Math Resources
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, 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 + ยฝ = 3/7, by observing that 3/7 < ยฝ.
MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
Practice (choose EASY and MEDIUM)
Locate the Alien
Dino Dig (locate points in quadrant 1)
Stock the Shelves (All 4 quadrants)
Math Dictionaries:
MATH IS FUN; INTERMATH ; MathDictionaryforKids VocabularyGames
Math Help: Dr. Math
MATH IS FUN; INTERMATH ; MathDictionaryforKids VocabularyGames
Math Help: Dr. Math
Practice basic facts:
Number Triangle (level 2)
Number Triangle (level 3)
Math standards currently being studied:
Unit 8:
MGSE5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a รท 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. Example: 3
5
can be
interpreted as โ3 divided by 5 and as 3 shared by 5โ.
Connecting Fractions & Division (video)
MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.
Examples: ๐
๐
ร ๐ as ๐
๐
ร ๐
1
and ๐
๐
ร ๐
๐ = ๐๐
๐๐
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.
Multiplying Fractions (direct instruction)
Multiplying Fraction with Models
Multiplying Fractions (practice)
Multiplying Fractions (practice2)
Multiplying Fractions (word problems)
Multiply Fractions and whole numbers (practice)
Multiply 3 or more fractions and whole numbers (video lesson)
SNOW SPRINT (game)
Soccer (game)
Penalty Shootout (game)
MGSE5.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. Example: 4 x 10 is twice as large as 2 x
10.
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 =
(nรa)/(nรb) to the effect of multiplying a/b by 1.
MGSE5.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.
MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions. 23
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) รท 4, and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that (1/3) รท 4 =
1/12 because (1/12) ร 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 รท (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 รท (1/5) = 20 because 20 ร (1/5) = 4.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 รท (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 รท (1/5) = 20 because 20 ร (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 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Unit 7:
Related Skills
Simplify Fractions- (video) (practice)
Equivalent Fractions- (video) (game)
Convert Improper Fractions to Mixed Numbers (game)
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.
Add and Subtract Fractions (video lesson)
Unit 6:
MGSE5.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.
Multiply decimal by decimal (modeling) VIDEO
Multiplying mixed decimal by mixed decimal (modeling) VIDEO
Decimal Arithmetic (algorithms) VIDEO
Multiplying Decimals (practice) (Game) (Basketball)
Dividing Decimals (algorithm)
Multiply / Divide Decimals Practice
Unit 5:
MGSE5.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.
Adding and Subtracting Decimals (modeling) VIDEO
Add / Subtract Decimals Practice
Unit 4:
MGSE5.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.
NOTES: Our number system is the Hindu-Arabic system. This means that the digits used are 0 - 9. The position of the digit in a number defines its value.This is a base-ten system. In a base-ten system, the place value is 10 times as great as the place value immediately to its right and 1/10 as great as the place value to the immediately left. In the number 12,486 the 2 is in the thousands place and has a value of 2000. In the number 45,268, the two is in the hundreds place and has a value of 200.
Practice (paper/pencil)
Practice (paper/pencil)
MGSE5.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.
MGSE5.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 ร 100 + 4 ร 10 + 7 ร 1 + 3 ร (1/10) + 9 ร (1/100) + 2 ร (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.
MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
Unit 3:
MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
OTTER RUSH (a fun way to practice exponents)
Connect 4 (order of operations game)
GAME
VIDEO #2
MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation โadd 8 and 7, then multiply
by 2โ as 2 ร (8 + 7). Recognize that 3 ร (18932 + 921) is three times as large as 18932 + 921, without
having to calculate the indicated sum or product.
(VIDEO)VIDEO #2
Unit 1:
MGSE5.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).
Coordinate Plane (video)
Ordered Pairs VideoCoordinate Plane (video)
Practice (choose EASY and MEDIUM)
Locate the Alien
Dino Dig (locate points in quadrant 1)
MGSE5.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.
MGSE5.OA.3 Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.
MGSE5.OA.3 Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.
Unit 2
MGSE5.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.
MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other
strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
- Click on the following links to view ways to multiply:
- Drag and Drop (practice using the standard algorithm)
- Math Playground (practice using standard algorithm: 2-digits by 2-digits)
- Practice X or / Facts AplusMath AAAmath
MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
- Click the following links to view ways to divide:
- Partial Quotients
- Area models to visualize division using place value
- LONG DIVISION (DMSCB) video1(Khan Academy)
- LONG DIVISION (DMSCB) video2 (MathAntics)
