = 104,804.
Use a calculator to check Leigh’s answer. Did her strategy work? Why or why not?
Rubric
Level I Level III

Level II
 Student identifies that Leigh’s
 Student is unable to solve the strategy is not correct but her  Student identifies that Leigh’s strategy was
task without assistance. explanation of why not is not correct.
unclear or contains inaccuracy.  Student is able to correctly explain WHY
Leigh’s strategy didn’t work. (Answer: Leigh
didn’t distribute each of the terms in the sets
of parentheses.)
Leigh’s Strategy
Leigh is trying to use the distributive property to solve this multiplication problem:
561 x 284
She has renamed each factor so that her problem now looks like this.
(500 + 60 + 1) x (200 + 80 + 4)
Leigh says, “Now I just need to multiply the hundreds by the hundreds, the tens by the tens, and the ones by
the ones, then add them all up.” This is what she does:
500 x 200 = 100,000
60 x 80 = 4,800
1x4=4
100,000 + 4,800 + 4 = 104,804
561 x 284 = 104,804.
Use a calculator to check Leigh’s answer. Did her strategy work? Why or why not?
Moving Parentheses
5.OA.1 - Task 4
Domain Operations and Algebraic Thinking
Cluster Write and interpret numerical expressions.
these symbols.
Materials Paper and pencil, Activity sheet (attached)
Task Moving Parentheses
Consider the expression: 24 ÷ 4 + 2 – 1 x 3
Part 1:
Put parentheses in the following places and evaluate each expression.
a) Around 24 ÷ 4
b) Around 4 + 2
c) Around 2 – 1
d) Around 1 x 3
Part 2:
Consider the values of each expression above. How do the parentheses change the value of each
expression?
Part 3:
Are some expressions the same regardless of the location of the parentheses? Why is this the case?
Rubric
Level I Level III

Level II
 Student is unable to provide
 Student is unable to solve the an accurate answer for each  Part 1: a) 5, b) 1, c) 9, d) 5
task. part OR the student is unable  Part 2: The response is clear and accurate
to successfully explain their and explains that parentheses determine
reasoning. what operation is done first.
 Part 3: The student explains that A and D
both have a value of 5. The response
discusses that since multiplication and
division are done first, the placement of the
parentheses in A and D doesn’t influence the
answer.
Moving Parentheses
Consider the expression 24 ÷ 4 + 2 – 1 x 3
Part 1:
a) Around 24 ÷ 4
b) Around 4 + 2
c) Around 2 – 1
d) Around 1 x 3
Part 2:
Consider the values of each expression above. How do the parentheses change the value of each expression?
Part 3:
Moving Parentheses II
5.OA.1 - Task 5
these symbols.
Task Moving Parentheses II
Consider the expression: 54 ÷ 6 - 3 x 2 + 1
Part 1:
e) Around 54 ÷ 6
f) Around 6 - 3
g) Around 3 x 2
h) Around 2 + 1
Part 2:
Consider the values of each expression above. How do the parentheses change the value of each
expression?
Part 3:
Rubric
Level I Level III

Level II
 Student is unable to solve the an accurate answer for each  Part 1: a) 4, b) 37, c) 4, d) 0
task. part OR the student is unable  Part 2: The response is clear and accurate
to successfully explain their and explains that parentheses determine
reasoning. what operation is done first.
 Part 3: The student explains that A and C
both have a value of 4. The response
discusses that since multiplication and
division are done first, the placement of the
parentheses in A and D doesn’t influence the
answer.
Moving Parentheses II
Consider the expression: 54 ÷ 6 - 3 x 2 + 1
Part 1:
a) Around 54 ÷ 6
b) Around 6 – 3
c) Around 3 x 2
d) Around 2 + 1
Part 2:
Consider the values of each expression above. How do the parentheses change the value of each expression?
Part 3:
Video Game Scores
5.OA.2 - Task 1
Standard(s) 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by
2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to
calculate the indicated sum or product.
Task John is playing a video game. At a certain point in the game, he has 32,700 points. Then, the following
events happen, in order:
 He earns 1760 additional points.

 He loses 4890 points.
 The game ends, and his score doubles.
Write an expression for the number of points Eric has at the end of the game. Do not evaluate the
expression. The expression should keep track of what happens in each step listed above.
John’s sister Erica plays the same game. When she is finished playing, her score is given by the expression:
4(31,500 + 2560) – 8760.
Describe a sequence of events that might have led to Erica earning this score.
Rubric
Level I Level III

Level II
 Accurately writes an expression
 Cannot accurately write for John’s score: 2(32,700 + 1760  Accurately writes an expression for John’s score:
an expression for John’s – 4890) 2(32,700 + 1760 – 4890)
score or give a plausible OR  Gives a plausible sequence for Erica’s score,
sequence for Erica’s showing that the order of steps is important.
score.  Gives a plausible sequence for Rearranging the steps will likely lead to a
Erica’s score, showing that the different expression. (Possible sequence: At a
order of steps is important. certain point in the game, Erica has 31,500
Rearranging the steps will likely points. She earns 2560 additional points. Her
lead to a different expression. score quadruples. She loses 8760 points.)
(Possible sequence: At a certain
point in the game, Erica has
31,500 points. She earns 2560
additional points. Her score
quadruples. She loses 8760
points.)
Video Game Scores
John is playing a video game. At a certain point in the game, he has 32,700 points. Then, the following events
happen, in order:
 He earns 1760 additional points.

 He loses 4890 points.
 The game ends, and his score doubles.
Write an expression for the number of points Eric has at the end of the game. Do not evaluate the expression.
The expression should keep track of what happens in each step listed above.
John’s sister Erica plays the same game. When she is finished playing, her score is given by the expression:
4(31,500 + 2560) – 8760
Describe a sequence of events that might have led to Erica earning this score.
Comparing Products
5.OA.2 - Task 2
2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to
calculate the indicated sum or product.
Task Matt and Susan are looking at the following problem:
How does the product of 60 x 345 compare to the product of 30 x 345?
Susan says she can compare these products without multiplying the numbers out. Explain how she might
do this. Draw a picture or pictures to illustrate your explanation.
Solution:
Since 60 is twice 30, the product 60 x 345 is twice the product 60 x 345. We can write this as an equation:
60 x 345 = (2 x 30) x 345 = 2 x (30 x 345).
345
The area of a 345 by 60 rectangle (60 x 345) is double that of a 345 by 30 rectangle (30 x 345). If we scale
the width of the rectangle by a factor of 2, then the area of the resulting rectangle doubles. So, if one of
the factors of the product 30 x 345 is scaled by a factor of 2, then the product is scaled by a factor of 2.
Rubric
Level I Level III

Level II
 Student can explain how to
 Student demonstrates little or compare the two expressions  Student can explain how to compare the two
no understanding of the without evaluating them. expressions without evaluating them
concept. OR  Student can draw a picture that illustrates
understanding of the concept.
 Student can draw a picture
that illustrates understanding
of the concept.
Comparing Products
Matt and Susan are looking at the following problem:
How does the product of 60 x 345 compare to the product of 30 x 345?
Susan says she can compare these products without multiplying the numbers out. Explain how she might do
this. Draw pictures to illustrate your explanation.
Seeing is Believing
5.OA.2 - Task 3
2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having
to calculate the indicated sum or product.
Task Below is a picture that represents 7 + 4
Draw a picture that represents 3 x (7 + 4)
How many times bigger is the value of 3 x (7 + 4) than 7 + 4? Explain your reasoning.
Solution:
The value of 3 x (7 + 4) is three times the value of 7 + 4. We can see this in the picture since 3 x (7 + 4) is
visually represented as 3 equal rows with 7 + 4 squares in each row.
Alternate solution:
In this type of picture, the stuent shows that the numbers 7 + 4 are represented by the number of
objects, and the number of groups represents the multiplier.
Rubric
Level I Level III

Level II
 Student cannot draw an  Student draws a picture that  Student draws a picture that accurately
accurate picture or accurately represents 3 x (7 + 4). represents 3 x (7 + 4)
explain their reasoning. OR  Student can accurately explain their reasoning
 Student can accurately explain

their reasoning
Seeing is Believing
Below is a picture that represents 7 + 4
Draw a picture that represents 3 x (7 + 4)
How many times bigger is the value of 3 x (7 + 4) than 7 + 4? Explain your reasoning.
Which Building Has More Rooms?
5.OA.2 - Task 4
Task Which Building Has More Rooms?
There are four office buildings on Pickney Street. The blue building has 22 rooms on each of the 14 floors.
Compared to the blue building, the white building has half as many rooms on each floor and half as many
floors. Compared to the white building, the red building has double the number of floors and the same
number of rooms on each floor. Compared to the blue building, the gray building has twice as many
floors and half as many rooms on each floor.
Part 1:
Write an expression for each building. Do not worry about solving the expressions.
Part 2:
Write mathematical comparisons that compare each of the following:
a) The blue building has _____ as many rooms as the white building.
b) The red building has ____ as many rooms as the blue building.
c) The red building has ____ as many rooms as the white building.
d) The gray building has ___ as many rooms as the blue building.
e) The white building has ___ as many rooms as the gray building.
f) The red building has ____ as many rooms as the gray building.
Part 3:
For each comparison above, explain your reasoning and how you know you are correct.
Rubric

 Student is unable to
 Student shows a limited provide an accurate answer  Part 1: Blue = 22 x 14; White = 11 x 7; Red = 11 x
understanding of writing for each part OR the 14; Gray = 11 x 28
expressions and student is unable to  Part 2: a) four times; b) half; c) twice; d) the same
comparing expressions. successfully explain their amount; e) one-fourth; f) half
reasoning.  Part 3: The student gives accurate explanations
about how they know they are correct.
Which Building Has More Rooms?
There are four office buildings on Pickney Street. The blue building has 22 rooms on each of the 14 floors.
Compared to the blue building, the white building has half as many rooms on each floor and half as many
floors. Compared to the white building, the red building has double the number of floors and the same
number of rooms on each floor. Compared to the blue building, the gray building has twice as many floors
and half as many rooms on each floor.
Part 1:
Part 2:
a) The blue building has ________________________ as many rooms as the white building.
b) The red building has ________________________ as many rooms as the blue building.
c) The red building has ________________________ as many rooms as the white building.
d) The gray building has ________________________ as many rooms as the blue building.
e) The white building has ________________________ as many rooms as the gray building.
f) The red building has ________________________ as many rooms as the gray building.
Part 3:
Which Building Has More Rooms? II
5.OA.2 - Task 5
Task Which Building Has More Rooms? II
There are four office buildings on Main Street. The black building has 45 rooms on each of the 12 floors.
Compared to the black building, the purple building has one-third as many rooms on each floor and the
same number of floors. Compared to the black building, the green building has one-third the number of
floors and the same number of rooms on each floor. Compared to the green building, the white building
has nine times as many floors and the same number of rooms on each floor.
Part 1:
Part 2:
g) The black building has _____ as many rooms as the purple building.
h) The black building has ____ as many rooms as the green building.
i) The black building has ____ as many rooms as the white building.
j) The green building has ___ as many rooms as the purple building.
k) The white building has ___ as many rooms as the green building.
l) The purple building has ____ as many rooms as the white building.
Part 3:
Rubric
Level I Level III

Level II
 Student shows a limited an accurate answer for each  Part 1: Black = 45x12; Purple = 15x12; Green
understanding of writing part OR the student is unable = 45x4; White = 45 x 36
expressions and comparing to successfully explain their  Part 2: a) three times; b) three times; c) one-
expressions. reasoning. third; d) same number; e) nine times; f) nine
times
 Part 3: the answers are clear and accurately
explain students’ reasoning.
Which Building Has More Rooms? II
There are four office buildings on Main Street. The black building has 45 rooms on each of the 12 floors.
Compared to the black building, the purple building has one-third as many rooms on each floor and the same
number of floors. Compared to the black building, the green building has one-third the number of floors and
the same number of rooms on each floor. Compared to the green building, the white building has nine times
as many floors and the same number of rooms on each floor.
Part 1:
Part 2:
a) The black building has ________________________ as many rooms as the purple building.
b) The black building has ________________________ as many rooms as the green building.
c) The black building has ________________________ as many rooms as the white building.
d) The green building has ________________________ as many rooms as the purple building.
e) The white building has ________________________ as many rooms as the green building.
f) The purple building has ________________________ as many rooms as the white building.
Part 3:
Dan’s Bicycle
5.OA.3 - Task 1
Cluster Analyze patterns and relationships
Standard(s) 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane.
Materials Paper and pencil, graph paper
Task Dan is saving money to buy a bicycle. The bicycle costs $165. Dan earns $15 in allowance each week. If
he saves his whole allowance, how many weeks will pass before Dan has enough money for his bicycle?
Create a table to show how long it will take and how much money Dan will have each week.
Dan decides that he wants to spend a little bit of his allowance each week instead of saving it all. If he
saves $10 a week, how long will it take him to save up for the bicycle? Add a column to your table
showing this data. What if he only saves $5 a week? Add another column to your table showing how long
it will take Dan to save enough for his bicycle.
Use graph paper to show how long it will take Dan to save enough money for his bicycle using each of the
three situations above.
Would having this graph help Dan make a decision about how much he should save each week? Why or
why not?
Rubric
Level I Level III

Level II
 Student correctly calculates
 Student is unable to solve the how long it will take Dan to  Student calculates that if Dan saves his entire
task without assistance. allowance it will take him 11 weeks to save for the
save for his bicycle for all the
bicycle. If he saves $10 a week, it will take him 17
different saving plans. weeks. If he only saves $5 a week, it will take him
 Student had some difficulty or 33 weeks.
inaccuracies in generating  Student generates a table to show how much
their table and/or graph. money Dan will save each week for the various
 Student’s discussion about amounts of saving.
whether the graph will help  Student generates a graph to show the 3
Dan make his decision lacks situations.
mathematical reasoning.  Student engages in a mathematical discussion
about whether the graph is an effective way to
look at this problem.
Dan’s Bicycle
Dan is saving money to buy a bicycle. The bicycle costs $165. Dan earns $15 in allowance each week. If he
saves his whole allowance, how many weeks will pass before Dan has enough money for his bicycle? Create a
table to show how long it will take and how much money Dan will have each week.
Dan decides that he wants to spend a little bit of his allowance each week instead of saving it all. If he saves
$10 a week, how long will it take him to save up for the bicycle? Add a column to your table showing this
data.
What if he only saves $5 a week? Add another column to your table showing how long it will take Dan to save
enough for his bicycle.
Use graph paper to show how long it will take Dan to save enough money for his bicycle using each of the
three situations above.
Would having this graph help Dan make a decision about how much he should save each week? Why or why
not?
Farmer Brown’s Barn
5.OA.3 - Task 2
Cluster Analyze patterns and relationships
Standard(s) 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane.
Task Framer Brown has some cows and chickens in his barn. Altogether, his animals have 40 legs. How many
of them are cows, and how many are chickens?
Create a table and line graph to explore the different possibilities.
What patterned do you notice? How did the graph help you to see the pattern?
Variation: Give a specific number of animals. How many were chickens and how and cows?
Rubric
Level I Level III

Level II
Limited Not Yet Proficient Proficient in Performance
Performance
 Student generates a table to show the  Student generates a table to show the different
 Student is different possible combinations of possible combinations of cows and chickens.
unable to cows and chickens.  Student generates a graph showing the different
perform the  Student may need some assistance in number of legs for various quantities of cows and
task without a generating the graph for the task. chickens.
great deal of  Student may need some assistance in  Student uses the table and/or graph to help them
assistance. using their table and/or graph to determine how many of the animals are cows and
determine how many of the animals how many are chickens.
are cows and how many are chickens.  Student engages in a mathematical discussion about
 Student engages in a discussion about the value of the graph in solving this task.
the value of the graph in solving this
task, but the discussion lacks
mathematical reasoning.
Farmer Brown’s Barn
Framer Brown has some cows and chickens in his barn. Altogether, his animals have 40 legs. How many of
them are cows, and how many are chickens?
Create a table and line graph to explore the different possibilities.
What patterned do you notice? How did the graph help you to see the pattern?
GRADE: 5
Unit Title: Fractions Time Frame: End of Second Marking Period and all of
Third

 5.NF Number and Operations--Fractions  Financial, Economic, Business, and
Entrepreneurial Literacy

 Fractions, decimals, and percents express a relationship between  What are strategies needed to add and subtract
two numbers. fractions?
 Using equivalent fractions is a strategy for adding and subtracting  How do the four operations relate to one another?
fractions.  How are common fractions, decimals, and percents
 Apply and extend previous understandings of multiplication and alike and different?
division to multiply and divide fractions.  How can we compare and contrast fractions?
Higher Level Thinking Questions
 Predict what would happen if…
 Find the errors
 How would you test…?
 Tell how much of a change occurs if…

 5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For
example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd.
 5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of
unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and
number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect
result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
 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 the problem. For example, interpret ¾ as the result of dividing 3 by 4, noting that ¾ multiplied by 4
equals 3, and that when 3 wholes are shared equally by 4 people each person has a share of size ¾. 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?
 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of
operations a x q  b. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this
equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd).
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side
lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side
lengths to find areas of rectangles, and represent fraction products as rectangular areas.
 5.NF.5. Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing
the indicated multiplication.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the number
(recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number
by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence
a/b =(n×a)/(n×b) to the effect of multiplying a/b by 1.
 5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction
models or equations to represent the problem.
 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by
unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute by such quotients. For example, create a
story context for (1/3)  4 = 1/12 because (1/12) x 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for
4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to
explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers
by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much
chocolate will each person get if 3 people share ½ pound of chocolate equally? How many 1/3-cup servings are there in 2
cups of raisins?
 Find the least common multiple to add and  Develop an efficient model for problem  Identity Property
subtract fractions with unlike denominators solving activities, specifically identifying  Inverse Operations
 Find the greatest common factor to simplify key words and phrases typically  Equivalent Fractions
fractions not in simplest form associated with specific arithmetic  Least Common
 Develop proficient methods and algorithms operations Denominators
for adding and subtracting fractions  Develop an efficient algorithm for  Greatest Common
 Use efficient methods for dividing and dividing three digit dividends by two Factor
multiplying fractions digit divisors. In addition to long  Improper Fraction
 Solve word problems involving fractions division, alternate methods such as the  Mixed Number
partial quotients algorithm may be  Reciprocal
explored  Distributive Property
 Games: Math and Weather, Fraction  Simplify
Number Patterns, Prime-O, Tic Tac
 Ascending
Fractions (Math Centers and Chapter
 Descending
Challenges), Various Bingo games (DI)
 Numerator
 Making Fractions (Math for Fun) by
Andrew King (Fraction Activities)  Denominator
 Games for Math by Peggy Kaye  Decimal
 Percent
Applications by Judith and Gary  Equivalent
Muschla
 Teaching Student-Centered Mathematics
by John A. Van de Walle (DI)
 Using fraction dice or making
homemade blank dice into various
fractions, play games; comparing
fractions, adding, subtracting,
multiplying, and dividing fractions
 Use fraction models for equivalency and
adding
 Houghton Mifflin Math  Quizzes
Education Group.  Homework
 http://www.math.com/school/subject1/lessons/S1U4L3GL.html  Rubric specific activities or projects
 Lessons for Extending Fractions by Marilyn Burns  Various math text’s assessments
 About Teaching Mathematics: A K-8 Resource by Marilyn Burns  Teacher created assessments
 Elementary and Middle School Mathematics: Teaching  Open-ended assessments
Developmentally by John A. Van de Walle  Math journal (writing in math)
 Math Matters by Suzanne H. Chapin  Teacher observation during cooperative learning
 Various Workbooks that reinforce skills (i.e Scholastic, Frank groups
Schaffer, TCM, etc.)  Portfolios
 Developing Number Sense by Rusty Bresser
 Eduplace.com/kids/mw  The Man who Counted: A collection of
 Mathwire.com Mathematical Adventures by Malba Tahan
 Mathforum.org/t2t/faq.lit.html  Tangram Magician byLisa Campbell Ernst
 illuminations.nctm.org/Lessons.aspx  Apple Fractions by Jerry Pallotta
 www.brainpop.com/educators/state_standards  Making Fractions (Math for Fun) by Andrew King
 www.mathisfun.com/definitions/index.html  http://www.thereadingnook.com/math/
 www.mathpickle.com  http://sci.tamucc.edu/~eyoung/literature.html
 Mathscore.com
 www.visualfractions.com
Is Tim Incorrect?
5.NF.1-Task 1
Domain Numbers and Operations - Fractions
Cluster Use equivalent fractions as a strategy to add and subtract fractions.
Standard(s) 5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators.
Optional: fraction bars or pattern blocks
Task Tim added 3/6 and 1/2 and wrote an answer of 4/12. Is Tim’s solution correct? Explain why or why not
using picture, numbers of words.
Rubric
Level I Level III

Level II
Student cannot complete task Student is independently able to Student is independently able to give the correct
without assistance. give the correct answer but answer and explain/model why Tim was incorrect.
struggles to explain or model why
Tim was incorrect.
Is Tim Incorrect?
Tim added 3/6 and 1/2 and wrote an answer of 4/12.
Is Tim’s solution correct? Explain why or why not using picture, numbers of words.
Show 2 Ways
5.NF.1-Task 2
Domain Numbers and Operations – Fractions
Standard(s) 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
Task Use 2 different strategies to solve this problem.
2 1
2 + 1
3 2
Write a sentence explaining and comparing your 2 different strategies.

Rubric
Level I Level III

Level II
Student is independently able to
Student cannot complete task use 1 strategy to solve the Student is independently able to use 2 different
without assistance. problem OR the student uses 2 strategies to solve the problem AND the
strategies but cannot accurately sentence clearly and accurately compares the 2
compare the 2 different different strategies.
strategies.
Show 2 Ways
Use 2 different strategies to solve this problem.
22 + 11
3 2
Write a sentence explaining and comparing your 2 different strategies.

What Makes 1/5?
5.NF.1 - Task 3
Task Jenn subtracted 2 fractions with different denominators and came up with a difference of 1/5? What
could the 2 fractions have been? Explain your work using pictures, numbers, and/or words.
Rubric
Level I Level III

Level II
Student is independently able to

give the correct answer but
Student cannot complete task unable to provide a clear and Solution: Any two fractions with a difference of
without assistance. accurate explanation. 1/5 AND an explanation that is clear and
accurate.
.
What Makes 1/5?
Jenn subtracted 2 fractions with different denominators and came up with a difference of 1/5.
What could the 2 fractions have been? Explain your work using pictures, numbers, and/or words.
Find the Common Denominator
5.NF.1 - Task 4
Optional: fraction bars, pattern blocks, graph paper
Task 1. Find two different common denominators for 1/3 and 3/4 and create equivalent fractions with a
common denominator.
2. Use the two equivalent fractions to solve the problem:
3 1
7 - 3
4 3
3. Write a sentence to explain how you know that you are correct.
Rubric
Level I Level III

Level II
The student is independently
The student is unable to complete able to correctly complete 2 of The student is independently able to correctly
the task without assistance. the 4 parts of the task. solve Parts 1 and 2.
Level IV - Student is independently able to correctly complete all three parts of the task.
.
Find the Common Denominator
1. Find two different common denominators for 1/3 and 3/4 and create equivalent fractions with a common
denominator.
2. Use the two equivalent fractions to solve the problem:
73 - 31
4 3
3. Write a sentence to explain how you know that you are correct.
Baking Cookies
5.NF.2 - Task 1
Standard(s) 5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g.by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers.
Task Joe and Grace are baking cookies. They need a total of 2 cups of sugar for the recipe.
11 3
Joe has cups of sugar and Grace has of a cup of sugar.
10 4
Without solving the problem, do they have enough sugar? Explain your thinking.
Solve the problem using a model to justify your reasoning.

Rubric
Level I Level III

Level II
 Student cannot complete task  Student is independently able  Student is independently able to correctly
without assistance. to correctly determine if there determine if there was enough sugar and
was enough sugar but explain their reasoning.
struggled to explain their  Student independently modeled the solution
reasoning. to the problem.
 Student struggled with
modeling the solution to the
problem.
Baking Cookies
Joe and Grace are baking cookies. They need a total of 2 cups of sugar for the recipe.
11 3
Joe has cups of sugar and Grace has of a cup of sugar.
10 4
Without solving the problem, do they have enough sugar? Explain your thinking.
Solve the problem using a model to justify your reasoning.

To Add or Not To Add?
5.NF.2 - Task 2
Domain Number and Operations-Fractions
Standard(s) 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.
Task For each of the following word problems, determine whether or not (2/5 + 4/10) represents the problem.
Explain your decision.
A. A farmer planted 2/5 of his 60 acres in beans and 4/10 of his 60 acres in corn. What fraction of the 60
acres had been planted in beans or corn?
B. Sue drank 2/5 of her water bottle and Sally drank 4/10 of her water bottle. How much water did both
girls drink?
C. Paul made 2 free throws out of 5 free throw attempts. Scott made 4 free throws out of 10 free throw
attempts. What is the fraction of free throw attempts that the two boys make together?
D. Jeff ran 2/5 of a mile on Wednesday and 4/10 of a mile on Friday. How far did he run on those two
days?
Solutions:
A. Yes, (2/5 + 4/10) represents the problem because the two fractions refer to the same whole. None of
the land is planted with the both crops, so it is appropriate to add the fractions. 8/10 of the 60 acres is
planted in beans or corn.
B. No, (2/5 + 4/10) does not represent the problem. The fractions are of different bottles and are not
part of the same whole.
C. No, (2/5 + 4/10) does not represent the problem. Paul made 2/5 free throws and Scott made 4/10 free
throws, but the fractions are of a different number of throws. The total fraction of free throws would be
the sum of the number made over the total number attempted or 6/15).
D. Yes, (2/5 + 4/10) represents the problem. Jeff ran parts of a mile which are parts of the same whole,
so adding the fractions is appropriate.
Rubric
Level I Level III

Level II
 Student correctly identifies
 Student correctly identifies whether (2/5 + 4/10)  Student correctly identifies whether (2/5 +
whether (2/5 + 4/10) represents 2-3 of the 4/10) represents the ALL problems given.
represents the 0-1 of the problems given.  Student provides appropriate and accurate
problems given.  Student provides appropriate justification for each decision.
 Student is unable to provide and accurate justification for
appropriate and accurate each decision.
justification for each problem.
To Add or Not To Add?
A. A farmer planted 2/5 of his 60 acres in beans and 4/10 of his 60 acres in corn. What fraction of the 60
acres had been planted in beans or corn?
B. Sue drank 2/5 of her water bottle and Sally drank 4/10 of her water bottle. How much water did both
girls drink?
C. Paul made 2 free throws out of 5 free throw attempts. Scott made 4 free throws out of 10 free throw
attempts. What is the fraction of free throw attempts that the two boys make together?
D. Jeff ran 2/5 of a mile on Wednesday and 4/10 of a mile on Friday. How far did he run on those two days ?
Knot-Tying Project
5.NF.3 -Task 1
Cluster Apply and extend previous understandings of multiplication and division to multiply and divide
fractions.
Standard(s) 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 the problem.
Optional: Counters, snap cubes, or lengths of string/yarn
Task Mr. Clarke has a rope that is 11 inches long that he needs to cut into 6 equal parts to share with the 6
students in his after-school program for a knot-tying project. Draw a model to show how the rope can be
equally shared.
What fraction of the rope will each student receive?
Write a sentence to explain how you know that you are correct.
Rubric
Level I Level III

Level II
 Student can independently  Student is independently  Student is independently able to draw a

complete 1 of the 3 parts of able to complete parts 1 model of the problem, name the fractional
the task. OR and 2 of the task, but may part received, and explain how division
 Student cannot complete task have difficulty explaining was used to solve the problem.
without assistance. how division is used.
Knot Tying Project
Mr. Clarke has a rope that is 11 inches long that he needs to cut into 6 equal parts to share with the 6
students in his after-school program for a knot-tying project. Draw a model to show how the rope can be
equally shared.
What fraction of the rope will each student receive?
Write a sentence to explain how you know that you are correct.
Donation Boxes
5.NF.3 - Task 2
fractions.
Standard(s) 5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b=a÷b). Solve word
Optional: Counters, snap cubes, or lengths of string/yarn
Task James was preparing boxes of school supplies to send to a school in another country. Thirty-two packs of
paper were donated for the boxes. This paper had to be shared equally with the 6 boxes being prepared.
Draw a model to show how James can divide the paper equally among the 6 boxes.
What fractional part of the paper did James put in each box?
Create a division equation and label what numbers represent the numerator and denominator in this
problem.
Rubric
Level I Level III

Level II
 Student can independently  Student is independently able  Student is independently able to draw a
complete 1 of the 3 parts of to complete 2 of the 3 parts model of the problem, name the fractional
the task. OR of the task. part received (5 2/6 or 5 1/3), as well as
 Student cannot complete task create and label the equation correctly.
without assistance.
Donation Boxes
James was preparing boxes of school supplies to send to a school in another country. Thirty-two packs of
paper were donated for the boxes. This paper had to be shared equally with the 6 boxes being prepared.
Draw a model to show how James can divide the paper equally among the 6 boxes.
What fractional part of the paper did James put in each box?
Create a division equation and label what numbers represent the numerator and denominator in this
problem.
Candy Conundrum
5.NF.3 - Task 3
fractions.
Standard(s) 5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b=a÷b). Solve word
Task Mrs. Pate’s 20 students all got A’s on their math test, so she bought chocolate bars to give them as a
reward the next day. During the night, however, Mrs. Pate’s cat chewed up 5 of the bars. She didn’t
have time to go to the store to buy more bars.
Mrs. Pate put her students into groups of 4. She gave each group 3 chocolate bars and told them they
had to find a way to share the 3 bars equally among 4 students.
Draw a model to show how the students could have shared the bars. How much chocolate will each
student get?
Rubric
Level I Level III

Level II
 Student is unable to solve the  Student draws a model that  Student draws a model to show the 3 bars
task without assistance. shows good reasoning about divided equally among 4 students. There
the task but may have some should be no leftover parts of the chocolate
misconceptions. Student may bars, and all students need to receive an
identify how many “pieces” of equal share. Answers will vary.
chocolate each student gets,  Student identifies that each student will get ¾
but does not clearly state that of a candy bar.
each student gets ¾ of a bar.
Candy Conundrum
Mrs. Pate’s 20 students all got A’s on their math test, so she bought chocolate bars to give them as a reward
the next day. During the night, however, Mrs. Pate’s cat chewed up 5 of the bars. She didn’t have time to go
to the store to buy more bars.
Mrs. Pate put her students into groups of 4. She gave each group 3 chocolate bars and told them they had to
find a way to share the 3 bars equally among 4 students.
Draw a model to show how the students could have shared the bars. How much chocolate will each student
get?
Basketball or Football?
5.NF.4-Task 1
Domain Numbers and Operations – Fractions
Cluster Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard(s) 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the
result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4
= 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general,
(a/b) × (c/d) = ac/bd.)
Write and interpret numerical expressions.
5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical

Task Of the 3/5 students that participate in sports at Laughlin Middle School, one-half of them participate in
basketball and one-fourth of them play football. For each sport, draw a model to find the fractional part
of the students that participate in both sports.
Write a sentence comparing the relationship between your answers. What relationship did the factors
have that influence your products?
Rubric
Level I Level III

Level II
Student independently gets the

correct answer but cannot
Student cannot complete task accurately explain the process OR Student is independently able to give the correct
without assistance. the student shows appropriate answer (3/10 and 3/20) and clearly and
steps but makes a calculation accurately explains the relationship between the
error. factors (one factor is constant and the other
factor (1/4) is half of the other (1/2).
Basketball or Football?
Of the 3/5 students that participate in sports at Laughlin Middle School, one-half of them participate in
basketball and one-fourth of them play football.
For each sport, draw a model to find the fractional part of the students that participate in both sports.
Write a sentence comparing the relationship between your answers. What relationship did the factors have
that influence your products?
Folded Paper Lengths
5.NF.4 Task 2
Standard(s) 5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
5.NF.4a. Interpret the product (a/b)×q as a parts of a partition of q into b equal parts; equivalently,
as the result of a sequence of operations a×q÷b. For example, use a visual fraction model to show
(2/3)×4=8/3, and create a story context for this equation. Do the same with (2/3)×(4/5)=8/15. (In
general, (a/b)×(c/d)=ac/bd.)
Materials Paper and pencil, Scissors, Student Activity Page
Optional: fraction bars
Task 1. Label each section of your number line with 1/4, 2/4, 3/4, 1
2. Measure and cut a length of paper that is as long as the ¾ mark. Fold the length of paper in half.
3. Write an equation to determine the length of ½ of your paper. Solve the equation.
4. Fold it again. Write an equation to find the length of each new section. Solve.
Rubric
Level I Level III

Level II
 Student cannot complete task  Student may struggle with the  Student independently determines the
without assistance. understanding of the fractions equation for part 3 to be ¾ x ½ and the length
needed to multiply by for each of the new section length is 3/8.
section and may need  Student independently determines the
Note: May need to use fraction bars assistance to complete. equation for part 4 is ¾ x ¼ and the length of
for student to see what is happening OR each section is 3/16.
each time the paper is folded.
 Student may only accurately
complete parts 3 or 4.
Folded Paper Lengths
1. Label each section of your number line with 1/4, 2/4, 3/4, 1
2. Measure and cut a length of paper that is as long as the ¾ mark. Fold the length of paper in half.
3. Write an equation to determine the length of ½ of your paper. Solve the equation.
4. Fold it again. Write an equation to find the length of each new section. Solve
Activity Page for 5.NF.4a – Task 2
Activity Page for 5.NF.4a – Task 2

Model That Area
5.NF.4 Task 3
Standard(s) 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
5.NF.4.b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the
appropriate unit fraction side lengths, and show that the area is the same as would be found by
multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent
fraction products as rectangular areas.
Materials Paper and pencil, scissors, Student Black Line Master (Recommended that you print them on
transparency sheets and cut out individual squares.)
Optional: Grid paper to draw the models instead of using Black Line Master’s
Task Give the students a copy of the Student Task Sheet. (Note: A set of transparency squares from the black
line master can be given to the students to model the problem or you may just have the students draw
the model.)
Students should choose 2 of the models from the sheet below
Write a multiplication equation that represents each model

Turn one model so that it is partitioned vertically and one model is partitioned horizontally. Lay one
transparent model on top of the other model.
Use the models to find the product of the two fractions.
Students should write to explain how models were used to solve the equation.
Example:
x =
Rubric
Level I Level III

Level II
 Student struggles to model  Student independently  Student independently correctly models each
each problem. correctly models each problem problem given.
 Student cannot complete task given using the transparency  Student is independently correctly shows the
without assistance. squares. area on their model that is the answer to the
 Student struggles to correctly problem.
show the area on their model
that is the answer to the
problem.
5.NF.4b - Task 1 – Student Black Line Master
Fundraiser Brownies
5.NF.4 - Task 4
Standard(s) 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
Task Mrs. Reid told the 5th grade students at Jackson Elementary School that she would bring them brownies if
they handed in all of the fundraiser money on time. There are four 5th grade classes at the school. Mrs.
Reid made 12 pans of brownies in preparation for the due date. If the brownies are shared equally
among the classes, how many pans will each class get?
On the day of the fundraiser, only ¾ of the classes handed in their money on time. How many pans of
brownies will Mrs. Reid need to bring to school?
Draw a diagram to show your thinking.

Rubric
Level I Level III

Level II
 Student is unable to solve the  Student draws a diagram for  Student determines that if all 4 classes meet
task without assistance. the task and identifies that the goal, each class will receive 3 pans of
Mrs. Reid will need to bring 9 brownies.
pans of brownies. However,  Student identifies that since 3 out of 4 of the
the student’s work is unclear classes met the goal, Mrs. Reid will have to
or confusing and doesn’t bring 3 x 3, or 9, pans of brownies to school.
display a clear understanding  Student draws a diagram that shows a clear
of the concepts. understanding of the task and the concepts.
Fundraiser Brownies
Mrs. Reid told the 5th grade students at Jackson Elementary School that she would bring them
brownies if they handed in all of the fundraiser money on time. There are four 5 th grade classes at
the school. Mrs. Reid made 12 pans of brownies in preparation for the due date.
If the brownies are shared equally among the classes, how many pans will each class get?
On the day of the fundraiser, only ¾ of the classes handed in their money on time. How many pans
of brownies will Mrs. Reid need to bring to school?
Draw a diagram to show your thinking.

Comparing Times in the Mile Run
5.NF.5 – Task 1
Domain Number and Operations - Fractions
fractions.
Standard(s) 5.NF.5 Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor,
without performing the indicated multiplication.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater
than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by
a fraction less than 1 results in a product smaller than the given number; and relating the principle of
fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
Additional Standard:
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 =
8/3, and create a story context for this equation. Do
the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.).
Materials Task handout
Task Four students run a mile in P.E. class.
Each student’s mile time is listed below.
 Samantha: 7 and 1/2 minutes

 Tom: 3/4 times Samantha’s time
 Allison: 1 and 2/5 times Samantha’s time
 Nancy: 1 and 1/2 times Samantha’s time
 Mary: 5/6 times Samantha’s time
 Bobby: 1 and 2/3 times Samantha’s time
Part 1:
Which students ran faster than Samantha? How do you know?
Part 2:
Without calculating, list the students in order from the fastest to the slowest. Write an explanation about
how you found the order of the students.
Part 3:
Find the actual times of each students as fractions of a minute.
Compare your answers to Part 1. Do they match?

Rubric
Level I Level III

Level II
 Student uses inappropriate Not Yet Proficient Proficient in Performance
solution strategy and does not
get the correct answer.  Finds the correct answer, but  Accurately solves problem;
there may be inaccuracies or  Part 1: Tom and Mary are faster. Allison,
incomplete justification of Nancy, and Bob are slower. Explanation
solution should discuss that when the class had a
OR fraction greater than 1 then they were slower
and if the fraction is less than 1 they were
 Uses partially correct faster.
strategy, but gets the wrong  Part 2: Tom, Mary, Samantha, Allison, Nancy,
answer. Bob. Explanation should discuss comparing
the factors for each of the students.
 Part 3: Tom: 4 1/2 minutes; Allison: 9 minutes;
Nancy: 11 and 1/4 minutes; Mary: 6 and 3/12
or 6 ¼ minutes; Bobby: 12 and 3/6 or 12 and ½
minutes. Explanation discusses multiplying
fractions.
 Use appropriate equations to justify the
solution.
*Level IV: student uses multiple models to support their reasoning (i.e., equations, arrays, etc.). Student also notices additional patterns.
Comparing Times in the Mile Run
Four students run a mile in P.E. class.
Each student’s mile time is listed below.

 Samantha: 7 and 1/2 minutes
 Tom: 3/4 times Samantha’s time
 Allison: 1 and 2/5 times Samantha’s time
 Nancy: 1 and 1/2 times Samantha’s time
 Mary: 5/6 times Samantha’s time
 Bobby: 1 and 2/3 times Samantha’s time
Part 1:
Which students ran faster than Samantha? How do you know?
Which students ran slower than Samantha? How do you know?
Part 2:
Without calculating, list the students in order from the fastest to the slowest.
Write an explanation about how you found the order of the students.
Part 3:
Find the actual times of each students as fractions of a minute.
Compare your answers to Part 1. Do they match?

Who Has More Box Tops?
5.NF.5 – Task 2
fractions.
result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 =
8/3, and create a story context for this equation. Do
the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.).
Task Who has More Box Tops?
The four Fifth Grade classes at Smith Elementary School are having a competition to collect Box Tops.
Below is the information about the number of Box Tops that each class has collected.
 Mrs. Jacoby’s class: 240 box tops

 Mrs. Albert’s class: 2/3 as much as Mrs. Jacoby’s class
 Mrs. Thomas’ class: 1 and 1/3 as much as Mrs. Jacoby’s class
 Mr. Williams’ class: 1 and 2/3 as much as Mrs. Jacoby’s class
 Mrs. Yount’s class: 5/6 as much as Mrs. Jacoby’s class.
Part 1:
Which class collected more Box Tops than Mrs. Jacoby’s class? How do you know?
Which class collected fewer Box Tops than Mrs. Jacoby’s class? How do you know?
Part 2:
Without calculating, list the classes in descending order in terms of the number of box tops.
Write an explanation about how you found the order of the classes.
Part 3:
Find the actual number of box tops for each class.
Write an explanation about how you found your answers.

Rubric
Level I Level III

Level II
solution strategy and does not  Finds the correct answer, but
get the correct answer. there may be inaccuracies or  Accurately solves problem
incomplete justification of  Part 1: Mr. Thomas’ and Mrs. Williams’ class
solution had more box tops. Mrs. Albert’s and Mrs.
OR Yount’s class had fewer box tops. Explanation
should discuss that when the class had a
 Uses partially correct fraction greater than 1 then they had more
strategy, but gets the wrong box tops and if the fraction is less than 1 they
answer. had fewer box tops.
 Part 2: Mrs. Williams, Mrs. Thomas, Mrs.
Jacoby, Mrs. Yount, Mrs. Albert. Discussion
should include comparing the value of the
fractions for each class.
 Part 3: Albert: 160; Thomas: 320; Williams:
400; Yount: 200. Explanation should include
that they multiplied 240 by their fraction.
solution.
Who has More Box Tops?
The four Fifth Grade classes at Smith Elementary School are having a competition to collect Box
Tops. Below is the information about the number of Box Tops that each class has collected.
 Mrs. Jacoby’s class: 240 box tops

 Mrs. Albert’s class: 2/3 as much as Mrs. Jacoby’s class
 Mrs. Thomas’ class: 1 and 1/3 as much as Mrs. Jacoby’s class
 Mr. Williams’ class: 1 and 2/3 as much as Mrs. Jacoby’s class
 Mrs. Yount’s class: 5/6 as much as Mrs. Jacoby’s class.
Part 1:
Which class collected more Box Tops than Mrs. Jacoby’s class? How do you know?
Without calculating, list the classes in descending order in terms of the number of box tops.
Write an explanation about how you found the order of the classes.
Part 2:
Find the actual number of box tops for each class.
Write an explanation about how you found your answers.

Which Room is Larger?
5.NF.5 – Task 3
fractions.
explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the
given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of
multiplying a/b by 1.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate
unit fraction side lengths, and show that the area is the same as would be found by multiplying the side
lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as
rectangular areas.
Materials Task handout, Graph paper (optional)

Task Which Room is Larger?
Newfield Elementary School is a brand new school. When the fifth grade teachers first
see the school, they talk about which rooms are larger.
The dimensions of the rooms are below:
Rooms Length Width
Room A 40 feet 15 and 1/3 yards
3/4 the length of

Room B 15 and 1/3 yards
Room A
1 and 3/16 the

Room C 15 and 1/3 yards
length of Room A
1 and 1/8 the

Room D 15 and 1/3 yards
length of Room A
7/8 the length of

Room E 15 and 1/3 yards
Room A
Part 1:
Which rooms are larger than Room A? Which rooms are smaller than Room A? How do
you know?
Part 2:
Without calculating, order the rooms in ascending order in terms of size.

Write an explanation about how you determined the order of the rooms.
Part 3:
Find the area of each of the rooms. Does your order now match the order above?
Write an explanation about how you calculated the size of the rooms.
Rubric
Level I Level III

Level II
incomplete justification of  Part 1: Rooms B and E are
solution OR smaller. Rooms C and D are
 Uses partially correct larger. Explanation should
strategy, but gets the wrong discuss that when the
answer. comparison fraction in the
Length column was greater
than 1 then the room was
larger and if the fraction is
less than 1 the room was
smaller.
 Part 2: Room B, Room E,
Room A, Room D, Room C.
Explanation should include
that fractions were compared
in order to determine the
order of the rooms.
 Part 3: Room A: 613 and 1/3
yards; Room B: 460 yards;
Room C: 728 and 1/3 yards;
Room D: 680 yards; Room E:
536 and 2/3 yards.
Explanation discusses
multiplying the fractions.
 Use appropriate equations to
justify the solution
Which Room is Larger?
Newfield Elementary School is a brand new school. When the fifth grade teachers first see the
school, they talk about which rooms are larger.
The dimensions of the rooms are below:
Rooms Length Width
Room A 40 feet 15 and 1/3 yards
3/4 the length

Room B 15 and 1/3 yards
of Room A
1 and 3/16 the

Room C 15 and 1/3 yards
length of Room A
1 and 1/8 the

Room D 15 and 1/3 yards
length of Room A
7/8 the length

Room E 15 and 1/3 yards
of Room A
Part 1:
Which rooms are larger than Room A?
Which rooms are smaller than Room A?
Without calculating, order the rooms in ascending order in terms of size.
Write an explanation about how you determined the order of the rooms.
Part 2:
Find the area of each of the rooms.
Does your order now match the order above?
Write an explanation about how you calculated the size of the rooms.
Birthday Cake
5.NF.5 – Task 4
fractions.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than
the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number
by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate
unit fraction side lengths, and show that the area is the same as would be found by multiplying the side
lengths. Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as rectangular areas.
Materials Task handout, graph paper
Task Birthday Cake
Birthday Cakes are for sale at the bake shop. The price depends on the size of the cake.
Part 1:
The vanilla cake is 12 inches wide, 9 inches long and 5 and 1/2 inches high.
Calculate the volume of the vanilla cake.
Part 2:
The store’s strawberry cake is 7/6 the width of the vanilla cake.
Without calculating, how does the size of the strawberry cake compare to the size of the vanilla cake?
How do you know?
Calculate the volume of the strawberry cake.
Part 3:
The store’s chocolate cake is 1/3 the width of the vanilla cake, but its length is triple the height.
Without calculating, how does the size of the chocolate cake compare to the size of the vanilla cake? How
do you know?
Calculate the volume of the chocolate cake.
Part 4 (Extension):
If the price of the cake is $1.25 per cubic inch what are the prices are the various cakes?
Rubric
Level I Level III

Level II
incomplete justification of  Part 1: 594 cubic inches.
solution  Part 2: The strawberry cake will be larger
OR since 7/6 is larger than 1. The volume is 693
cubic inches.
 Uses partially correct  Part 3: The chocolate cake is the same size as
strategy, but gets the wrong the vanilla cake. The width is 1/3 and the
answer. length is tripled so the volume will be the
same. The volume is 594 inches.
 Part 4: The cost of the vanilla cake is $742.50.
The cost of the strawberry cake is $866.25.
The cost of the chocolate cake is $742.50.
solution
Birthday Cake
Birthday Cakes are for sale at the bake shop. The price depends on the size of the cake.
Part 1:
The vanilla cake is 12 inches wide, 9 inches long and 5 and 1/2 inches high.
Calculate the volume of the vanilla cake.
Part 2:
The store’s strawberry cake is 7/6 the width of the vanilla cake.
Without calculating, how does the size of the strawberry cake compare to the size of the vanilla
cake? How do you know?
Calculate the volume of the strawberry cake.

Part 3:
The store’s chocolate cake is 1/3 the width of the vanilla cake, but its length is triple the height.
Without calculating, how does the size of the chocolate cake compare to the size of the vanilla
cake? How do you know?
Calculate the volume of the chocolate cake.
Part 4 (Extension):
If the price of the cake is $1.25 per cubic inch what are the prices are the various cakes?
Multiplying Fractions with Color Tiles
5.NF.6 - Task 1
Standard(s) 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using
visual fraction models or equations to represent the problem.
1 inch grid paper and color tiles
Task Part 1:
Have students cut a 4x4 inch grid and solve the problem below.
Cover 3/4 of the grid with one color of the tiles.
Cover 1/2 of the covered area with another color of the tiles.
Write an equation to show how much of your model is covered by both colors of tiles.
Part 2:
Part 3:
What relationship do you notice between the numerators in your two factors and your product? What
relationship do you notice between the denominators?
Rubric
Level I Level III

Level II
 Student cannot complete task  Student is independently able  Student independently correctly completes
without assistance. to correctly complete 1 of the both models.
2 models.  Student independently writes an equation for
 Student struggles to write an each model.
equation for each model.  Student independently describes that the
numerators get multiplied together to find the
product and that the same happens to the
denominators.
Multiplying Fractions with Color Tiles
Part 1:
Part 2:
Part 3:
What relationship do you notice between the numerators in your two factors and your product?
What relationship do you notice between the denominators?
Bird Feeder Fractions
5.NF.6 - Task 2
Standard(s) 5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using
visual fraction models or equations to represent the problem.
Optional: Color tiles, fraction bars
Task Solve the problems below. Use models and equations to show your answers.
1. Desiree has 3½ bags of bird seed to fill the bird feeders. Each bag weighs ¾ of a pound. How many
pounds of birdseed does Desiree have? If Desiree needs double the amount of bird seed how many
bags should she buy?
2. Brooks used 2/3 of a can of paint to paint the bird feeder. A full can of paint contains 7/8 of a gallon.
How much paint did Brooks use? If Brooks painted more and only had 1/12 of a can of paint left what
fraction of the can of paint did he use?
3. Write about a strategy that you used to solve the tasks.

Rubric
Level I Level III

Level II
 Student cannot complete task  Student independently  Student independently correctly completes
without assistance. correctly completes 1 of the 2 both tasks.
models.  Student independently writes an equation for
 Student independently each model.
correctly completes 1 of the 2  Student writes a clear and appropriate
equations. strategy for multiplying fractions.
Bird Feeder Fractions
Solve the problems below. Use models and equations to show your answers.
1. Desiree has 3½ bags of bird seed to fill the bird feeders. Each bag weighs ¾ of a pound. How
many pounds of birdseed does Desiree have? If Desiree needs double the amount of bird
seed how many bags should she buy?
2. Brooks used 2/3 of a can of paint to paint the bird feeder. A full can of paint contains 7/8 of a
gallon. How much paint did Brooks use? If Brooks painted more and only had 1/12 of a can of
paint left what fraction of the can of paint did he use?
3. Write about a strategy that you used to solve the tasks.

Sloan’s Coins
5.NF.7 - Task 1
fractions.
Standard(s) 5.NF.7 Apply and extend previous understandings of division to divide unit fraction by whole numbers
and whole numbers by unit fractions. (Note: Students able to multiply fractions in general can develop
strategies to divide fractions in general, by reasoning about the relationship between multiplication and
division. But division of a fraction by a fraction is not a requirement of this grade.)
Task Sloan has begun saving half dollar coins. She has $6.00 worth of coins. How many half dollar coins does
Sloan have? Draw a model to support your solution. Write an equation for this problem.
Rubric
Level I Level III

Level II
 Student draws a model for
 Student is unable to solve the the context.  Student draws a model to examine show the
task or draw a diagram  Student may initially decide context.
without assistance. Sloan has 3 half dollars and  Student identifies that Sloan has 12 half
may need some assistance in dollar coins.
using their model to see that  Student writes one of the following
Sloan has 12. equations:
 Student is unable to generate 6 x 2 = 12
an equation for the problem.
6 ÷ ½ = 12
Teacher Note: These two equations are

equivalent. After all students have had time
to work on the task, it may be appropriate
to discuss both equations so that students
who didn’t recognize the division context
will begin to see the connection.
Sloan’s Coins
Sloan has begun saving half dollar coins. She has $6.00 worth of coins.
How many half dollar coins does Sloan have?
Draw a model to support your solution. Write an equation for this problem.
Sullivan’s Bakery
5.NF.7 - Task 2
fractions.
Standard(s) 5.NF.7 Apply and extend previous understandings of division to divide unit fraction by whole numbers
and whole numbers by unit fractions. (Note: Students able to multiply fractions in general can develop
Task Mrs. Sullivan owns a bakery. One of her customers cancelled their cake order after the cake was already
made. Mrs. Sullivan gave half of the cake to her employees to eat. She brought the other half home for
her family to eat. If there are 5 members of the Sullivan family, and they share the cake equally, how
much of the original cake will each family member get to eat?
Draw a model and write an equation to show your work.

Rubric
Level I Level III

Level II
 Student is unable to draw a the problem but is unable to  Student draws an accurate model to show
model or generate an write a correct equation. how much cake each member of the family
equation. will get.
 Student writes an equation for the problem:
½ ÷ 5 = 1/10.
Sullivan’s Bakery
Mrs. Sullivan owns a bakery. One of her customers cancelled their cake order after the cake was
already made. Mrs. Sullivan gave half of the cake to her employees to eat. She brought the other
half home for her family to eat. If there are 5 members of the Sullivan family, and they share the
cake equally, how much of the original cake will each family member get to eat?
Draw a model and write an equation to show your work.

Mackenzie’s Sugar
5.NF.7 - Task 3
fractions.
Standard(s) 5.NF.7 Apply and extend previous understandings of division to divide unit fraction by whole numbers and
whole numbers by unit fractions. (Note: Students able to multiply fractions in general can develop
Task Mackenzie used 2 cups of sugar to make cookies. 2 cups is 1/3 of all the sugar she had. How much sugar
did Mackenzie have before she made cookies?
Draw a model and write an expression to support your reasoning.

Rubric
Level I Level III

Level II
 Student is unable to solve the the context.  Student draws a model for the context.
task without assistance.  Student identifies that before  Student identifies that before making
making cookies, Mackenzie cookies, Mackenzie had 6 cups of sugar.
had 6 cups of sugar.  Student write an equation for the problem:
 Student is unable to generate 2 ÷ 1/3 = 6
an equation for the context.
2x3=6
Teacher Note: These two equations are

equivalent. After all students have had time
to work on the task, it may be appropriate
to discuss both equations so that students
who didn’t recognize the division context
will begin to see the connection.
Mackenzie’s Sugar
Mackenzie used 2 cups of sugar to make cookies. 2 cups is 1/3 of all the sugar she had. How much
sugar did Mackenzie have before she made cookies?
Draw a model and write an expression to support your reasoning.

Writing a Division Story
5.NF.7 – Task 4
fractions.
Standard(s) 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers
and whole numbers by unit fractions.1
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For
example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use
the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4
= 1/3.
1Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning
about the relationship between multiplication and division. But division of a fraction by a fraction is not a
requirement at this grade.
Task Writing a Division Story
Part 1:
Solve the problem 1/2 divided by 4 using both a visual fraction model and a number line in the space
below.
Part 2:
Write a word problem that matches the problem above.
Rubric
Level I Level III

Level II
solution strategy and does  Finds the correct answer, but
not get the correct answer. there may be inaccuracies or  Accurately solves problem
incomplete justification of  Part 1: 1/8. Both the area model and the
solution number line model clearly show the problem.
OR  Part 2: The problem accurately matches ½
divided by 4.
 Uses partially correct strategy,  Use appropriate equations to justify the
but gets the wrong answer. solution.
Writing a Division Story
Part 1:
Solve the problem 1/2 divided by 4 using both a visual fraction model and a number line in the
space below.
Part 2:
Write a word problem that matches the problem above.

Creating Stories
5.NF.7 – Task 5
fractions.
= 1/3.
Task Creating Stories

In class, Sarah and Tony are talking about the difference between “1/3 times 6” compared to “1/3 divided
by 6.”
Their teacher asks them to draw a picture and to write a story problem for each expression.
What would Sarah and Tony’s work look like?
Write a sentence explaining how your pictures are different.
Rubric
Level I Level III

Level II
incomplete justification of  Part 1: There are correct pictures showing 1/3
solution x 6 = 2 and 1/3 divided by 6 = 1/18.
OR  The story problems each match the
expressions.
 Uses partially correct  There is a sentence explaining how the 2
strategy, but gets the wrong pictures are different.
answer.
Creating Stories
In class, Sarah and Tony are talking about the difference between “1/3 times 6” compared to “1/3
divided by 6.”
Their teacher asks them to draw a picture and to write a story problem for each expression.
What would Sarah and Tony’s work look like?
Write a sentence explaining how your pictures are different.

What is Being Modeled?
5.NF.7 – Task 6
fractions.
= 1/3.
1
Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication
and division. But division of a fraction by a fraction is not a requirement at this grade.
Task What is Being Modeled?

Part 1:
For each of the pictures in the task handout write the equation and a story problem to match the picture.
Part 2:
Choose one of the problems above. Describe how you used the visual fraction model to identify the
equation.
Rubric
Level I Level III

Level II
 Student uses Not Yet Proficient Proficient in Performance
inappropriate solution
strategy and does not  Correct equations but the story  Accurately solves problem
get the correct problems do not match  Part 1: Equations: 1/2 divided by 6 = 1/12; 1/3 divided
answer. OR by 2 = 1/6; ¼ divided by 4= 1/16.
 The story problems match the equation.
 Correct story problems but  Part 2: There is a clear explanation about how the
incorrect equations student used the visual fraction model to write an
OR equation.
 Equations and story problems

are correct, but the explanation
is not correct.
Part 1:
For each of the pictures below write the equation and a story problem to match the picture. The
shaded part of each model represents the answer.
Equation:
Story Problem:
Equation:
Story Problem:
Equation:
Story Problem:
Part 2:
equation.
What is Being Modeled? II
5.NF.7 – Task 7
Domain Number and Operations – Fractions
fractions.
example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient.
Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because
(1/12) × 4 = 1/3.

Task What is Being Modeled? II
Part 1:
For each of the pictures on task handout write the equation and a story problem to match the picture.
Part 2:
equation.
Rubric
Level I Level III

Level II
 Student uses Not Yet Proficient Proficient in Performance
inappropriate solution
strategy and does not  Correct equations but the  Accurately solves problem
get the correct answer. story problems do not match  Part 1: Equations: 1/6 divided by 4; 1/5 divided by
 OR 3; 1/4 divided by 16.
 Correct story problems but  The story problems match the equation.
incorrect equations  Part 2: There is a clear explanation about how the
 OR student used the visual fraction model to write an
 Equations and story problems equation..
are correct, but the
explanation is not correct.
Part 1:
For each of the pictures below write the equation and a story problem to match the picture. The
shaded part of each model represents the answer.
Equation:
Story Problem:
Equation:
Story Problem:
Equation:
Story Problem:
Part 2:
equation.
How Many Cookies?
5.NF.7 –Task 8
fractions.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division
of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the
problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate
equally? How many 1/3-cup servings are in 2 cups of raisins?
1
Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning
Task How Many Cookies?

For one dozen cookies you need to use 1/2 of a cup of sugar. You have 4 cups of sugar. You have plenty
of all of the other ingredients.
Part 1:
How many dozens of cookies can you make? Draw a visual fraction model and write an equation that
matches this task.
Part 2:
Write a similar problem that matches “3 divided by 1/3.”
Part 3:
Solve your new problem by drawing a visual fraction model and writing an equation.
Rubric
Level I Level III

Level II
incomplete justification of  Part 1: You can make 8 dozen cookies. The
solution visual fraction model and equation are
OR correct.
 Part 2: The problem involves having 3 units of
 Uses partially correct something and dividing them into portions
strategy, but gets the wrong that are 1/3 of a unit.
answer.  Part 3: 3 divided by 1/3 equals 9. The visual
fraction model and equation are correct.
How Many Cookies?
For one dozen cookies you need to use 1/2 of a cup of sugar. You have 4 cups of sugar. You have
plenty of all of the other ingredients.
Part 1
How many dozens of cookies can you make? Draw a visual fraction model and write an equation
that matches this task.
Part 2:
Write a similar problem that matches “3 divided by 1/3.”
Part 3:
Solve your new problem by drawing a visual fraction model and writing an equation.
How Many Clear Beads?
5.NF.7 – Task 9
fractions.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division
of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the
problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate
equally? How many 1/3-cup servings are in 2 cups of raisins?
1
Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning
Materials Task Handout
Task How Many Clear Beads?

Part 1:
While making a bracelet, Rosa put a clear bead in the necklace every 1/6 of a foot. How many clear beads
will Rosa use if she made a necklace that was…
a) 1 foot long?
b) 2 feet long?
c) 3 feet long?
In order to find your answers, create a visual fraction model and write an equation for each task.
Part 2:
What relationship do you notice between your three answers that you found?
Part 3:
If Rosa only had 30 clear beads what is the longest necklace that she could make? Write a sentence
explaining how you know that you are correct.
Rubric
Level I Level III

Level II
solution strategy and does  Finds the correct answer, but
not get the correct answer. there may be inaccuracies or  Accurately solves problem
incomplete justification of  Part 1: 6 clear beads, 12 clear beads, 18 clear
solution beads. The visual fraction model and the
OR equations are correct.
 Part 2: Each answer is 6 more beads greater than
 Uses partially correct the answer before.
strategy, but gets the wrong  Part 3: If Rosa only had 30 clear beads, the
answer. longest bracelet she could make is 5 feet. 30 x
1/6 = 5.
How Many Clear Beads?
Part 1:
While making a bracelet, Rosa put a clear bead in the necklace every 1/6 of a foot. How many clear
beads will Rosa use if she made a necklace that was…
a) 1 foot long?
b) 2 feet long?
c) 3 feet long?
In order to find your answers, create a visual fraction model and write an equation for each task.
Part 2:
What relationship do you notice between your three answers that you found?
Part 3:
If Rosa only had 30 clear beads what is the longest necklace that she could make? Write a sentence
explaining how you know that you are correct.
GRADE: 5
Unit Title: Measurement and Data Time Frame: Fourth Marking Period

 5.MD.1. Measurement and Data  Financial, Economic, Business, and Entrepreneurial Literacy

 Coordinate geometry can be used to represent and  How can measurement be used to solve problems?
verify geometric/algebraic relationships. Higher Level Thinking Questions
 Everyday objects have a variety of attributes, each of  Predict what would happen if…
which can be measured in many ways.  Identify the results of…
 Geometric properties can be used to construct geometric  How is ___ similar to ____?How would you show your
figures. understanding of ____?
 Find the errors
 How could you test…?
 How would you explain…?
 How could you compare…?

 5.MD.1. Convert among different-sized standard measurement units within a given measurement system (e.g. convert 5 cm to
0.05 m), and use these conversions in solving multi-step real world problems.
 5.MD.2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) . Use operations on fractions
for this grade to solve problems involving information presented in line plots. For example, given different measurements of
liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were
redistributed equally.
 5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure
volume.
b. A solid figure, which can be packed without gaps or overlaps using n unit cubes, is said to have a volume of n cubic units.
 5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
 5.MD.5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems
involving volume.
a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that
the volume is the same as would be found by multiplying lengths, equivalently by multiplying the height by the area of the
base. Represent threefold whole number products as volumes, e.g. to represent the associative property of multiplication.
b. Apply the formulas V = l  w  h and V = B  h for rectangular prisms to find volumes of right rectangular prisms with
whole-number edge lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms
by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
 Develop and apply strategies and  Use manipulatives (unit cubes) to help find  Base
formulas for finding volume volume of rectangular prisms (DI)  Formula
 Recognize that volume is additive  Using dot paper, students can sketch 3-  Height
and will apply this technique to dimensional shapes and calculate the area  Square Units
solve real world problems  Bring in various boxes that can be measured  Area
for volume  Line Plot
 Hands-On Math Projects with Real-Life  Volume
Applications by Judith and Gary Muschla  Associative Property
(DI)  Unit Cubes
 Teaching Student-Centered Mathematics by  Surface area
John A. Van de Walle  Unit
 Houghton Mifflin Math  Quizzes
Education Group.  Homework
 About Teaching Mathematics: A K-8 Resource by  Rubric specific activities or projects
Marilyn Burns  Various math text’s assessments
 Elementary and Middle School Mathematics: Teaching  Teacher created assessments
Developmentally by John A. Van de Walle  Open-ended assessments
 Math Matters by Suzanne H. Chapin  Math journal (writing in math)
 Various workbooks that reinforce skills (i.e. Scholastic,  Teacher observation during cooperative learning groups
Frank Schaffer, TCM, etc.)  Portfolios
 math.rice.edu/~lanius/Lessons/index.html
 Eduplace.com/kids/mw  The Man Who Made Time Travel by Lasky and Hawkes
 Mathwire.com  The Number Devil: A Mathematical Adventure by Magnus
 mathinscience.info/teach/612_math/math68/cube-n- Enzensberger.
ometry/cube-n-ometry.html  G Is for Googol: A Math Alphabet Book by David M.
 www.ixl.com/math/practice/grade-5-volume Schwartz
 www.brainpop.com/educators/state_standards  How Tall, How Short, How Faraway by David Adler
 www.coolmath.com/reference/math-dictionary-1.html
 www.auntymath.com
 www.aaamath.com
 www.abcya.com
 www.arcademicskillbuilders.com
Who Ran Farther?
5.MD.1 – Task 1
Domain Measurement and Data
Cluster Convert like measurement units within a given measurement system.
Standard(s) 5.MD.1 Convert among different-sized standard measurement units within a given measurement system
(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Materials Task handout, Calculators (optional)
Task Who Ran Farther?
In order to prepare for next month’s 5 kilometer (km) race, students ran last week. The table shows the
amount that each person ran during the 4 running days.
Person Day 1 Day 2 Day 3 Day 4
Tomas 6 and 1/2 km 3,750 m 5.15 km 2,500 m
Jackie 8,000 m 1,800 m 4,300 m 3.4 km
Ruby 5.9 km 1.7 km 4,250 m 5,270 m
Abe 2,790 m 3.2 km 4.91 km 6,200 m

Based on the data above:
1) How far did each person run during the 4 running days last week?
2) Which runner ran the longest distance on a day? How long was that run?
3) Which runner ran the shortest distance on a day? How long was that run?
4) Bobby ran farther than everyone in the table. He ran the same distance each day. How far could
Bobby have run each day? Write a sentence to explain how you found your answer.
5) Sarah ran faster than 2 of the people in the table and slower than everyone else. She ran the same
distance each day. How far could Sarah have run each day? Write a sentence to explain how you
found your answer.
Rubric
Level I Level III

Level II
 Students provide correct
 Students have answers but have an  Student provides correct answers and explanations.
limited unclear or inaccurate  1) Tomas: 17.9 km or 17,900 m; Jackie: 17.5 km or 17,500 m;
understanding of explanation. OR Ruby: 17.12 km or 17,120 m; Abe: 17.1 km or 17,100 m.
the concept.  Students have one or two  2) Jackie on Day 1 ran 8,000m or 8 km.
incorrect answers.  3) Ruby on Day 2 ran 1,700 m or 1.7 km.
 4) Bobby has to have run more than 17.9 km or 4.475 km
each day.
 5) Sarah ran between 17.12 and 17.5 km total. Sarah ran
between 4.28 and 4.375 km each day.
Who Ran Farther?
In order to prepare for next month’s 5 kilometer (km) race, students ran last week. The table shows
the amount that each person ran during the 4 running days.
Person Day 1 Day 2 Day 3 Day 4
6 and 1/2
Tomas 3,750 m 5.15 km 2,500 m
km
Jackie 8,000 m 1,800 m 4,300 m 3.4 km
Ruby 5.9 km 1.7 km 4,250 m 5,270 m
Abe 2,790 m 3.2 km 4.91 km 6,200 m
1) How far did each person run during the 4 running days last week?
2) Which runner ran the longest distance on a day? How long was that run?
3) Which runner ran the shortest distance on a day? How long was that run?
4) Bobby ran farther than everyone in the table. He ran the same distance each day. How far
could Bobby have run each day? Write a sentence to explain how you found your answer.
5) Sarah ran faster than 2 of the people in the table and slower than everyone else. She ran the
same distance each day. How far could Sarah have run each day? Write a sentence to explain
how you found your answer.
Long Jumps
5.MD.1 –Task 2
Cluster Convert like measurement units within a given measurement system.
Standard(s) 5.MD.1 Convert among different-sized standard measurement units within a given measurement system
(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
Materials Task handout, Calculators (optional)
Task Long Jumps
The table below shows the longest jump from 4 fifth graders in the field day competition.
Person Jump
Cindy 2 yards, 1 foot 3

inches
Tyrette 7 feet, 2 inches
Nina 2 yards, 1 foot, 1 inch

Monique 7 feet, 4 inches
6) Order the students from the longest to the smallest jump. Write a sentence explaining how you
know that you are correct.
7) What was the difference between the longest and the shortest jump?
8) Drew jumped farther than all four students above but jumped shorter than 7 feet, 7 inches. How
far could Drew have jumped? Write a sentence explaining how you know that you are correct.
Rubric
Level I Level III

Level II
limited unclear or inaccurate  1) Cindy: 7 feet, 3 inches OR 87 inches; Tyrette: 86 inches;
understanding of explanation. OR Nina: 7 feet, 1 inch OR 85 inches; Monique: 88 inches.
the concept.  Students have one or two  2) Monique was the longest and Nina was the shortest. 88-85
incorrect answers. = 3 inches/
 3) Drew jumped further than 88 inches but shorter than 91
inches. Drew could have jumped either 88 or 89 inches.
 Sentences are clear and accurate.
Long Jumps
The table below shows the longest jump from 4 fifth graders in the field day competition.
Person Jump
Cindy 2 yards, 1 foot 3 inches
Tyrette 7 feet, 2 inches
Nina 2 yards, 1 foot, 1 inch
Monique 7 feet, 4 inches
1) Order the students from the longest to the smallest jump. Write a sentence explaining how
you know that you are correct.
2) What was the difference between the longest and the shortest jump?
3) Drew jumped farther than all four students above but jumped shorter than 7 feet, 7 inches.
How far could Drew have jumped? Write a sentence explaining how you know that you are
correct.
How High Did it Bounce?
5.MD.2 – Task 1
Cluster Represent and interpret data.
Standard(s) 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use
operations on fractions for this grade to solve problems involving information presented in line plots. For
example, given different measurements of liquid in identical beakers, find the amount of liquid each
beaker would contain if the total amount in all the beakers were redistributed equally.
Additional Standards:
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d =
(ad + bc)/bd.).
Task How High Did it Bounce?
Part 1
Based on the data, make a line plot to display the data. Write a sentence explaining how you know that
you plotted the data correctly
3/4 5/8 1/8 5/8 3/8
1/2 3/4 3/8 5/8 3/8
Part 2
A) How many bouncy balls went halfway up the wall or higher?
B) What is the combined height of all of the heights of the bouncy balls in terms of wall heights?
C) What was the difference in height between the tallest bounce and the shortest bounce?
Rubric
Level I Level III

Level II
 Students make 1 or 2
 Students make errors  Student provides correct answers and explanations.
more than 2 errors.  Part 1: Data points are plotted correctly. The sentence is
clear and accurate about how they plotted the points.
 Part 2: A) 6 balls, B) 5 and 1/8 heights of the wall, C) 3/4 - 1/8
= 5/8 of the wall
How High Did it Bounce?
Part 1
A class measures how high a bouncy ball will bounce compared to the height of the wall.
Based on the data, make a line plot to display the data.
3/4 5/8 1/8 5/8 3/8
1/2 3/4 3/8 5/8 3/8
Part 2
A) How many bouncy balls went halfway up the wall or higher?

B) How many bouncy balls went 1/2 of the wall or higher?
C) What is the combined height of all of the heights of the bouncy balls?
D) What was the difference in height between the tallest bounce and the shortest bounce?
Punch at a Party
5.MD.2 – Task 2
(ad + bc)/bd.)
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word
numbers, e.g., by using visual fraction models or equations to represent 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?

Task Punch at a Party
The table below shows the amount of liquid in 10 glasses at a party. The amount is in terms of cups.
1 and 5/8 7/8 1/2 1 and 1/2
1 and 1/4 1 and 3/8 1 and 3/4 1 and 1/8
Part 1
Based on the data, make a line plot to display the data. Line plot on the task handout
Write a sentence explaining how you know that you plotted the data correctly.
Part 2
D) How many glasses have more than 1 and 1/3 cups of punch?
E) What is the difference between the amount of punch in the glass with the most punch and the
glass with the least amount of punch?
F) What is the combined amount of punch in all 8 glasses?
G) If all of the punch were to be poured into a container and then shared equally among the 8 people
how much punch would each person receive?
Rubric
Level I Level III

Level II
limited unclear or inaccurate  Part 1: Data points are plotted correctly. The sentence is
understanding of explanation. OR clear and accurate about how they plotted the points.
the concept.  Students have one or two  Part 2: A) 4 glasses, B) 1 and 1/8, C) 10 cups, D) 10/8 or 1 and
incorrect answers. 2/8 cups each.
Punch at a Party
Part 1
The table below shows the amount of liquid in 10 glasses at a party. The amount is in terms of cups.
Based on the data, make a line plot to display the data. Write a sentence explaining how you know
that you plotted the data correctly.
1 and 1 and
7/8 1/2
5/8 1/2
1 and 1 and 1 and

3/4
1/4 3/8 1/8
Part 2
A) How many glasses have more than 1 and 1/3 cups of punch?
B) What is the difference between the amount of punch in the glass with the most punch and
the glass with the least amount of punch?
C) What is the combined amount of punch in all 8 glasses?
D) If all of the punch were to be poured into a container and then shared equally among the 8
people how much punch would each person receive?
Strips of Bubble Gum
5.MD.2 – Task 3
(ad + bc)/bd.)
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word
numbers, e.g., by using visual fraction models or equations to represent 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?

Task Strips of Bubble Gum
The table below shows the length of strips of bubble gum that each student has. Measurements are in
feet.
2 and 5/8 2 and 5/8 1 and 3/8 2 and 1/4 2 and 1/4 2 and 5/8
2 and 1/4 2 and 1/2 1 and 3/4 1 and 7/8 2 and 1/2 2 and 3/8
Part 1
Based on the data, make a line plot to display the data.
Write a sentence explaining how you know that you plotted the data correctly.
Part 2
H) How many strips of gum are shorter than 2 and 1/3 feet?
I) What is the difference between the longest and shortest strips of gum?
J) What is the total length of all of the strips of gum?
K) If all of the strips were combined and equally distributed to the 10 students, how much gum
would each student get?
Rubric
Level I Level III

Level II
limited unclear or inaccurate  Part 1: Data points are plotted correctly. The sentence is
understanding of explanation. OR clear and accurate about how they plotted the points.
the concept.  Students have one or two  Part 2: A) 5 strips of gum, B) 2 and 5/8 minus 1 and 6/8 = 7/8
incorrect answers. of a foot. C) 27 feet, D) 27/12 or 2 and 3/12 feet or 2 and ¼
feet or 2 feet and 3 inches.
Strips of Bubble Gum
The table below shows the length of strips of bubble gum that each student has. Measurements
are in feet.
2 and 2 and 1 and 2 and 2 and 2 and

5/8 5/8 3/8 1/4 1/4 5/8
2 and 2 and 1 and 1 and 2 and 2 and

1/4 1/2 3/4 7/8 1/2 3/8
Part 1
Based on the data, make a line plot to display the data. Write a sentence explaining how you know
that you plotted the data correctly.
Part 2
A) How many strips of gum are shorter than 2 and 1/3 feet?
B) What is the difference between the longest and shortest strips of gum?
C) What is the total length of all of the strips of gum?
D) If all of the strips were combined and equally distributed to the 10 students, how much gum
would each student get?
Carter’s Candy Company
5.MD.3-Task 1
Cluster Geometric measurement: understand concepts of volume and relate volume to multiplication and to
addition.
Standard(s) 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube” is said to have “one cubic unit” of volume, and can
be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume
of n cubic units.
Materials Paper and pencil, unit cubes, isometric graph paper
Task Carter’s Candy Company is selling a new type of chocolate. They have decided to sell the candy in
packages of 24. You are leading a team in charge of developing a box for the candy.
Use unit cubes to build all of the possible boxes for the package of candy. How many possibilities are
there? Record the dimensions and volume of each box. What do you notice about all of the volumes?
After determining all of the possible boxes, you must make a recommendation to the president of the
company about which box should be used. Write a paragraph explaining which box would be best. Make
sure to explain your reasons for choosing this box.
Two of your team members get in an argument about the boxes. Cathy says that a 1x24 box is the same
as a 24x1 box. Curtis says that these dimensions would lead to two different boxes. Who do you agree
with? Why?
Rubric
Level I Level III

Level II
 Student is able to build boxes
 Student is able to build some that have a volume of 24 but  Student recognizes that all the boxes will have
boxes with a volume of 24. may not find all of the possible a volume of 24, since that is how many pieces
 Student is unable to explain combinations. of candy it must contain.
whether Cathy or Curtis is  Student recognizes the  Student identifies all the combinations that
correct. connection between volume will lead to a volume of 24: 1x24, 2x12, 3x8,
 Student may recommend a and dimensions. 4x6 (and the reverse)
box but it unable to use math  Student recommends which  Student identifies relationship between
language to justify reasoning. box to use but explanation volume and linear dimensions.
lacks detail or is unclear.  Student chooses a side – Cathy or Curtis.
 Student is unsure how to Student demonstrates that both boxes have
settle the argument between the same volume and the same dimensions.
Cathy and Curtis. However, because of packaging on the outside
of the box, and depending on how the candy
is shaped and needs to be stacked, these
could be considered different boxes. Allow a
variety of responses, as long as student
demonstrates understanding of the concept
of volume.
 Student’s written explanation chooses a box
that would be best and uses mathematical
language to justify the choice.
Carter’s Candy Company
Carter’s Candy Company is selling a new type of chocolate. They have decided to sell the candy in
packages of 24. You are leading a team in charge of developing a box for the candy.
A. Use unit cubes to build all of the possible boxes for the package of candy. How many
possibilities are there? Record the dimensions and volume of each box. What do you notice
about all of the volumes?
B. After determining all of the possible boxes, you must make a recommendation to the
president of the company about which box should be used. Write a paragraph explaining
which box would be best. Make sure to explain your reasons for choosing this box.
C. Two of your team members get in an argument about the boxes. Cathy says that a 1x24 box
is the same as a 24x1 box. Curtis says that these dimensions would lead to two different
boxes. Who do you agree with? Why?
Jeremy’s Wall
5.MD.3-Task 2
addition.
Standard(s) 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A cube with side length 1 unit, called a “unit cube” is said to have “one cubic unit” of volume, and can
be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a
volume of n cubic units.
Task Jeremy is building a wall out of bricks that are cubes. He builds the bottom row by leaving some space
between each brick. This is what his wall looks like:
Jeremy continues building his wall until the bottom row has 8 bricks in it and it is 5 bricks high. He fills in
the space between the bricks with a special colorful plaster. Jeremy then calculates that the volume of
his wall is 38 cubic units. Is Jeremy correct? Why or why not?
Rubric
Level I Level III

Level II
 Student identifies that Jeremy
 Student does not identify that is not correct but is unable to  Student identifies that Jeremy is not correct.
Jeremy is incorrect. clearly explain why.  Student recognizes that Jeremy was calculating
Explanation contains the number of bricks in the wall, rather than
inaccuracies and unclear finding the volume of the wall.
language and fails to mention  Student is able to explain that the number of
the space between the blocks bricks in the wall is not equal to the volume of
being an important factor. the wall, because the bricks have been spread
out with spaces between them.
Level IV: Student explains that to find the volume of the wall, you would need to use a tool (ruler, tape measure, meter stick, etc.) to
measure the length, width, and height of the wall in order to calculate its volume accurately.
Jeremy’s Wall
Jeremy is building a wall out of bricks that are cubes. He builds the bottom row by leaving some
space between each brick. This is what his wall looks like:
Jeremy continues building his wall until the bottom row has 8 bricks in it and it is 5 bricks high. He
fills in the space between the bricks with a special colorful plaster. Jeremy then calculates that the
volume of his wall is 38 cubic units. Is Jeremy correct? Why or why not?
Measure a Box
5.MD.4 - Task 1
addition.
Standard(s) 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Materials Paper and pencil, various rectangular boxes, centimeter cubes, inch cubes, other cubic units for
measuring volume.
Task Choose a box. Use cubic units to measure the volume of the box.
What difficulties did you encounter when you were measuring the volume of your box?
Choose a different unit and make a prediction about what the volume be when you measure with this
unit. Then measure the same box using the new unit. How is this volume different?
How does the size of the unit relate to the volume of the box? Which unit gives a more precise
measurement?
Rubric
Level I Level III

Level II
 Student successfully measures
 Student needs assistance to the volume of the box using  Student successfully measures the volume of
measure the volume of the various units. the box using various units.
box.  Student discusses some of the  Student clearly explains some of the
 Student is unable to discuss difficulties in measuring the difficulties in measuring the box (may not
the difficulties of measuring volume of the box. have enough cubes, may not be able to fill
the box.  Student may have some completely, etc.)
 Student does not demonstrate foundational knowledge of the  Student is able to explain that a larger unit
any understanding of the compensatory principle but is results in a smaller volume – it takes fewer
compensatory principle. unable to clearly explain. units to fill the same space (compensatory
 Student does not demonstrate  Student is unable to identify principle)
an understanding of why the which unit is more precise, or  Student is able to explain that a smaller unit
smaller unit will result in a student identifies that the will be more precise. Since the units are
more precise measurement. smaller unit is more precise smaller, you will be closer to filling the box as
but is unable to explain why. “full” as possible.
Measure a Box
Choose a box. Use cubic units to measure the volume of the box.
What difficulties did you encounter when you were measuring the volume of your box?
Choose a different unit and make a prediction about what the volume be when you measure with
this unit. Then measure the same box using the new unit. How is this volume different?
How does the size of the unit relate to the volume of the box? Which unit gives a more precise
measurement?
Build a Box
5.MD.4-Task 2
addition.
Standard(s) 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Materials Paper and pencil, centimeter grid paper
Task Cut out a 10x10 square from your centimeter grid paper. From each corner of the square, cut out a 1x1
square.
Fold up each flap and tape them together so that you have an open box.
Use centimeter cubes to measure the volume of your box.
How would your volume change if you cut out a 2x2 square from each corner instead of a 1x1 square?
How would your volume change if you started with a 20x20 square instead of a 10x10 square?
Rubric
Level I Level III

Level II
 Student is able to measure the
 Student is able to build and volume of each box.  Student is able to correctly measure (or
calculate the volume of each  Student’s explanations are calculate) the volume of each box.
box with support from teacher inaccurate or unclear.  Student clearly explains how the volume
or classmates.  Student does now show any changes from one box to the other.
 Student explanations are indication that he is beginning  Student is beginning to develop an idea of the
inaccurate, unclear, or to generalize about the relationships between linear dimensions
missing. relationship between the (length, height, width) and the effect changing
 Student shows no linear measurements and the them has on the volume; however student has
understanding of the volume of each box. not yet generalized this knowledge.
relationship between the
dimension and the volume.
Build a Box
A. Cut out a 10x10 square from your centimeter grid paper. From each corner of the square, cut
out a 1x1 square.
B. Fold up each flap and tape them together so that you have an open box.
C. Use centimeter cubes to measure the volume of your box.
D. How would your volume change if you cut out a 2x2 square from each corner instead of a 1x1
square? How would your volume change if you started with a 20x20 square instead of a
10x10 square?
Partner Prisms
5.MD.5 -Task 1
addition.
Standard(s) 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
5.MD.5 c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying
this technique to solve real world problems.
Materials Paper, pencil, Snap cubes
Task Use Snap cubes to build 2 right rectangular prisms that have different lengths and widths. Connect your 2
prisms by stacking them on top of each other to make a new figure.
Calculate the volume of your new figure and write an equation to match your figure.
Trade figures with a partner. What is the volume of your partner’s figure? Write an equation to match
your figure.
Write a sentence to explain how you found the volume of your figure.
Possible prompt: How does knowing how to find the volume of the smaller right rectangular prism help
you find the volume of these figures?
Rubric
Level I Level III

Level II
 Student builds solid figure
 Student cannot build made up of 2 right  Student correctly builds solid figure made up of 2
and calculate volumes rectangular prisms. right rectangular prisms.
of figures without  Student calculates the  Student correctly calculates the volume of his figure
assistance. volume of his figure and his and his partner’s figure.
partner’s figure, with minor  Student explains how to use the volume of right
errors. rectangular prisms to find the volume of composite
 Student’s explanation is figures made up of right rectangular prisms.
unclear or contains
misconceptions.
Partner Prisms
A. Use Snap cubes to build 2 right rectangular prisms that have different lengths and widths.
Connect your 2 prisms by stacking them on top of each other to make a new figure.
B. Calculate the volume of your new figure and write an equation to match your figure.
C. Trade figures with a partner. What is the volume of your partner’s figure? Write an equation
to match your figure.
D. Write a sentence to explain how you found the volume of your figure.
E. Possible prompt: How does knowing how to find the volume of the smaller right rectangular
prism help you find the volume of these figures?
Volume Argument
5.MD.5-Task 2
addition.
a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit
cubes, and show that the volume is the same as would be found by multiplying the edge lengths,
equivalently by multiplying the height by the area of the base. Represent threefold whole-number
products as volumes, e.g., to represent the associative property of multiplication.
b. Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular
prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right
rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve
real world problems.

Task Bennett and Seth are having an argument about the formula for finding the volume of a rectangular
prism. Bennett says that to find volume you have to know the length, height, and width of the figure.
Seth says that you only need to know the base and height of the figure.
Which student do you agree with? Why? Write an expression that shows each boy’s formula for finding
volume.
Draw a rectangular prism and label it with dimensions. How would Bennett find the volume of this
prism? How would Seth find its volume?
Rubric
Level I Level III

Level II
 Student chooses one boy’s
 Student is unable to explain strategy and explains why it is  Student recognizes that both boys are correct.
why either boy’s strategy is correct, but does not  Student explains that length times width is the
correct. recognize that both volumes same thing as the area of the base, and this is
 Student needs assistance to are equivalent. why Seth’s formula is equivalent to Bennett’s.
calculate the volume of the  Student writes an expression  Student writes both expressions: A = l x w x h
drawn. for the selected strategy but and A = b x h
not both.  Student draws a rectangular prism and
 Student uses the selected calculates its volume using both formulas
strategy (but not both (Bennett’s and Seth’s).
formulas) to find the volume
of the prism they draw.
Volume Argument
Bennett and Seth are having an argument about the formula for finding the volume of a
rectangular prism. Bennett says that to find volume you have to know the length, height, and
width of the figure. Seth says that you only need to know the base and height of the figure.
Which student do you agree with? Why? Write an expression that shows each boy’s formula for
finding volume.
Draw a rectangular prism and label it with dimensions. How would Bennett find the volume of this
prism? How would Seth find its volume?
Transferring Teachers
5.MD.5-Task 3
addition.
Materials Paper and pencil, unifix cubes (optional)
Task Ms. Webb is switching schools and needs to pack up her classroom. She has decided to rent a moving
truck so that she can move her boxes in one trip. All of the trucks are 5 feet wide and 6 feet tall, but the
trucks have different lengths. The choices of lengths are 10 feet, 14 feet, 17 feet, 20 feet, 24 feet, and 26
feet. Find the volume of each truck to determine how much it can hold.
Ms. Webb stacked all of her boxes into a pile that is 12 feet wide, 7 feet long, and 3 feet high. Which
truck should she rent?
Ms. Bradley is also switching schools. She and Ms. Webb are thinking about renting a truck together. If
Ms. Bradley’s stack of boxes is 9 feet wide, 11 feet long, and 4 feet high, which truck would the two
teachers have to rent in order to hold all their boxes?
Rubric
Level I Level III

Level II
 Student is able to calculate the
 Student is unable to calculate volume for each truck but may  Student correctly calculates the volume for
volume without assistance. have made some calculation each truck:
 Student is unable to errors. Length Volume
determine which truck is  Student makes errors in either
needed without assistance. process or calculation when 10 ft 300 ft3
determining which size truck
14 ft 420 ft3
the teachers will need.
17 ft 510 ft3
20 ft 600 ft3
24 ft 720 ft3
26 ft 780 ft3
 Student calculates that Mrs. Webb has 252 ft3

of boxes, so the 10 ft truck should be enough
for her. However, Mrs. Bradley has 396 ft3 of
boxes, so if the two teachers share, they will
need the 24 foot truck.
Transferring Teachers
Ms. Webb is switching schools and needs to pack up her classroom. She has decided to rent a
moving truck so that she can move her boxes in one trip. All of the trucks are 5 feet wide and 6
feet tall, but the trucks have different lengths. The choices of lengths are 10 feet, 14 feet, 17 feet,
20 feet, 24 feet, and 26 feet. Find the volume of each truck to determine how much it can hold.
Ms. Webb stacked all of her boxes into a pile that is 12 feet wide, 7 feet long, and 3 feet high.
Which truck should she rent?
Ms. Bradley is also switching schools. She and Ms. Webb are thinking about renting a truck
together. If Ms. Bradley’s stack of boxes is 9 feet wide, 11 feet long, and 4 feet high, which truck
would the two teachers have to rent in order to hold all their boxes?
Taller Than PNC Plaza
5.MD.5-Task 4
addition.
Task PNC Plaza is the tallest and largest skyscraper in Raleigh. It is 538 feet high. Cassie’s Construction
Company wants to build a skyscraper that is even taller. The spot they have to build the building on is
40,000 square feet. What are some possible dimensions for the base of the building? If they build the
skyscraper to be 550 feet high, what will its volume be?
Rubric
Level I Level III

Level II
 Student needs some
 Student is unable to assistance to determine a base  Student is able to calculate a base for the
determine a base or calculate for the skyscraper. skyscraper. (200 x 200 is acceptable).
a volume for the building.  Student needs some  Student is able to calculate the volume based
assistance to calculate the on the base they have selected and a height of
volume of the building. 550 feet.
Taller Than PNC Plaza
PNC Plaza is the tallest and largest skyscraper in Raleigh. It is 538 feet high. Cassie’s Construction
Company wants to build a skyscraper that is even taller. The spot they have to build the building
on is 40,000 square feet.
What are some possible dimensions for the base of the building?
If they build the skyscraper to be 550 feet high, what will its volume be?
Draw Your Own Figure
5.MD.5-Task 5
addition.
isometric dot paper
Task Use isometric dot paper to sketch a structure. Be as simple or as complex as you like.
Now calculate the volume of your figure.
What strategies did you use to calculate its volume? How does understanding the formula for volume of
a rectangular prism help you find the volume of other solid figures?
NOTE: Students may need some practice using isometric dot paper to draw 3-dimensional figures prior to
engaging in this task.
Rubric
Level I Level III

Level II
 Student has an effective
 Student needs a lot of strategy for calculating the  Student draws a figure and successfully
assistance to calculate the volume of their figure but calculates the volume of that figure.
volume of the figure they makes some mistakes in  Student finds the volume of individual
drew. calculation or implementation. rectangular prism “chunks” of their figure and
 Student is unable to explain  Student explains how to find adds them together to find the volume of the
how knowing the formula for the volume of their figure and entire figure.
volume of a rectangular prism discusses how understanding  Student uses math language to clearly explain
applies to finding the volume the formula for volume of a how they find the volume of their figure.
of other figures. rectangular prism can help you Student explains how understanding the
find the volume of other formula for volume of a rectangular prism can
figures. However, explanation help them find the volume of figures that are
is unclear at times or may made up of rectangular prisms put together.
contain inaccuracies.
Draw Your Own Figure
Use isometric dot paper to sketch a structure. Be as simple or as complex as you like.
Now calculate the volume of your figure.
What strategies did you use to calculate its volume? How does understanding the formula for
volume of a rectangular prism help you find the volume of other solid figures?
Sears Tower
5.MD.5-Task 6
addition.
isometric dot paper
Task This is a diagram of the Sears Tower (now called the Willis Tower) skyscraper in Chicago.
The base of the tower is a 75 x 75 meter square. If each floor is 4 meters tall, what is the volume of the
Sears Tower?
TEACHER NOTE: This is a complex, many-step task. Many students will not be able to complete the entire
process without making a calculation error or losing track of one of the towers. Instead of focusing on
getting a right answer, focus on the student’s process for attacking and solving the problem.
Rubric
Level I Level III

Level II
 Student develops a strategy
 Student is unable to develop a for solving the problem but  Student develops a strategy for solving the
strategy for solving the task the strategy may be problem and carries out the strategy. There
without assistance. inconsistent or lack may be organization or calculation errors in
 Student demonstrates a understanding of part of the carrying out the strategy.
tenuous (shaky) understanding task.  Student’s strategy demonstrates a clear and
of the concept of volume.  Student’s strategy strong understanding of the concept of
 Student does not persevere demonstrates an volume.
with the task and needs understanding of the concept  Student perseveres in solving the problem.
frequent encouragement and of volume. Answer Key:
assistance in order to solve.  Student may become
frustrated with the task and The base of each tower is 625 m2, with the
need encouragement to exception of the red tower, which has a base of
persevere in solving it. 1250m2.
To find the height, you must multiply the number

of floors by 4.
Color Height Volume
Blue 50 x 4 = 200 x
200 m 625 =
125,000
m3
Green 66 x 4 = 264 x
264 m 625 =
165,000
m3
Gold 90 x 4 = 360 x
360 m 625 =
225,000
m3
Red 108 x 4 = 432 x

432 m 1250 =
540,000
m3
There are 2 blue towers = 250,000 m3
There are 2 green towers = 333,000 m3
There are 3 gold towers = 675,000 m3
There is 1 red tower = 540,000 m3
Total volume: 1,798,000m3

Sears Tower
This is a diagram of the Sears Tower (now called the Willis Tower) skyscraper in Chicago.
The base of the tower is a 75 x 75 meter square. If each floor is 4 meters tall, what is the volume
of the Sears Tower?
GRADE: 5
Unit Title: Geometry Time Frame: Fourth Marking Period

 5.G Geometry  Financial, Economic, Business, and Entrepreneurial Literacy

 Coordinate geometry can be used to represent and  How do geometric relationships help in solving problems
verify geometric/algebraic relationships. and/or make sense of phenomena?
 Everyday objects have a variety of attributes, each of  How can spatial relationships be described by careful use of
which can be measured in many ways. geometric language?
 Geometric properties can be used to construct geometric  How can measurement be used to solve problems?
figures. Higher Level Thinking Questions
 Predict what would happen if…
 Find the errors
 Can you formulate a theory about…?
 Can you group by characteristics, such as …?
 How is ___ similar to ___?
 Can you distinguish between…?

 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the
origin) arranged to coincide with the 0 on each line and a given point on the plane located by using an ordered pair of numbers,
called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis,
and the second number indicates how far to travel of the second axis, with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and
interpret coordinate values of points in the context of the situation.
 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that
category. For example, all rectangles have four right angles and squares are rectangles, so all squares have 4 right angles.
 5.G.4. Classify two-dimensional figures in a hierarchy based on properties.

 Read, interpret, and analyze a  Have students complete function tables and  Perpendicular
coordinate system develop a rule that results in a linear  Parallel
 Plot an ordered pair on a equation. Have students graph linear  Coordinate System
coordinate graph equations to interpret the significance of the  Quadrant
 Categorize plane figures by results and predict future results  Ordered pair
attributes  Students can evaluate expressions where  Origin
 Classify plane figures based on values are given for variables in expressions  Square
properties using the four operations.  Rectangle
 Various graph art  Right Angle
 Hands-On Math Projects with Real-Life  Rhombus
Applications by Judith and Gary Muschla  Trapezoid
 Quadrilateral
John A. Van de Walle
 Parallelogram
 Make a poster made out of objects in our
 Triangle
world labeling the 2-dimensional shapes
 Degree
indicated
 Acute Angle
 Write a children’s picture book illustrating
and describing geometric shapes  Obtuse Angle
 Vertex
 Straight Angle
 Geometry for Every Kid: Easy Activities that Make  Quizzes
Learning Geometry Fun by Janice Van Cleaves  Formal assessment
 Coordinate Graphing (Teacher Created Resources)  Participation
 Homework
 Rubric specific activities or projects
 Various math text’s assessments
 Teacher created assessments
 Open-ended assessments
 Math journal (writing in math)
 Teacher observation during cooperative learning groups
 Portfolios

 www.brainpop.com/educators/state_standards  Strega Nona by Tomie Depaola
 Eduplace.com/kids/mw  The Fly on the Ceiling by Glass
 Mathwire.com
 www.amathdictionaryforkids.com/definitions/index.html
 www.mathisfun.com/geometry/solid-geometry.html
 www.enchantedlearning.com/math/geometry/solids/
 www.learner.org/interactives/geometry/3d.html
Where Do the Points Go?
5.G.1 – Task 1
Domain Geometry
Cluster Graph points on the coordinate plane to solve real-world and mathematical problems.
Standard(s) 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the
intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the
plane located by using an ordered pair of numbers, called its coordinates. Understand that the first
number indicates how far to travel from the origin in the direction of one axis, and the second number
indicates how far to travel in the direction of the second axis, with the convention that the names of the
two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
Task Where Do the Points Go?

On the grid (task handout), plot the following points.
Part 1:
(2,5), (5,5), (5,2), (2,2)

Part 2:
Choose one of the points listed above. Describe how you knew where to plot the point.
Part 3:
What shape do you have when you connect the points in the order that is listed then connect last point
to first point? How do you know that you have described the correct shape?
Rubric
Level I Level III

Level II
 One of the points is not
 Student’s work shows limited plotted correctly OR  Accurately solves problem.
understanding of the  The explanation is not clear or  Part 1: The points are all plotted in the
concepts. accurate correct location.
 Part 2: The explanation is clear and accurate.
 Part 3: The shape is a square. The explanation
includes 4 right angles and 4 sides of equal
length.
Where Do the Points Go?
On the grid below, plot the following points.
Part 1:
(2,5), (5,5), (5,2), (2,2)

Part 2:
Part 3:
What shape do you have when you connect the dots in the order that is listed then connect last
point to first point? How do you know that you have described the correct shape?
What Shape Did You Plot?
5.G.1 – Task 2
Domain Geometry

Task What Shape Did You Plot?
On the grid (task handout), plot the following points.
Part 1:
(1,5), (1,1), (5,2), (5,4)
Part 2:
Part 3:
What shape do you have when you connect the points in the order that is listed then connect the last
point connect to first point? How do you know that you have described the correct shape?
Rubric
Level I Level III

Level II
 One of the points is not
 Student’s work shows limited plotted correctly OR  Accurately solves problem.
understanding of the  The explanation is not clear or  Part 1: The points are all plotted in the
concepts. accurate correct location.
 Part 2: The explanation is clear and accurate.
 Part 3: The shape is a trapezoid. The
explanation includes 4 sides and exactly 1 set
of parallel sides.
What Shape Did You Plot?
On the grid below, plot the following points.
Part 1:
(1,5), (1,1), (5,2), (5,4)

Part 2:
Part 3:
What shape do you have when you connect the dots in the order that is listed then connect the last
point to the first point? How do you know that you have described the correct shape?
Moving Around the Grid
5.G.1 – Task 3
Domain Geometry
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the
coordinate plane, and interpret coordinate values of points in the context of the situation.

Task Moving Around the Grid
Mariah and Tyrone are each drawing shapes by connecting 4 points in the order that they are plotted
them.
They both plot their first point at (1,3).
They also both plot a point 5 units to right of (1,3).
Mariah plots her next point 4 units up from her second point and she plots her last point at (1,7).
Tyrone plots his next point 4 units up and one unit to the right of his second point and he plots his last
point at (2,7).
Part 1:
On the grids (task handout) plot and label the points for Mariah and Tyrone.
Part 2:
Name the two shapes that Mariah and Tyrone created. Write a sentence for each shape explaining why
you know that you identified the shape correctly.
Rubric
Level I Level III

Level II
 One or two of the points is
 Student’s work shows limited not plotted correctly OR  Accurately solves problem.
understanding of the  The points are plotted  Part 1: The points are all plotted in the
concepts. correctly but either the correct location.
shapes are not identified  Part 2: Mariah drew a rectangle. Tyrone drew
correctly OR the explanation a parallelogram that is not a rectangle.
is not clear or accurate  The sentence for each shape is clear and
accurate.
Moving Around the Grid
Mariah and Tyrone are each drawing shapes by connecting 4 points in the order that they are
plotted.
They both plot their first point at (1,3).
They also both plot a point 5 units to right of (1,3).
Mariah plots her next point 4 units up from her second point and she plots her last point at (1,7).
Tyrone plots his next point 4 units up and one unit to the right of his second point and he plots his
last point at (2,7).
Part 1:
On the grids below plot and label the points for Mariah and Tyrone.
Mariah Tyrone
Part 2:
Name the two shapes that Mariah and Tyrone created. Write a sentence for each shape explaining
why you know that you identified the shape correctly.
What Was Created On the Grid?
5.G.1 – Task 4
Domain Geometry
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the
Materials Activity sheet
Task What Was Created On the Grid?
Jose and Ruth are each drawing shapes by connecting 4 points in the order that they are plotted.
They both plot their first point at (7, 9).

They also both plot a point at (1, 9).
Jose plots his next point 6 units down and 3 units to the right from his last point. He plots his last point at
(10, 3).
Ruth plots her next point 6 units down and 2 units to the right from his last point. She plots her last point
at (5, 3).
Part 1:
On the grids below (grids in the activity sheet) plot and label the points for Jose and Ruth.
Part 2:
Name the two shapes that Jose and Ruth created. Write a sentence for each shape explaining why you
know that you identified the shape correctly.
Rubric
Level I Level III

Level II
 One or two of the points is
 Student’s work shows limited not plotted correctly OR  Accurately solves problem.
understanding of the  The points are plotted  Part 1: The points are all plotted in the
concepts. correctly but either the correct location.
shapes are not identified  Part 2: Jose drew a parallelogram that is not a
correctly OR the explanation rectangle. Ruth drew a trapezoid.
is not clear or accurate  The sentence for each shape is clear and
accurate.
What Was Created On the Grid?
Jose and Ruth are each drawing shapes by connecting 4 points in the order that they are plotted.
They both plot their first point at (7, 9).
They also both plot a point at (1, 9).
Jose plots his next point 6 units down and 3 units to the right from his last point. He plots his last
point at (10, 3).
Ruth plots her next point 6 units down and 2 units to the right from his last point. She plots her last
point at (5, 3).
Part 1:
On the grids below plot and label the points for Jose and Ruth.
Jose Ruth
Part 2:
Name the two shapes that Jose and Ruth created. Write a sentence for each shape explaining why
you know that you identified the shape correctly.
Moving Around the Neighborhood
5.G.2 – Task 1
Domain Geometry
Standard(s) 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the
Additional standard:
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the
Materials Activity sheet

Task Moving Around the Neighborhood
Paul walks his dog around his neighborhood. He starts at his house (0,0) and walks to Paul’s house (3,2).
He then goes to Tara’s house (5,4) before returning home. Paul only walks along the streets, which run
horizontal or vertical on the grid.
Using the grid below draw Paul’s trip around the neighborhood.
How many units did Paul walk total? Write an equation to match this problem.
If each unit on the grid represents 100 yards, how many yards did Paul walk? Write a sentence to explain
your answer.
Rubric
Level I Level III

Level II
 The grid includes an accurate
 Student’s work shows limited drawing, but the distance  Accurately solves problem.
understanding of the traveled is incorrect OR  The grid shows Mark’s math along the grid
concepts.  The total distance traveled is with all horizontal and vertical lines.
correct but the drawing is not  Mark walked 18 units total. 5 units to Paul’s
accurate. house, 4 units to Tara’s house, and 9 units
back home. (5+4+9=18)
 Paul walked 1,800 yards.
 The sentence explaining their work is clear
and accurate.
Moving Around the Neighborhood
Paul walks his dog around his neighborhood. He starts at his house (0,0) and walks to Paul’s house
(3,2). He then goes to Tara’s house (5,4) before returning home. Paul only walks along the streets,
which run horizontal or vertical on the grid.
Using the grid below, draw Paul’s trip around the neighborhood.
How many units did Paul walk total? Write an equation to match this problem.
If each unit on the grid represents 100 yards, how many yards did Paul walk? Write a
sentence to explain your answer.What Shape Am I?
5.G.2 – Task 2
Domain Geometry

Task What Shape Am I?
A quadrilateral has vertices as (5,4) and (2,1). Using the grids (task handout), determine what shape is
created if the other two vertices are located at:
 (2,4) and (5,1)

 (3,4) and (6,1)
 (3,4) and (4,1)
 (3,2) and (2,6)
Select one of the shapes above. Write a sentence to explain how you found your answer.
Rubric
Level I Level III

Level II
 The grid includes an accurate
 Student’s work shows limited drawing, but the distance  Accurately solves problem.
understanding of the traveled is incorrect OR  The grid shows Mark’s math along the grid
concepts.  The total distance traveled is with all horizontal and vertical lines.
correct but the drawing is not  Mark walked 18 units total. 5 units to Paul’s
accurate. house, 4 units to Tara’s house, and 9 units
back home. (5+4+9=18)
 Paul walked 1,800 yards.
and accurate.
What Shape am I?
A quadrilateral has vertices as (5,4) and (2,1). Using the grids below, determine what shape is
created if the other two vertices are located at:
(2,4) and (5,1) (3,4) and (6,1)

(3,4) and (4,1) (3,2) and (2,6)
Select one of the shapes above. Write a sentence to explain how you found your answer.
Drawing Shapes On the Grid
5.G.2 – Task 3
Domain Geometry
Task Drawing Shapes On the Grid
Using the grids (task handout), create the following shapes:
1) A quadrilateral that has no right angles and 2 sets of parallel sides

2) A quadrilateral that has 4 right angles and 2 sets of parallel sides
3) A quadrilateral that has 4 right angles, 2 sets of parallel sides, and 4 sides of equal length
4) A quadrilateral with exactly 1 set of parallel lines and 1 right angle
Choose one of the shapes above. Write a sentence explaining how you created the shape.
Rubric
Level I Level III

Level II
 The shapes are named
 Student’s work shows limited correctly, but the pictures are  Accurately solves problem.
understanding of the not correct. OR  Each shape meets the conditions presented.
concepts.  The pictures are correct but  1) A parallelogram that is not a rectangle; 2)
the shapes are not named rectangle, 3) square, 4) trapezoid with a right
correctly. angles or right trapezoid
and accurate.
Drawing Shapes on the Grid
Using the grids below, draw and name the following shapes:
1) A quadrilateral that has no right angles and 2 sets of parallel sides

2) A quadrilateral that has 4 right angles and 2 sets of parallel sides
3) A quadrilateral that has 4 right angles, 2 sets of parallel sides, and 4 sides of equal length
4) A quadrilateral with exactly 1 set of parallel lines and 1 right angle
Shape:______________ Shape: ______________

Shape: _____________ Shape: ______________
Select one of the shapes above. Write a sentence to explain how you created the shape.
Plotting the Course
5.G.2 – Task 4
Domain Geometry
Task Plotting the Course
In order to plot the course for the annual Girls on the Run race, school officials look at a map (see the grid
below). What options do the school officials have if they want the race to be 1,600 yards long? Each unit
on the grid represents 100 yards.
Part 1:
How many units long should the race be? Remember: Each unit on the grid represents 100 yards.
Part 2:
Draw three possible solutions on the grids below. The course only includes horizontal and vertical lines
on the grid below. Grids on the activity sheet.
Part 3:
Write a sentence about how you determined the course.
Rubric
Level I Level III

Level II
 The number of units is
 Student’s work shows correctly calculated but the  Accurately solves problem.
limited understanding of the drawings do not show a  Part 1: 1,600 yards divided by 100 yards per
concepts. perimeter of 16 units. OR unit equals 16 units.
 Answers in Part 1 and 2 are  Part 2: The grids reflect 3 different solutions
correct but the explanation is that have a perimeter of 16 units.
not clear or accurate.  Part 3: The sentence explaining their strategy
is clear and accurate.
Plotting the Course
Plan the path for the annual Girls on the Run Race. Using the grids below create three possible
paths that are 1,600 yards long? Each unit on the grid represents 100 yards.
Part 1: How many units long should the race be? Remember: Each unit on the grid represents 100
yards.
Part 2: Draw three possible solutions on the grids below.

Part 3: Write a sentence below about
how you determined the course.
Classifying Shapes
5.G.4 – Task 1
Domain Geometry
Cluster Classify two-dimensional shapes into categories based on their properties.
Standard(s) 5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all
subcategories of that category. For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
Task Classifying Shapes
Part 1:
What are the three names that could be used to describe this shape? For each name, explain what
properties the shape has that meets the conditions to be classified by that name.
.
Part 2:
Two of the three names from Part 1 can be used to identify shapes that look different than the shape
above. For each of those names, draw a different example of those shapes.
Part 3:
For the two names used in Part 2, write a sentence explaining how the properties of the examples meet
the conditions to be classified by that name.
Rubric
Student’s work shows limited Students’ explanations for one or  Accurately solves problem.
understanding of the concepts. two parts of the task are not clear  Part 1: The shape could be named a square,
or accurate. rectangle, or parallelogram. Square- 4 sides
of equal length, 4 right angles, 2 sets of
parallel sides. Rectangle- 4 right angles, 2
sets of parallel sides. Parallelogram- 2 sets
of parallel sides.
 Part 2: Rectangle and parallelograms are the
two names that could look different. The
drawing shows a rectangle that is not a
square and a parallelogram that is not a
square.
Part 3: Rectangle- 4 right angles, 2 sets of
parallel sides. Parallelogram- 2 sets of parallel
sides.
Classifying Shapes
Part 1:
What are the three names that could be used to describe this shape? For each name, explain what
properties the shape has that meets the conditions to be classified by that name.
Part 2:
Two of the three names can be used for shapes that look different than the shape above. For each
of those names draw two different examples of those shapes.
Part 3:
For the two names used in Part 2, write a sentence explaining how the properties of the examples
meet the conditions to be classified by that name.
Trapezoids or Parallelograms
5.G.4 – Task 2
Domain Geometry
Materials Geoboard, task handout
Online geoboard can be found at this site:
http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3.html?open=activities
Task Trapezoids or Parallelograms
On your geoboard, create the following shapes. After you create them, draw them on your activity sheet
and label them as trapezoids or parallelograms.
Part 1:
1) A shape with two sets of parallel sides and no right angles.

2) A shape with exactly one set of parallel sides and no right angles.
3) A shape with two sets of parallel sides and 2 or more right angles.
4) A shape with exactly one set of parallel sides and 2 or more right angles.
Part 2:
While doing Part 1 above, Kyle said, on problem 3 every time I make a shape with 2 sets of parallel sides I
create a shape with 4 right angles. It is impossible to make a shape with 2 sets of parallel sides and only
have two right angles.
Is Kyle correct? Write a sentence explaining why or why not?

Rubric
Level I Level III

Level II
 Students’ explanations for
 Student’s work shows one or two parts of the task  Accurately solves problem.
limited understanding of are not clear or accurate.  Part 1: 1) A parallelogram that is not a rectangle,
the concepts. 2) A trapezoid with no right angles, 3) A rectangle
or square, 4) A trapezoid with 2 right angles (right
trapezoid)
 Part 2: Jesus is correct. When you create a shape
with 2 sets of parallel sides, the opposite angles
must be equal. If you have 2 right angles with 2
sets of parallel sides, then all 4 angles must be
equal. That means you must have 4 right angles.
Trapezoids or Parallelograms
On your geoboard, create the following shapes. After you create them, record and label them as
trapezoids or parallelograms below.
Part 1:
1) A shape with two sets of parallel sides and no right angles.

2) A shape with exactly one set of parallel sides and no right angles.
3) A shape with two sets of parallel sides and 2 or more right angles.
4) A shape with exactly one set of parallel sides and 2 or more right angles.
Part 2:
While doing Part 1 above, Kyle said, on problem 3 every time I make a shape with 2 sets of parallel
sides I create a shape with 4 right angles. It is impossible to make a shape with 2 sets of parallel
sides and only have two right angles.
Is Kyle correct? Write a sentence explaining why or why not?

Squares, Rhombuses, and Rectangles
5.G.4 – Task 3
Domain Geometry
Materials Geoboard, task handout
Online geoboard can be found at this site:
http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3.html?open=activities
Task Squares, Rhombuses, and Rectangles
Part 1
Using your Geoboard make the following shapes. Draw the shapes on the task handout and name them
based on their characteristics.
1) A quadrilateral that has a perimeter of 16 units and 4 right angles that has 4 sides of equal length.
2) A quadrilateral that has a perimeter of 16 units and 4 right angles and 2 sets of sides that are
equal length. All 4 sides are not the same length.
3) A quadrilateral that has 4 sides of equal length and 2 obtuse angles.
4) A quadrilateral that has 2 obtuse angles and 2 sets of sides with equal length. All 4 sides are not
the same length.
Part 2
While working on the tasks above, Sam commented, “I feel like rectangles and rhombuses are both
related to a square, but such different shapes.” Help Sam.
How are rectangles similar to and different from squares?
How are rhombuses similar to and different from squares?
Part 3:
How are rhombuses and rectangles similar to and different from each other?
Rubric
Level I Level III

Level II
 Students’
 Student’s work explanations for  Accurately solves problem.
shows limited one or two parts  Part 1: 1) square that has a side length of 4 units; 2) a rectangle that
understanding of of the task are is not a square with a perimeter of 16; 3) a rhombus; 4) A
the concepts. not clear or parallelogram that is not a rectangle or a rhombus.
accurate.  Part 2: Rectangles and squares both have 4 right angles. Squares have
4 sides of equal length while rectangles have 2 sets of sides with
equal length. Rhombuses and squares both have 4 sides with equal
length. A rhombus can have either 4 right angles OR 2 obtuse and 2
acute angles, while a square must have 4 right angles.
 Part 3: Rectangles and rhombuses are different in terms of their angle
measure- a rectangle must have 4 right angles, while a rhombus can
have either 2 obtuse and 2 acute angles or 4 right angles. Rhombuses
must have 4 sides of equal length, while a rectangle could have 4
sides of equal length OR 2 sets of sides with equal length.
Squares, Rhombuses and Rectangles
Part 1
Using your Geoboard make the following shapes. Draw the shapes on the task handout and name
them based on their characteristics.
1) A quadrilateral that has a perimeter of 16 units and 4 right angles that has 4 sides of equal
length.
2) A quadrilateral that has a perimeter of 16 units and 4 right angles and 2 sets of sides that are
equal length. All 4 sides are not the same length.
3) A quadrilateral that has 4 sides of equal length and 2 obtuse angles.
4) A quadrilateral that has 2 obtuse angles and 2 sets of sides with equal length. All 4 sides are
not the same length.
Part 2
While working on the tasks above, Sam commented, “I feel like rectangles and rhombuses are both
related to a square, but such different shapes.” Help Sam.
How are rectangles similar to and different from squares?
How are rhombuses similar to and different from squares?
Part 3:
How are rhombuses and rectangles similar to and different from each other?

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How are rectangles similar to and different from squares?

How are rectangles similar to and different from squares?

How are rhombuses similar to and different from squares?

How are rhombuses similar to and different from squares?

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

MATHEMATICS UNIT GUIDE

Standard 21st Century Theme

Enduring Understandings: Essential Questions:

Cumulative Progress Indicator Number(s):

Resource Materials Assessments

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Materials Paper and pencil

Level I Level III

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Materials Paper and pencil

Level I Level III

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Materials Paper and pencil, Activity sheet

Task Value of a Digit

Level I Level III

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Task Comparing Digits

With base ten blocks show or draw a picture of both numbers.

Level I Level III

With base ten blocks show or draw a picture of both numbers.

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Materials Paper and pencil

 When does Veronica’s statement (conjecture) work?

Level I Level III

 When does Veronica’s statement (conjecture) work?

 When doesn’t Veronica’s statement (conjecture) work?

 Rewrite Veronica’s statement (conjecture) so that it is true for ALL numbers.

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Materials Paper and pencil

Mercury Venus Earth

5.7 x 107 km 1.08 x 108 km 1.5 x 108 km

How far is each planet from the sun in million kilometers?

What is the benefit of using powers of ten to represent numbers?

Level I Level III

Mercury Venus Earth

5.7 x 107 km 1.08 x 108 km 1.5 x 108 km

How far is each planet from the sun in million kilometers?

What is the benefit of using powers of ten to represent numbers?

Domain Number and Operations in Base Ten

Cluster Understand the place value system.

Standard(s) 5.NBT.3 Read, write, and compare decimals to thousandths.

Materials Paper and pencil

Country Time (in

United States 47.52

Put the countries in order from first to last place.

Level I Level III

Country Time (in

Domain Number and Operations in Base Ten