# Fifth Grade Math, Ver. 2.0

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```Math Pacing Guide Timeline
Fifth Grade
Pacing
Unit 1
6 Weeks
Aug 7-Sept
19
(30 days)
Unit Content
Whole Number; Operation
NGSS Connections


5.OA.1—Reasoning
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
5.OA.2—Reasoning
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 of product.
5.OA.3—Reasoning
Generate two numerical patterns using
two given rules. Identify apparent
relationships between corresponding
terms. Form ordered pairs consisting of
corresponding terms for two patterns,
and graph the ordered pairs on a
coordinate plane. For example, given the
rule “Add 3” and the starting number 0,
and the given rule “Add 6” and the
starting number 0, generate the terms in
the resulting sequences, and observe that
the terms in one sequence are twice the
corresponding terms in the other
Resources
Math In Focus (MIF) Ch.
1, 2, 8
Engage New York (ENY)
Module 1 & 2
sequence. Explain informally why this is
so.
5.NBT.1—Knowledge
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-PS1-1. Develop a
model to describe that
matter is made of
particles too small to
be seen.
5.NBT.2*—Reasoning
Explain pattern 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.
5-ESS1-1. Support an
argument that
differences in the
apparent brightness of
the sun compared to
other stars is due to
their relative distances
from Earth.
5.NBT.5—Knowledge
Fluently multiply multi-digit whole
numbers using the standard algorithm.
5.NBT.6—Reasoning
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.3a—Knowledge
Read, write, and compare decimals to
thousandths: 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).
5.NBT.3b—Reasoning
Read, write, and compare decimals to
thousandths: 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—Knowledge
Use place value understanding to round
decimals to any place.
*Powers of 10 Supp
Unit 2
5 Weeks
Sept 22-Oct
30
(24 days)
Fractions; Add & Sub. Fractions; Mixed
Numbers
5.NF.1—Reasoning
Add and subtract fractions with unlike
denominators (including mixed numbers)
by replacing given 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)


MIF Ch. 3
ENY Module 3
5.NF.2—Reasoning
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—Reasoning
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 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?
5.OA.1—Reasoning
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
5.OA.3—Reasoning
Generate two numerical patterns using
two given rules. Identify apparent
relationships between corresponding
terms. Form ordered pairs consisting of
corresponding terms for two patterns,
and graph the ordered pairs on a
coordinate plane. For example, given the
rule “Add 3” and the starting number 0,
and the given rule “Add 6” and the
starting number 0, generate the 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.
Unit 3
6 Weeks
Nov 4-Dec 19
(30 days)
Fractions; Mult. & Div. Fractions
5.NF.3-- Reasoning
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 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?


MIF Ch. 4
ENY Module 4
5.NF.4a—Reasoning
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 a result of a
sequence of operations a x 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.)
5.NF.4b—Performance Skill
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.
5.NF.5a—Reasoning
Interpret multiplication as scaling
(resizing), by: 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.
5.NF.5b—Reasoning
Interpret multiplication as scaling
(resizing), by: 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.
5.NF.6—Reasoning
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.7a—Reasoning
Apply and extend previous
understandings of division to divide unit
fractions by whole numbers and whole
numbers by unit fractions. 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.
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) divided by 4, and
use a visual fraction model to show the
quotient. Use relationships between
multiplication and division to explain that
(1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.
5.NF.7b—Reasoning
Apply and extend previous
understandings of division to divide unit
fractions by whole numbers and whole
numbers by unit fractions. 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.
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 x (1/5) = 4.
5.NF.7c—Reasoning
Apply and extend previous
understandings of division to divide unit
fractions by whole numbers and whole
numbers by unit fractions. 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.
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?
5.MD.2—Reasoning
Make a line plot to display a data set of
measurements in fractions of a unit (1/2,
1/4, 1/8). Use operations of 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.
Unit 4
4 Weeks
Jan 5-Jan 30
(19 days)

Decimals; Mult. & Div. Decimals
5.NBT.2—Reasoning
Explain pattern 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.
5.NBT.7—Reasoning
Add, subtract, multiply, and divide
decimals to hundredths, using concrete
5-ESS1-1. Support an
argument that
differences in the
apparent brightness of
the sun compared to
other stars is due to
their relative distances
from Earth.

MIF - Supp Add/Sub
Chapter 9
ENY - Module 1&2
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.
5.OA.1—Reasoning
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
5.OA.2—Reasoning
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 of product.
Unit 5
4 Weeks
Feb 2- Feb 27
(18 days)
Geometry; Coordinate Plane
5.G.1—Knowledge
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


MIF - Supplement
ENY - Module 6
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.2—Reasoning
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.OA.2—Reasoning
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 of product.
5.OA.3—Reasoning
Generate two numerical patterns using
two given rules. Identify apparent
relationships between corresponding
terms. Form ordered pairs consisting of
corresponding terms for two patterns,
and graph the ordered pairs on a
coordinate plane. For example, given the
rule “Add 3” and the starting number 0,
and the given rule “Add 6” and the
starting number 0, generate the terms in
the resulting sequences, and observe that
5-ESS1-2. Represent
data in graphical
displays to reveal
patterns of daily
changes in length and
direction of shadows,
day and night, and the
seasonal appearance of
some stars in the night
sky.
5-ESS2-2. Describe
and graph the amounts
and percentages of
water and fresh water
in various reservoirs to
provide evidence
about the distribution
of water on Earth.
the terms in one sequence are twice the
corresponding terms in the other
sequence. Explain informally why this is
so.
Unit 6
3 Weeks
Mar 2-Mar
18
(12 days)
Geometry; 2D Shapes


MIF - Ch. 13
ENY - Module 5


MIF - Ch. 15
ENY - Module 5
5.G.3—Knowledge
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.
5.G.4—Reasoning
Classify two-dimensional figures in a
hierarchy based on properties.
Unit 7
4 Weeks
Mar 19- Apr
17
(17 days)
Volume; Measurement
5.MD.3a—Knowledge
Recognize volume as an attribute of solid
figures and understands 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.
5.MD.3b—Knowledge
Recognize volume as an attribute of solid
figures and understands concepts of
volume measurement.
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—Knowledge
Measure volumes by counting unit cubes,
using cubic cm, cubic in., cubic ft., and
improvised units.
5.MD.5a—Performance Skill
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 the edge lengths,
equivalently by multiplying the height by
the area of the base. Represent threefold
whole-number procedures as volumes,
e.g., to represent the associative
property of multiplication.
5.MD.5b—Reasoning
Relate volume to the operations of
multiplication and addition and solve real
world and mathematical problems
involving volume.
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 lengths in the context of
solving real world and mathematical
problems.
5.MD.5c—Reasoning
Relate volume to the operations of
multiplication and addition and solve real
world and mathematical problems
involving volume.
c. Recognize volume as additive. Find
volumes of solid figures composed of two
non-overlapping right rectangular prisms
by adding the volumes of the nonoverlapping parts, applying this
technique to solve real world problems.
5.NBT.5-- Knowledge
Fluently multiply multi-digit whole
numbers using the standard algorithm.
Unit 8
2 Weeks
Apr 20- Apr
30
(9 days)
Measurement; Conversions; Line Plots
5.MD.1—Reasoning
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—Reasoning
Make a line plot to display a data set of
measurements in fractions of a unit (1/2,
1/4, 1/8). Use operations of 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
5-PS1-2. Measure and
graph quantities to
provide evidence that
regardless of the type
of change that occurs
when heating, cooling,
or mixing substances,
the total weight of
matter is conserved.
5-LS1-1. Support an
argument that plants
get the materials they
need for growth
chiefly from air and
water.
contain if the total amount in all the
beakers were redistributed equally.
Unit 9
# Weeks
May 1- May
8
(6 days)
Review; Problem Solving
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The content structure of the provided text is a pacing guide for a fifth-grade math curriculum, detailing units, their duration, and the specific mathematical standards and objectives covered in each unit. The text includes several examples of mathematical questions and problems, particularly in the context of fractions, decimals, and geometry, but does not provide answers to these questions.
multiple_questions
Given a text passage, determine:
    1. If it contains a mathematical question (including word problems or calculations)
    2. If an answer to that mathematical question is provided in the text

First, describe the content structure you found in 1-2 sentences.

Then provide your analysis in the following format:
TYPE: <one of the following values>
- NO_QUESTION
- SINGLE_QUESTION
- SINGLE_QUESTION_WITH_ANSWER
- MULTIPLE_QUESTIONS
- MULTIPLE_QUESTIONS_WITH_ANSWERS
system
# Fifth Grade Math, Ver. 2.0

advertisement
```Math Pacing Guide Timeline
Fifth Grade
Pacing
Unit 1
6 Weeks
Aug 7-Sept
19
(30 days)
Unit Content
Whole Number; Operation
NGSS Connections


5.OA.1—Reasoning
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
5.OA.2—Reasoning
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 of product.
5.OA.3—Reasoning
Generate two numerical patterns using
two given rules. Identify apparent
relationships between corresponding
terms. Form ordered pairs consisting of
corresponding terms for two patterns,
and graph the ordered pairs on a
coordinate plane. For example, given the
rule “Add 3” and the starting number 0,
and the given rule “Add 6” and the
starting number 0, generate the terms in
the resulting sequences, and observe that
the terms in one sequence are twice the
corresponding terms in the other
Resources
Math In Focus (MIF) Ch.
1, 2, 8
Engage New York (ENY)
Module 1 & 2
sequence. Explain informally why this is
so.
5.NBT.1—Knowledge
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-PS1-1. Develop a
model to describe that
matter is made of
particles too small to
be seen.
5.NBT.2*—Reasoning
Explain pattern 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.
5-ESS1-1. Support an
argument that
differences in the
apparent brightness of
the sun compared to
other stars is due to
their relative distances
from Earth.
5.NBT.5—Knowledge
Fluently multiply multi-digit whole
numbers using the standard algorithm.
5.NBT.6—Reasoning
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.3a—Knowledge
Read, write, and compare decimals to
thousandths: 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).
5.NBT.3b—Reasoning
Read, write, and compare decimals to
thousandths: 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—Knowledge
Use place value understanding to round
decimals to any place.
*Powers of 10 Supp
Unit 2
5 Weeks
Sept 22-Oct
30
(24 days)
Fractions; Add & Sub. Fractions; Mixed
Numbers
5.NF.1—Reasoning
Add and subtract fractions with unlike
denominators (including mixed numbers)
by replacing given 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)


MIF Ch. 3
ENY Module 3
5.NF.2—Reasoning
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—Reasoning
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 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?
5.OA.1—Reasoning
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
5.OA.3—Reasoning
Generate two numerical patterns using
two given rules. Identify apparent
relationships between corresponding
terms. Form ordered pairs consisting of
corresponding terms for two patterns,
and graph the ordered pairs on a
coordinate plane. For example, given the
rule “Add 3” and the starting number 0,
and the given rule “Add 6” and the
starting number 0, generate the 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.
Unit 3
6 Weeks
Nov 4-Dec 19
(30 days)
Fractions; Mult. & Div. Fractions
5.NF.3-- Reasoning
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 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?


MIF Ch. 4
ENY Module 4
5.NF.4a—Reasoning
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 a result of a
sequence of operations a x 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.)
5.NF.4b—Performance Skill
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.
5.NF.5a—Reasoning
Interpret multiplication as scaling
(resizing), by: 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.
5.NF.5b—Reasoning
Interpret multiplication as scaling
(resizing), by: 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.
5.NF.6—Reasoning
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.7a—Reasoning
Apply and extend previous
understandings of division to divide unit
fractions by whole numbers and whole
numbers by unit fractions. 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.
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) divided by 4, and
use a visual fraction model to show the
quotient. Use relationships between
multiplication and division to explain that
(1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.
5.NF.7b—Reasoning
Apply and extend previous
understandings of division to divide unit
fractions by whole numbers and whole
numbers by unit fractions. 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.
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 x (1/5) = 4.
5.NF.7c—Reasoning
Apply and extend previous
understandings of division to divide unit
fractions by whole numbers and whole
numbers by unit fractions. 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.
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?
5.MD.2—Reasoning
Make a line plot to display a data set of
measurements in fractions of a unit (1/2,
1/4, 1/8). Use operations of 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.
Unit 4
4 Weeks
Jan 5-Jan 30
(19 days)

Decimals; Mult. & Div. Decimals
5.NBT.2—Reasoning
Explain pattern 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.
5.NBT.7—Reasoning
Add, subtract, multiply, and divide
decimals to hundredths, using concrete
5-ESS1-1. Support an
argument that
differences in the
apparent brightness of
the sun compared to
other stars is due to
their relative distances
from Earth.

MIF - Supp Add/Sub
Chapter 9
ENY - Module 1&2
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.
5.OA.1—Reasoning
Use parentheses, brackets, or braces in
numerical expressions, and evaluate
expressions with these symbols.
5.OA.2—Reasoning
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 of product.
Unit 5
4 Weeks
Feb 2- Feb 27
(18 days)
Geometry; Coordinate Plane
5.G.1—Knowledge
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


MIF - Supplement
ENY - Module 6
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.2—Reasoning
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.OA.2—Reasoning
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 of product.
5.OA.3—Reasoning
Generate two numerical patterns using
two given rules. Identify apparent
relationships between corresponding
terms. Form ordered pairs consisting of
corresponding terms for two patterns,
and graph the ordered pairs on a
coordinate plane. For example, given the
rule “Add 3” and the starting number 0,
and the given rule “Add 6” and the
starting number 0, generate the terms in
the resulting sequences, and observe that
5-ESS1-2. Represent
data in graphical
displays to reveal
patterns of daily
changes in length and
direction of shadows,
day and night, and the
seasonal appearance of
some stars in the night
sky.
5-ESS2-2. Describe
and graph the amounts
and percentages of
water and fresh water
in various reservoirs to
provide evidence
about the distribution
of water on Earth.
the terms in one sequence are twice the
corresponding terms in the other
sequence. Explain informally why this is
so.
Unit 6
3 Weeks
Mar 2-Mar
18
(12 days)
Geometry; 2D Shapes


MIF - Ch. 13
ENY - Module 5


MIF - Ch. 15
ENY - Module 5
5.G.3—Knowledge
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.
5.G.4—Reasoning
Classify two-dimensional figures in a
hierarchy based on properties.
Unit 7
4 Weeks
Mar 19- Apr
17
(17 days)
Volume; Measurement
5.MD.3a—Knowledge
Recognize volume as an attribute of solid
figures and understands 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.
5.MD.3b—Knowledge
Recognize volume as an attribute of solid
figures and understands concepts of
volume measurement.
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—Knowledge
Measure volumes by counting unit cubes,
using cubic cm, cubic in., cubic ft., and
improvised units.
5.MD.5a—Performance Skill
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 the edge lengths,
equivalently by multiplying the height by
the area of the base. Represent threefold
whole-number procedures as volumes,
e.g., to represent the associative
property of multiplication.
5.MD.5b—Reasoning
Relate volume to the operations of
multiplication and addition and solve real
world and mathematical problems
involving volume.
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 lengths in the context of
solving real world and mathematical
problems.
5.MD.5c—Reasoning
Relate volume to the operations of
multiplication and addition and solve real
world and mathematical problems
involving volume.
c. Recognize volume as additive. Find
volumes of solid figures composed of two
non-overlapping right rectangular prisms
by adding the volumes of the nonoverlapping parts, applying this
technique to solve real world problems.
5.NBT.5-- Knowledge
Fluently multiply multi-digit whole
numbers using the standard algorithm.
Unit 8
2 Weeks
Apr 20- Apr
30
(9 days)
Measurement; Conversions; Line Plots
5.MD.1—Reasoning
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—Reasoning
Make a line plot to display a data set of
measurements in fractions of a unit (1/2,
1/4, 1/8). Use operations of 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
5-PS1-2. Measure and
graph quantities to
provide evidence that
regardless of the type
of change that occurs
when heating, cooling,
or mixing substances,
the total weight of
matter is conserved.
5-LS1-1. Support an
argument that plants
get the materials they
need for growth
chiefly from air and
water.
contain if the total amount in all the
beakers were redistributed equally.
Unit 9
# Weeks
May 1- May
8
(6 days)
Review; Problem Solving
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The content structure of the provided text is a pacing guide for a fifth-grade math curriculum, detailing units, their duration, and the specific mathematical standards and objectives covered in each unit. The text includes several examples of mathematical questions and problems, particularly in the context of fractions, decimals, and geometry, but does not provide answers to these questions.

TYPE: MULTIPLE_QUESTIONS