Baden5thGrade

Explanation sentence starter:  In this problem I used ______________ because...    (This sentence starter will help the student to begin explaining their strategy.  For example if it is a problem that involves fractions the explanation might be: This problem uses fractions because there are pieces rather than 1 whole. I know that fractions are used when there is less than one whole. The bottom number is called the denominator and indicates (or tells) how many pieces the entire whole is cut into. For example: 7/12 means that there are 12 pieces of the whole. 7 is the top number, which is called the numerator and indicates (or tells) how many are left out of the denominator, or how many are used out of the indicator.

Number and Operations in Base Ten
Understand the Place Value System
Standard: 5.NBT.A.1

Number and Operations in Base Ten
Understand the Place Value System
Standard: 5.NBT.A.2: As students explore products of expressions with multiple factors of 10 (that is 10 x 10 x 10), they easily see patterns with the number of zeroes in the product but also need to recognize that each time they multiply by ten, the place value of the product shifts one place to the left and is ten times greater. Students also learn the notation of exponents to express
powers of ten with the exponent telling the number of times 10 is used as a factor. 10 x 10 = 102 = 100
10 x 10 x 10 = 103 = 1000.

Number and Operations in Base Ten
Understand the Place Value System
Standard: 5.NBT.A.3: As students begin to work with decimals by extending their place value understanding of whole numbers and the relationship among decimal places, reading and writing decimals are essential skills. Reading 13.45 as thirteen point
forty-five has no meaning and does not support understanding of decimal place value or the meaning of 0.45 as forty-five
hundredths, which can also be written as a fraction. It is critical that teachers read decimals and model decimals
correctly: 13.45 is read thirteen and forty-five hundredths.

Number and Operations in Base Ten
Understand the Place Value System
Standard: 5.NBT.A.4: Building on previous experiences rounding whole numbers, students generalize those experiences and understandings to include decimal numbers. Teachers should provide activities in which students round to a given place value, for example, round 2.36 to the nearest tenth, noting that, in real life, people need to determine to what place value a number should be rounded in a particular context. Presenting problem situations and letting students discuss what place value makes most
sense for rounding in that situation connects the mathematics to everyday life applications. 

Number and Operations in Base Ten
Perform Operations with multi-digit whole numbers and with decimals to hundredths.
Standard: 5.NBT.B.7: Students extend previous experiences with adding and subtracting whole numbers and their understanding of decimal place value to add and subtract decimals. They begin with modeling using base-ten blocks or grid paper models and
relate those models to written equations. Students explain their thinking in composing and decomposing numbers. It is
important that conceptual understanding is built on place value rather than to simply line up the decimal points and
compute. 

Measurement and Data
Geometric Measurement: Understand concepts of volume and relate volume to multiplication and to addition.
Standard: 5.MD.C.3: Students begin to recognize that volume as an attribute of solid figures and zero in on the understanding of volume measurement. Students will learn that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. Fifth
graders will select appropriate units, strategies, and tools for solving problems that involve estimating and measuring
volume. This concept should extend from their understanding of area with the idea that students are covering an area
(bottom of cube) with a layer of unit cubes and then adding layers of unit cubes on top.

Measurement and Data
Geometric Measurement: Understand concepts of volume and relate volume to multiplication and to addition.
Standard: 5.MD.C.4: When investigating volume, students should have ample experiences with concrete manipulatives before moving to pictorial representations. As students develop their understanding of volume, they recognize that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. The cubic unit is written with an exponent of 3 (e.g., in3, m3
,cm3). Students connect this notation to their understanding of powers of 10 in our place value system. Models of cubic
inches, cubic centimeters, cubic feet, etc. are helpful in developing an image of a cubic unit.

Measurement and Data
Geometric Measurement: Understand concepts of volume and relate volume to multiplication and to addition.
Standard: 5.MD.C.5: This standard calls for students to extend their work with the area of composite figures into the context of volume.