Grade 5

Eureka
Essentials

Contact: @rebeccacpoon [email protected]

 Grade 5

Overview 3
How to Read Eureka Essentials 3
How to Approach Pacing 4
References 4

Module 1: Place Value and Decimal Fractions 5

Topic A: Multiplicative Patterns on the Place Value Chart 7
Topic B: Decimal Fractions and Place Value Patterns 10
Topic C: Place Value and Rounding Decimal Fractions 10
Topic D: Adding and Subtracting Decimals 11
Topic E: Multiplying Decimals 12
Topic F: Dividing Decimals 13

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations 16

Topic A: Mental Strategies for Multi-Digit Whole Number Multiplication 17
Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication 18
Topic C: Decimal Multi-Digit Multiplication 20
Topic D: Measurement Word Problems with Whole Number and Decimal Multiplication 21
Topic E: Mental Strategies for Multi-Digit Whole Number Division 23
Topic F: Partial Quotients and Multi-Digit Whole Number Division 24
Topic G: Partial Quotients and Multi-Digit Decimal Division 27
Topic H: Measurement Word Problems with Multi-Digit Division 30

Module 3: Addition and Subtraction of Fractions 31

Topic A: Equivalent Fractions 33
Topic B: Making Like Units Pictorially 34
Topic C: Making Like Units Numerically 37
Topic D: Further Applications 40

Module 4: Multiplication and Division of Fractions and Decimal 43

Topic A: Line Plots of Fraction Measurements 44
Topic B: Fractions as Division 44
Topic C: Multiplication of a Whole Number by a Fraction 46
Topic D: Fraction Expressions and Word Problems 46
Topic E: Multiplication of a Fraction by a Fraction 47
Topic F: Multiplication with Fractions and Decimals as Scaling and Word Problems 48
Topic G: Division of Fractions and Decimal Fractions 48
Topic H: Interpretation of Numerical Expressions 49

Module 5: Addition and Multiplication with Volume and Area 50

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 Grade 5

Topic A: Concepts of Volume 51

Topic B: Volume and the Operations of Multiplication and Addition 51
Topic C: Area of Rectangular Figures with Fractional Side Lengths 52
Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes 53

Module 6: Problem Solving with the Coordinate Plane 54

Topic A: Coordinate Systems 55
Topic B: Patterns in the Coordinate Plane and Graphing Number Patterns from Rules 55
Topic C: Drawing Figures in the Coordinate Plane 56
Topic D: Problem Solving in the Coordinate Plane 57
Topic E: Multi-Step Word Problems 57
Topic F: The Years in Review: A Reflection on A Story of Units 58

p. 2
Grade 5

Overview
How to Read Eureka Essentials

p. 3
Grade 5

How to Approach Pacing

➢ Cover Major Cluster Standards more thoroughly and move through other Standards more
quickly
○ Major Clusters: Modules 1-4, 5 Topics A-C
○ Additional/Supporting Clusters: Modules 5 Topic D, 6
➢ Use lesson connections (in purple text) to foresee when and how certain concepts will be
revisited and further developed in later lessons
➢ Embed “reteaching” into the next lesson’s activities (Fluency Practice, Application Problems,
Concept Development, etc.) rather than repeat a prior lesson when formative assessments
indicate lack of student understanding
➢ Omit or differentiate lessons labelled ↻ Review/reinforce based on students’ strengths and
needs

➢ Follow suggestions for omission or consolidation of lessons labelled Cut/consolidate

based on students’ strengths and needs

References

● Great Minds Eureka Math Teacher Edition version 3.0 (2015)

● California Common Core State Standards (2013)
● Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve
(2016)
● Wu, H. (2011). Understanding numbers in elementary school mathematics. Providence:
American Mathematical Society.
● Wu, H. (2016). Teaching school mathematics: Algebra. Providence: American Mathematical
Society.

p. 4
 Grade 5

Module 1: Place Value and Decimal Fractions

Definitions:
3
● Multiplication of whole number and fraction (decimal) (Grade 4 Module 5): “2 × 10
”
3 3 3
means “ 10 + 10
” (2 copies of 10
)
● Division of fraction (decimal) by whole number: generalization of the partitive interpretation
of division (Grade 4 Module 3)
○ The unknown size of each group when given the total and the number of equal groups
(number of parts is known)
3 3
○ 10
÷ 2 = ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 10
𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 2 𝑔𝑟𝑜𝑢𝑝𝑠
● Decimal fraction (Grade 4 Module 6): a fraction with a denominator that is a product of 10’s
(positive power of 10)
487 487
○ Example: 100
= 10×10
● Decimal number (Grade 4 Module 6):
○ The number of zeros in the denominator of the decimal fraction corresponds to the
number of digits to the right of the decimal point (decimal digits)
○ Decimal number is shorthand for expressing a decimal fraction: “It has been
recognized since 1593 by the German Jesuit astronomer C. Clavius that a decimal
fraction is easier to write if we abandon the fraction symbol: just use the numerator and
then keep track of the number of zeros in the denominator by the use of a so-called
decimal point…” (Wu, 2011, p. 187)
○ Example: 181/10000 = 0.0181 (4 zeros in denominator → 4 decimal digits)
● Exponent:
○ “103” means “10 × 10 × 10”
○ Exponent is shorthand for writing a product composed of the same factor

● Equivalent or equal, greater than, less than (Grade 4 Modules 5-6):

Word Symbolic Meaning (Definition)

1. 30 is equivalent or 1. 30 =
13
● Geometric: 1. 30 and
13
have SAME length (area, volume)
13 10 10
equal to 10 13
● Number line:1. 30 and 10 are the SAME point

13 13 13
10
is greater than 10
> 0. 31 ● Geometric: 10
has MORE length (area, volume) than 0. 31
0. 31

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Grade 5

13
● Number line: 10
is to the RIGHT of 0. 31

13 13 13
0. 31 is less than 10
0. 31 < 10
● Geometric:0. 31 has LESS length (area, volume) than 10
13
● Number line: 0. 31 is to the LEFT of 10

● Rounding to the nearest tenth: to round a number n to the nearest 0.1 means to replace n
by the multiple of 0.1 which is closest to n; if two multiples of 0.1 (0, 0.1, 0.2, etc.) are equally
close to n, the convention is to always choose the bigger number
● Rounding to the nearest hundredth: to round a number n to the nearest 0.01 means to
replace n by the multiple of 0.01 which is closest to n; if two multiples of 0.01 (0, 0.01, 0.02,
etc.) are equally close to n, the convention is to always choose the bigger number

Key Ideas:
● Equivalent Fractions Theorem (Grade 4 Module 5):
𝑎 𝑎×𝑐
○ 𝑏
= 𝑏×𝑐
𝑎 𝑎÷𝑐
○ 𝑏
= 𝑏÷𝑐
if 𝑎 and 𝑏 are multiples of 𝑐 (or 𝑐 is a factor of 𝑎 and 𝑏)
𝑎 𝑛×𝑎
● Multiplication of whole number and fraction (Grade 4 Module 5): 𝑛 × 𝑏
= 𝑏
○ Reasoning 1:
5
7× 4
5 5 5 5 5 5 5
= 4
+ 4
+ 4
+ 4
+ 4
+ 4
+ 4
← definition of multiplication of whole number &
fraction
1
= 7 × 5 copies of 4
← definition of multiplication
7×5
= 4
← definition of fraction
○ Reasoning 2:
5
7× 4

=7× 5× ( 1
4 ) ← fraction as multiple of unit fraction:
𝑎
𝑏
=𝑎×
1
𝑏
1
= (7 × 5) × 4
← multiply in any order
7×5 1 𝑎
= 4
← fraction as multiple of unit fraction: 𝑎 × 𝑏
= 𝑏
● Multiplication by power of 10: when a number is multiplied by a power of 10 with 𝑛 zeros,
each digit in the number shifts to the left 𝑛 spaces
● Division by power of 10: when a number is divided by a power of 10 with 𝑛 zeros, each digit
in the number shifts to the right 𝑛 spaces

p. 6
Grade 5

Topic A: Multiplicative Patterns on the Place Value Chart

Multiplying and Dividing by Powers of 10

Goals:
● Review definition of multiplication of whole number and fraction (decimal) and observe
that multiplying by 10 shifts each digit to the left by one place

Focus: Concept Development problem #4

2. 43 × 10

= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 10 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 2. 43

= (2 + 0. 4 + 0. 03) × 10

= (2 × 10) + ( 4
10 ) (
× 10 +
3
100
× 10 )

4×10 3×10 𝑎 𝑛×𝑎

= 20 + 10
+ 10×10
←𝑛 × 𝑏
= 𝑏

3
= 20 + 4 + 10
← Equivalent Fractions

= 24. 3

Check: Problem Set problem #1a

● Observe multiplication by power of 10

Focus: Concept Development problem #4

2. 43 × 1, 000
= 2. 43 × 10 × 10 × 10
= 24. 3 × 10 × 10
= 243 × 10
= 2, 430
Check: Problem Set problems #1b-c

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Grade 5

● Define division of fraction (decimal) by whole number and observe that dividing by 10
shifts each digit to the right by one place

Focus: Concept Development problem #5

745 ÷ 10

= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛

745 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 10 𝑔𝑟𝑜𝑢𝑝𝑠

= (700 + 40 + 5) ÷ 10

= ((70 × 10) + (40 × 1) + (50 × 0. 1)) ÷ 10

= (7 × 10) + (4 × 1) + (5 × 0. 1)

= 74. 5

Check: Problem Set problem #2a

● Observe division by power of 10

Focus: Concept Development problem #5

745 ÷ 1, 000
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 745 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 1, 000 𝑔𝑟𝑜𝑢𝑝𝑠
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 745 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 (10 × 10 × 10)𝑔𝑟𝑜𝑢𝑝𝑠
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑓𝑖𝑛𝑎𝑙 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 745 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 10 𝑔𝑟𝑜𝑢𝑝𝑠, 𝑡ℎ𝑒𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑖𝑠

𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 10 𝑔𝑟𝑜𝑢𝑝𝑠 𝑎𝑔𝑎𝑖𝑛, 𝑡ℎ𝑒𝑛 𝑒𝑎𝑐ℎ 𝑜𝑓 𝑡ℎ𝑜𝑠𝑒 𝑔𝑟𝑜𝑢𝑝𝑠 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 10 𝑔𝑟𝑜𝑢𝑝𝑠
= 745 ÷ 10 ÷ 10 ÷ 10
= 74. 5 ÷ 10 ÷ 10
= 7. 45 ÷ 10
= 0. 745
Check: Problem Set problems #2b-c

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Grade 5

Multiplying and Dividing by Powers of 10 (Continued)

Goals:
● ↻ Review/reinforce Lesson 1
Check: Problem Set problems #1c-h

Exponent
Goals:
● Define exponent

Focus: Concept Development problem #1

Check: Problem Set problems #1b-e
● Build on Lessons 1-2 to multiply and divide powers of 10 in exponent form

Focus: Concept Development problems #4, #5

3
3. 4 × 10
= 3. 4 × 10 × 10 × 10 or 3. 4 × 1, 000
= 3, 400
Check: Problem Set problems #2b-c

Metric Conversions
Goals:
● Rename larger units (meters) as smaller units (centimeters, millimeters) by multiplying

Focus: Concept Development problem #1

1. 37 𝑚
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 1. 37 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 100 𝑐𝑚
= 1. 37 × 100 ← Fraction of number (Module 4)
= 137 𝑐𝑚 ← Lessons 1-2
Check: Problem Set problems #1c, #2b
● Rename smaller units (centimeters, millimeters) as larger units (meters) by dividing

Focus: Concept Development problem #2

1, 370 𝑚𝑚
= ℎ𝑜𝑤 𝑚𝑎𝑛𝑦 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 1, 000 𝑚𝑚 𝑎𝑟𝑒 𝑖𝑛 1, 370 𝑚𝑚
= 1, 370 ÷ 1, 000 ← Division (Module 4)
= 1. 37 𝑚 ← Lessons 1-2

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Grade 5

Check: Problem Set problems #1d, #2c

Suggestions: For a visual representation of unit conversion, see use of a “double unit”
number line in Eureka Essentials: Grade 4 Module 7 Topic C Lessons 12-13

Topic B: Decimal Fractions and Place Value Patterns

Different Forms of a Decimal Number

Goals:
● Represent a decimal fraction in standard form (decimal fraction or decimal number),
word form, unit form, and expanded form

Focus: Concept Development problem #3

Standard form 25. 413 = 25
413
=
25,413
1,000 1,000

Word form 𝑇𝑤𝑒𝑛𝑡𝑦 − 𝑓𝑖𝑣𝑒 𝑎𝑛𝑑 𝑓𝑜𝑢𝑟 ℎ𝑢𝑛𝑑𝑟𝑒𝑑 𝑡ℎ𝑖𝑟𝑡𝑒𝑒𝑛 𝑡ℎ𝑜𝑢𝑠𝑎𝑛𝑑𝑡ℎ𝑠

or
𝑇𝑤𝑒𝑛𝑡𝑦 − 𝑓𝑖𝑣𝑒 𝑡ℎ𝑜𝑢𝑠𝑎𝑛𝑑 𝑓𝑜𝑢𝑟 ℎ𝑢𝑛𝑑𝑟𝑒𝑑 𝑡ℎ𝑖𝑟𝑡𝑒𝑒𝑛 𝑡ℎ𝑜𝑢𝑠𝑎𝑛𝑑

Unit form 2 𝑡𝑒𝑛𝑠 5 𝑜𝑛𝑒𝑠 4 𝑡𝑒𝑛𝑡ℎ𝑠 1 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ 3 𝑡ℎ𝑜𝑢𝑠𝑎𝑛𝑑𝑡ℎ𝑠

Expanded form
(2 × 10) + (5 × 1) + (4 × 0. 1) + (1 × 0. 01) + (3 × 0. 0
1
( ) (
1
= (2 × 10) + (5 × 1) + 4 × 10 + 1 × 100 + 3 × 100 ) (
1

Check: Problem Set problems #1d-e, #3c

Comparing Decimal Numbers

Goals:
● ↻ Review/reinforce Grade 4 Module 6 Topic C: comparing decimal numbers
Focus: Concept Development problems #2, #3
3 3×100 300
0. 299 < 0. 3 because 0. 3 = 10
= 10×100
= 1000
(Equivalent Fractions
299 300
Theorem) and 0. 299 = 1000
is to the left of 1000
on the number line so
299 300
1000
< 1000
(definition of less than) and 0. 299 < 0. 3

Check: Problem Set problems #2c-e

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Grade 5

Topic C: Place Value and Rounding Decimal Fractions

Rounding
Goals:
● ↻ Review/reinforce Grade 4 Module 1 Topic C: Round whole numbers to the nearest
ten, hundred, etc. (power of 10)

Focus: Concept Development problem #1

● Generalize definition of rounding to the nearest power of 10 (Grade 4 Module 1) to
rounding to the nearest tenth and nearest hundredth

Focus: Concept Development problems #2, #3

Round 1.57 to the nearest tenth
■ 1.57 is between 1.5 and 1.6
■ 1.57 is 0.07 more than 1.5 and 0.03 less than 1.6 so 1.57 is closer to 1.6
■ 1.57 rounded to the nearest tenth is 1.6
Check: Problem Set problem #3
Suggestions: Give students choice to show rounding with horizontal number line or
vertical number line (see Suggestion for Grade 3 Module 2 Lesson 12)

Rounding (Continued)
Goals:
● ↻ Review/reinforce Lesson 7
Focus: Concept Development problem #2
Check: Problem Set problem #1a
Suggestions: Omit or use as “challenge” tasks Concept Development problem #3,
Problem Set problem #3, Homework problem #3 because finding the range (maximum
and minimum) of a number when given the rounded value is not directly relevant to
Grade 5 Standards

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Grade 5

Topic D: Adding and Subtracting Decimals

Adding Decimals
Goals:
● ↻ Review/reinforce Grade 4 Module 6 Topic D
Focus: Concept Development problems #7, #8, #9
7. 44 + 0. 774

744 774
= 100
+ 1000

7440 774 744 744×10

= 1000
+ 1000
← 100 = 100×10

8214 𝑎 𝑏 𝑎+𝑏
= 1000
← 𝑐
+ 𝑐
= 𝑐

= 8. 214
Check: Problem Set problems #2a & c

Subtracting Decimals
Goals:
𝑎 𝑏 𝑎−𝑏
● Use key idea of subtracting fractions 𝑐
− 𝑐
= 𝑐
and the Equivalent Fractions
Theorem (Grade 4 Module 5) to subtract decimals

Focus: Concept Development problems #4, #5

4. 083 − 1. 29

4083 129
= 1000
− 100

4083 1290 129 129×10

= 1000
− 1000
← 100 = 100×10

2793 𝑎 𝑏 𝑎−𝑏
= 1000
← 𝑐
− 𝑐
= 𝑐

= 2. 793
Check: Problem Set problems #2c-d

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Grade 5

p. 13
Grade 5

Topic E: Multiplying Decimals

Multiplication of Whole Number and Decimal

Goals:
● Build on Grade 4 Module 5 Topic G to multiply whole number with decimal number and
show distributive property:

Focus: Concept Development problems #4, #8

2 × 0. 43
= 2 × (0. 4 + 0. 03)
= 0. 4 + 0. 03 + 0. 4 + 0. 03 ← def of multiplication of whole number & fraction

= (0. 4 + 0. 4) + (0. 03 + 0. 03) Key Ideas: Add in any order

= (2 × 0. 4) + (2 × 0. 03) ← def of multiplication of whole number & fraction
2×4 2×3 𝑎 𝑛×𝑎
= 10
+ 100
←𝑛 × 𝑏
= 𝑏
= 0. 8 + 0. 06
= 0. 86

2 × (0. 4 + 0. 03) = (2 × 0. 4) + (2 × 0. 03)

Check: Problem Set problem #2b

Estimating the Product of a Whole Number and Decimal

Goals:
● Build on Lessons 7-8 and 11 to estimate products by rounding decimals to the nearest
ones

Focus: Concept Development problems #5, #6

7. 8 × 3
≈8×3 ← Lessons 7-8: Rounding 7. 8 to the nearest ones
= 24
Check: Problem Set problem #1c

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Grade 5

Topic F: Dividing Decimals

Division of Decimal by One-Digit Whole Number

Goals:
● Build on Lesson 1 to divide decimals by one-digit whole number

Focus: Concept Development problems #3, #5

0. 032 ÷ 8
32
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 1000
𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 8 𝑔𝑟𝑜𝑢𝑝𝑠
4
= 1000

Check: Problem Set problem #1c

Division with Remainder of Larger Unit

Goals:
● Extend division algorithm (Grade 4 Module 3 Topics E, G) to decimals

Focus: Concept Development problem #1

5. 16 ÷ 4
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 5. 16 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 4 𝑔𝑟𝑜𝑢𝑝𝑠

p. 15
Grade 5

Check: Problem Set problem #1a

Division with Remainder of Smallest Unit

Goals:
● Use the Equivalent Fractions Theorem to continue division when there is a remainder
of the smallest unit

Focus: Concept Development problems #2, #3

2. 6 ÷ 4
26
= 10
÷4

260 26 26×10
= 100
÷4 ← 10 = 10×10

Check: Problem Set problems #2a-b

Word Problems
Goals:
● Solve word problems that involve multiplication or division of decimal by one-digit
whole number

p. 16
 Grade 5

Module 2: Multi-Digit Whole Number and Decimal

Fraction Operations
Definitions:
● Decimal fraction (Grade 4 Module 6): a fraction with a denominator that is a product of 10’s
(positive power of 10)
487 487
○ Example: 100
= 10×10
● Decimal number (Grade 4 Module 6):
○ The number of zeros in the denominator of the decimal fraction corresponds to the
number of digits to the right of the decimal point (decimal digits)
○ Example: 181/10000 = 0.0181 (4 zeros in denominator → 4 decimal digits)
3
● Multiplication of whole number and fraction (decimal) (Grade 4 Module 5): “2 × 10
”
3 3 3
means “ 10 + 10
” (2 copies of 10
)
● Division of fraction (decimal) by whole number: generalization of the partitive interpretation
of division (Grade 4 Module 3)
○ The unknown size of each group when given the total and the number of equal groups
(number of parts is known)
3 3
○ 10
÷ 2 = ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 10
𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 2 𝑔𝑟𝑜𝑢𝑝𝑠
● Division with remainder (Grade 4 Module 3): 𝑎 ÷ 𝑏 is the number 𝑄(quotient) so that
𝑄 × 𝑏 + 𝑅 = 𝑎 where 0 ≤ 𝑅 < 𝑏 (remainder)
○ When we form 𝑏 groups from 𝑎 (partitive interpretation of division), then 𝑄 is the most
number of items in each group and 𝑅 is the leftover that is not enough to distribute
evenly into 𝑏 groups
○ When we form groups of 𝑏 from 𝑎 (measurement interpretation of division), then 𝑄 is
the most number of groups we can make and 𝑅 is the leftover that is not enough to
form a group of 𝑏

Key Ideas:
● Multiplication: Because of the associative and commutative properties of multiplication, we
can multiply numbers in any order and still keep the product (total) the same
● Equivalent Fractions Theorem (Grade 4 Module 5):
𝑎 𝑎×𝑐
○ 𝑏
= 𝑏×𝑐
𝑎 𝑎÷𝑐
○ 𝑏
= 𝑏÷𝑐
if 𝑎 and 𝑏 are multiples of 𝑐 (or 𝑐 is a factor of 𝑎 and 𝑏)
𝑎 𝑛×𝑎
● Multiplication of whole number and fraction (Grade 4 Module 5): 𝑛 × 𝑏
= 𝑏

p. 17
Grade 5

Topic A: Mental Strategies for Multi-Digit Whole Number Multiplication

Multiplying Multiples of 10
Goals:
● Build on Module 1 Lessons 1-2 to multiply multiples of 10

Focus: Concept Development problems #5, #7

60 × 500
= (6 × 10) × (5 × 100)

= (6 × 5) × (10 × 100) Key Ideas: Multiply in any order

= 30 × 1, 000
= 30, 000 ← Module 1 Lessons 1-2
Check: Problem Set problem #3c
● Build on Module 1 Lessons 1-2 and Grade 4 Module 3 (multi-digit multiplication) to
multiply multiples of 10

Focus: Concept Development problems #9, #11

4, 510 × 80
= (451 × 10) × (8 × 10)

= (451 × 8) × (10 × 10) Key Ideas: Multiply in any order

= 3, 608 × 100 ← Grade 4 Module 3:
451 × 8 = 3, 608
= 360, 800 ← Module 1 Lessons 1-2
Check: Problem Set problem #3d

Estimating the Product of Multiples of 10

Goals:
● Build on Lesson 1 and Module 1 Lesson 7 to estimate the product of multiples of 10
○ Observe that the smaller the unit we round to, the closer the estimated product
is to the exact product but the more “work” it is to multiply the numbers
■ 1, 320 × 88 rounded to 1, 000 × 90 equals 90, 000
■ 1, 320 × 88 rounded to 1, 300 × 90 equals 117, 000
■ 1, 320 × 88 = 116, 160

Focus: Concept Development problems #5, #6

Check: Problem Set problems #1a-b

p. 18
Grade 5

Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication

Numerical Expressions
Goals:
● Write from word form to numerical expression, and vice versa

Focus: Concept Development problems #2, #3, #5

“6 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 60 𝑎𝑛𝑑 51” is “6 × (60 − 51)
* Note: Use parentheses to show 6 multiplies with 60 − 51 and not just 60
Check: Problem Set problems #1b, #2d
● Use properties of operations (distributive property, commutative property of
multiplication, etc.) to compare expressions in word and numerical forms

Focus: Concept Development problem #9

30 𝑓𝑖𝑓𝑡𝑒𝑒𝑛𝑠 𝑚𝑖𝑛𝑢𝑠 1 𝑓𝑖𝑓𝑡𝑒𝑒𝑛
= (30 × 15) − (1 × 15)
= (30 − 1) × 15 ← distributive property
= 29 × 15
Check: Problem Set problems #3a & c

Distributive Property
Goals:
● Use distributive property (represented with area of rectangle or tape diagram) to
identify or write equivalent numerical expressions

Focus: Concept Development problems #4, #6

12 × 98
= (10 + 2) × 98 = (10 × 98) + (2 × 98) = 𝑒𝑡𝑐. or 12 × (100 − 2) = 𝑒𝑡𝑐.
Check: Problem Set problems #2c-d

Multiplying Two-Digit Number by Two- or Three-Digit Number

Cut/consolidate: Can consolidate with Lesson 6; show both area models

(decomposing one factor, decomposing both factors) for each problem discussed in
class and then let students choose one model for independent work
Goals:
● Build on Grade 4 Module 3 Topics C and H to multiply two-digit number by two- or
three-digit number using distributive property and decomposing one factor

p. 19
Grade 5

Focus: Concept Development problem #3

Check: Problem Set problem #1b

Multiplying Two-Digit Number by Two- or Three-Digit Number (Continued)

Goals:
● Build on Lesson 5 to multiply two-digit number by two- or three-digit number using
distributive property and decomposing both factors

Focus: Concept Development problem #2

Check: Problem Set problem #1b

Multiplying Three-Digit Number by Three- or Four-Digit Number

Goals:
● Build on Lessons 5-6 to multiply three-digit number by three- or four-digit number

Focus: Concept Development problem #2

Check: Problem Set problem #1a
● Multiply numbers with zero(s) and observe that each zero results in one fewer column
or row of partial products in the area model

Focus: Concept Development problem #4

p. 20
Grade 5

Check: Problem Set problem #1b

Multiplying Three-Digit Number by Three- or Four-Digit Number (Continued)

Goals:
● ↻ Review/reinforce Lesson 7 and round to estimate product
Focus: Concept Development problem #2
Check: Problem Set problem #1d

Word Problems
Goals:
● Solve multi-step word problems that involve multi-digit multiplication
Check: Problem Set problems #3, #6

Topic C: Decimal Multi-Digit Multiplication

Multiplication of Whole Number and Decimal Fraction with Tenths

Goals:
● Build on Lessons 5-8 and Module 1 Lesson 11 to multiply whole number and decimal
fraction with tenths, and round to estimate product

Focus: Concept Development problem #2

3. 5 × 42
35
= 10
× 42
35×42 𝑎 𝑛×𝑎
= 10
←𝑛 × 𝑏
= 𝑏
1470
= 10
← 35 × 42 = 1470
147 1470 1470÷10
= 1
← 10
= 10÷10
= 147

p. 21
Grade 5

Check: Problem Set problem #2a

Multiplication of Whole Number and Decimal Fraction with Hundredths

Goals:
● Build on Lesson 10 to multiply whole number and decimal fraction with hundredths,
and round to estimate product

Focus: Concept Development problem #3

Check: Problem Set problem #2b

Multiplication of Whole Number and Decimal Fraction with Hundredths

(Continued)
Goals:
● ↻ Review/reinforce Lesson 11
Focus: Concept Development problems #4, #5, #6
Check: Problem Set problems #1b, #2d

Topic D: Measurement Word Problems with Whole Number and Decimal

Multiplication

Measurement Conversion from Larger to Smaller Unit

Goals:
● Build on Lessons 10-11, Module 1 Lesson 11, and Grade 4 Module 7 to rename
larger units as smaller units by multiplying

Focus: Concept Development problem #3

56. 75 𝑙𝑏
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 56. 75 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 1 𝑙𝑏
= 56. 75 × (1 𝑙𝑏) ← Fraction of number (Module 4)
= 56. 75 × (16 𝑜𝑧) ← Grade 4 Module 7
= 908 𝑜𝑧 ← Lesson 11
Check: Problem Set problems #1d & f

p. 22
Grade 5

Measurement Conversion from Smaller to Larger Unit

Goals:
● Build on Lesson 13, Grade 4 Module 5 Lessons 35-36 and Module 7 to rename
smaller units as larger units by multiplying whole number and fraction
○ Example:
578 𝑚𝐿
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 578 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 1 𝑚𝐿
= 578 × (1 𝑚𝐿)
= 578 × ( 1
1,000 )
𝐿
578×1 𝑎 𝑛×𝑎
= 1,000
𝐿 ←𝑛 × 𝑏
= 𝑏
578
= 1,000
𝐿
= 0. 578 𝐿

Suggestions: Use “double unit” number line to show relationship between units

Check: Problem Set problems #1c, #2b

Word Problems
Goals:
● Solve two-step word problems that involve measurement conversion with decimal or
fraction

Focus: Concept Development (Problem Set) problems #2, #4

p. 23
Grade 5

Topic E: Mental Strategies for Multi-Digit Whole Number Division

Dividing by Multiples of 10
Goals:
● Build on Module 1 Lesson 1 to divide by multiples of 10

Focus: Concept Development problem #3

24, 000 ÷ 600
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 24, 000 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 600 𝑔𝑟𝑜𝑢𝑝𝑠
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 24, 000 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 (100 × 6)𝑔𝑟𝑜𝑢𝑝𝑠
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑓𝑖𝑛𝑎𝑙 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 24, 000 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 100 𝑔𝑟𝑜𝑢𝑝𝑠, 𝑡ℎ𝑒𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝
𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 6 𝑔𝑟𝑜𝑢𝑝𝑠
= 24, 000 ÷ 100 ÷ 6
= 240 ÷ 6 ← Module 1 Lesson 1
= 40

Suggestions: Also show the following approach to preview Lessons 17-18

24, 000 ÷ 600 = ? 𝑚𝑒𝑎𝑛𝑠
? × 600 = 24, 000 ← definition of division (Grade 4
Module 3)
? × 6 × 100 = 240 × 100
?× 6 = 10 × 24
?× 6 = 10 × 4 × 6
? = 10 × 4 = 40
Check: Problem Set problem #2d

Estimating Quotients
Goals:
● Round divisor and then dividend to estimate quotient with three-digit dividend

Focus: Concept Development problem #2

"149 ÷ 71 = ? " 𝑚𝑒𝑎𝑛𝑠 "? × 71 = 149" ← definition of division (Grade 4
Module 3)
Estimate:
■ Round divisor: ? × 70 = 149
■ Round dividend: ? × 7 × 10 = 140
? × 7 × 10 = 14 × 10
?× 7 = 14
149 ÷ 71 ≈ 2

p. 24
Grade 5

Check: Problem Set problem #1e

p. 25
Grade 5

Estimating Quotients (Continued)

Goals:
● Round divisor and then dividend to estimate quotient with four-digit dividend

Focus: Concept Development problem #2

"2, 691 ÷ 48 = ? " 𝑚𝑒𝑎𝑛𝑠 "? × 48 = 2, 691"← definition of division
Estimate:
■ Round divisor: ? × 50 = 2, 691
■ Round dividend: ? × 5 × 10 = 2, 500
? × 5 × 10 = 250 × 10
?× 5 = 10 × 5 × 5
2, 691 ÷ 48 ≈ 50
Check: Problem Set problem #1e

Topic F: Partial Quotients and Multi-Digit Whole Number Division

Division with Remainder: Multiples of 10 Divisors

Goals:
● Build on Lessons 17-18 and Grade 4 Module 3 Topic E (division with remainder) to
do division with remainder with divisors that are multiples of 10

Focus: Concept Development problem #3

“572 ÷ 90” means “Q × 90 + R = 572” ← def of division with remainder
Estimate: 6 × 90 = 540 ≈ 572 ← Lesson 17
6 × 90 + R = 572
R = 572 - (6 × 90) = 572 - 540 = 32
6 × 90 + 32 = 572, Quotient = 6, Remainder = 32

Check: Problem Set problem #1e

Division with Remainder: Two-Digit Divisors, Two-Digit Dividends

Goals:
● Build on Lessons 17-19 to do division with remainder with two-digit divisors and use
trial-and-error to make sure remainder is between 0 and divisor

Focus: Concept Development problem #3

p. 26
Grade 5

“84 ÷ 23” means “Q × 23 + R = 84” ← def of division with remainder

Estimate: 4 × 20 = 80 ← Lesson 17
4 × 23 = 92 > 84, so “Quotient = 4” is too big
3 × 23 + R = 84
R = 84 - (3 × 23) = 84 - 69 = 15, which is between 0 and 23
3 × 23 + 15 = 84, Quotient = 3, Remainder = 15

Check: Problem Set problem #1b

Division with Remainder: Two-Digit Divisors, Three-Digit Dividends

Goals:
● Echo Lesson 20 for three-digit dividends
Focus: Concept Development problem #4
“712 ÷ 94” means “Q × 94 + R = 712” ← def of division with remainder
Estimate: 7 × 100 = 700 ← Lesson 17
7 × 94 = 658 < 712, so “Quotient = 7” is okay for now
7 × 94 + R = 712
R = 712 - (7 × 94) = 712 - 658 = 54, which is between 0 and 94
7 × 94 + 54 = 712, Quotient = 7, Remainder = 54

Check: Problem Set problem #1c

Division with Remainder: Two-Digit Quotients, Three-Digit Dividends

Goals:
● Build on Lesson 21 to do division with remainder with two-digit quotients, starting with
the highest place value (standard division algorithm)

Focus: Concept Development problems #1, #3

“590 ÷ 17” means “Q × 17 + R = 590”
Hundreds:
Can 5 hundreds be divided into 17 groups without
decomposing the hundreds into tens? No

Tens:
Can 59 tens be divided into 17 groups without
decomposing the tens into ones? Yes

p. 27
Grade 5

Estimate: ? × 20 = 60 tens
3 tens × 20 = 60 tens
3 tens × 17 = 51 tens < 59 tens
3 tens × 17 + Rtens = 59 tens
Rtens = 59 tens - (3 tens × 17) = 59 tens - 51 tens = 8 tens
Can 8 tens be divided into 17 groups without decomposing the tens into
ones? No
Ones:
Qones × 17 + Rones = 80
Estimate: 4 × 20 = 80
4 × 17 = 68 < 80
Rones = 80 - (4 × 17)
= 80 - 68
= 12, which is between 0 & 17
(3 tens × 17) + (4 × 17) + 12 = 590
34 × 17 + 12 = 590 ← distributive property
Quotient = 34, Remainder = 12

Check: Problem Set problem #1c

Division with Remainder: Two-Digit Quotients, Four-Digit Dividends

Goals:
● Echo Lesson 22 for four-digit dividends
Focus: Concept Development problems #2, #3
“6649 ÷ 63” means “Q × 63 + R = 6649”
Thousands:
Can 6 thousands be divided into 63 groups without
decomposing the thousands into hundreds? No

Hundreds:
Can 66 hundreds be divided into 63 groups without
decomposing the hundreds into tens? Yes

1 hundred × 63 + Rhundreds = 66 hundreds + 49

Rhundreds = 66 hundreds + 4 tens + 9 ones - 63 hundreds

p. 28
Grade 5

= 3 hundreds + 4 tens + 9 ones

Can 3 hundreds be divided into 63 groups without decomposing the
hundreds into tens? No

Tens:
Can 34 tens be divided into 63 groups without
decomposing the tens into ones? No

Ones:
Qones × 63 + Rones = 349
Estimate: 5 × 60 = 300
5 × 63 = 315 < 349
Rones = 349 - (5 × 63) = 349 - 315 = 34

(1 hundred × 63) + (5 × 63) + 34 = 6649

105 × 63 + 34 = 6649 ← distributive property
Quotient = 105, Remainder = 34

Check: Problem Set problem #1c

Topic G: Partial Quotients and Multi-Digit Decimal Division

Dividing Decimals by Multiples of 10

Goals:
● Echo Lesson 16 for dividing decimals by multiples of 10
Focus: Concept Development problems #5, #6
5. 4 ÷ 90
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 5. 4 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 90 𝑔𝑟𝑜𝑢𝑝𝑠
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 5. 4 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 (10 × 9)𝑔𝑟𝑜𝑢𝑝𝑠
= ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑖𝑛 𝑒𝑎𝑐ℎ 𝑓𝑖𝑛𝑎𝑙 𝑔𝑟𝑜𝑢𝑝 𝑤ℎ𝑒𝑛 5. 4 𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 10 𝑔𝑟𝑜𝑢𝑝𝑠, 𝑡ℎ𝑒𝑛 𝑒𝑎𝑐ℎ 𝑔𝑟𝑜𝑢𝑝 𝑖𝑠
𝑖𝑠 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛𝑡𝑜 9 𝑔𝑟𝑜𝑢𝑝𝑠
= 5. 4 ÷ 10 ÷ 9
= 0. 54 ÷ 9 ← Module 1 Lesson 1
= 0. 06 ← Module 1 Lesson 13
Check: Problem Set problem #1h

p. 29
Grade 5

Estimating Quotients
Goals:
● Build on Lessons 17-18 and 24 to estimate quotient when dividing decimal by two-digit
divisor

Focus: Concept Development problems #2, #3

63. 6 ÷ 73
Estimate:
■ Round divisor: 63. 6 ÷ 70
■ Round dividend: 63 ÷ 70
= 63 ÷ 10 ÷ 7
= 6. 3 ÷ 7
= 0. 9
63. 6 ÷ 73 ≈ 0. 9
Check: Problem Set problem #1b

Extension of the Standard Division Algorithm

Goals:
● Build on Lessons 19-23 and 25 to extend the standard division algorithm and divide
the remainder

Focus: Concept Development problem #1

"904 ÷ 32 = 𝑄" 𝑚𝑒𝑎𝑛𝑠 "𝑄 × 32 = 904" 𝑤ℎ𝑒𝑟𝑒 𝑄 𝑚𝑎𝑦 𝑏𝑒 𝑎 𝑑𝑒𝑐𝑖𝑚𝑎𝑙

28 × 32 + 8 = 904 ← division with remainder

9040 904 904×10

28 × 32 + 8 = 10
← 1
= 10
28 × 32 + 8 = 904. 0

p. 30
Grade 5

Tenths:
Can 80 tenths be divided into 32 groups without decomposing the tenths
into hundredths? Yes

Estimate: 8. 0 ÷ 32
≈ 6. 0 ÷ 30
= 0. 2 ← Lesson 25
2 𝑡𝑒𝑛𝑡ℎ𝑠 × 32 + 𝑅𝑡𝑒𝑛𝑡ℎ𝑠 = 80 𝑡𝑒𝑛𝑡ℎ𝑠
𝑅𝑡𝑒𝑛𝑡ℎ𝑠 = 80 𝑡𝑒𝑛𝑡ℎ𝑠 − (2 𝑡𝑒𝑛𝑡ℎ𝑠 × 32) = 80 𝑡𝑒𝑛𝑡ℎ𝑠 − 64 𝑡𝑒𝑛𝑡ℎ𝑠 = 16 𝑡𝑒𝑛𝑡ℎ𝑠
Can 16 tenths be divided into 32 groups without
decomposing the tenths into hundredths? No

Hundredths:
Estimate: 1. 60 ÷ 32
≈ 1. 50 ÷ 30
= 0. 05 ← Lesson 25
5 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 × 32 + 𝑅ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 = 160 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠
𝑅ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 = 160 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 − (5 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 × 32)
= 160 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 − 160 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠
=0

(28 × 32) + (2 𝑡𝑒𝑛𝑡ℎ𝑠 × 32) + (5 ℎ𝑢𝑛𝑑𝑟𝑒𝑑𝑡ℎ𝑠 × 32) = 904

28. 25 × 32 = 904 ← distributive property
904 ÷ 32 = 28. 25
● Build on Lessons 19-23 and 25 to extend the standard division algorithm and divide
decimals

Focus: Concept Development problem #3

"834. 6 ÷ 26 = 𝑄" 𝑚𝑒𝑎𝑛𝑠 "𝑄 × 26 = 834. 6"

32 × 26 + 2 = 834 ← division with remainder

32 × 26 + 2. 6 = 834. 6

Tenths:
Can 26 tenths be divided into 26 groups without
decomposing the tenths into hundredths? Yes

1 𝑡𝑒𝑛𝑡ℎ × 26 + 𝑅𝑡𝑒𝑛𝑡ℎ𝑠 = 26 𝑡𝑒𝑛𝑡ℎ𝑠

p. 31
Grade 5

𝑅𝑡𝑒𝑛𝑡ℎ𝑠 = 26 𝑡𝑒𝑛𝑡ℎ𝑠 − (1 𝑡𝑒𝑛𝑡ℎ × 26)

= 26 𝑡𝑒𝑛𝑡ℎ𝑠 − 26 𝑡𝑒𝑛𝑡ℎ𝑠
=0

(32 × 26) + (1 𝑡𝑒𝑛𝑡ℎ × 26) = 834. 6

32. 1 × 26 = 834. 6 ← distributive property
834. 6 ÷ 26 = 32. 1
Check: Problem Set problem #2a

p. 32
Grade 5

Word Problems
Goals:
● Solve word problems that involve division of decimal by whole number using the
extended standard division algorithm

Focus: Concept Development problem #1

Check: Problem Set problem #2

Topic H: Measurement Word Problems with Multi-Digit Division

Word Problems
Goals:
● Solve multi-step word problems that involve division of decimal by whole number using
the extended standard division algorithm

Focus: Concept Development (Problem Set) problem #2

Word Problems (Continued)

Goals:
● Solve multi-step measurement word problems that involve division of decimal by whole
number using the extended standard division algorithm

Focus: Concept Development (Problem Set) problem #1

Suggestions: Save area problems (Problem Set problems #3, #4; Homework
problems #3, #4, #5) for Module 5

p. 33
 Grade 5

Module 3: Addition and Subtraction of Fractions

Definitions:
● Equivalent or equal, greater than, less than (Grade 3 Module 5):
Word Symbolic Meaning (Definition)

1 is equivalent or 1=
3
● Geometric: 1 and
3
have SAME length (area, volume)
3 3 3
equal to 3 3
● Number line:1 and 3
are the SAME point

3 1 3 1 3 1
4
is greater than 2 4
> 2
● Geometric: 4
has MORE length (area, volume) than 2
3 1
● Number line: 4
is to the RIGHT of 2

4 1 4 1 4 1
10
is less than 2 10
< 2
● Geometric: 10 has LESS length (area, volume) than 2
4 1
● Number line: 10
is to the LEFT of 2

● Addition of fractions (Grade 4 Module 5):

● Subtraction of fractions (Grade 4 Module 5):

p. 34
Grade 5

3 3
● Mixed number (Grade 4 Module 5): “1 4 ” means “1 + 4
”
3 3 3 3
● Multiplication of whole number and fraction: “2 × 4
” means “ 4 + 4
” (2 copies of 4
)

Key Ideas:
● Equivalent Fractions Theorem (Grade 4 Module 5):
𝑎 𝑎×𝑐
○ 𝑏
= 𝑏×𝑐
𝑎 𝑎÷𝑐
○ 𝑏
= 𝑏÷𝑐
if 𝑎 and 𝑏 are multiples of 𝑐 (or 𝑐 is a factor of 𝑎 and 𝑏)
𝑎 𝑏 𝑎+𝑏 𝑎 𝑏 𝑎−𝑏
● Addition and subtraction of fractions: 𝑐
+ 𝑐
= 𝑐
, 𝑐
− 𝑐
= 𝑐
● Addition: Because of the associative and commutative properties of addition, we can add
numbers in any order and still keep the sum (total) the same
● Subtraction: We can subtract parts of the subtrahend in any order and from any part of the
minuend (total) that is greater than or equal to the subtrahend part(s) and still keep the
difference the same

p. 35
Grade 5

Topic A: Equivalent Fractions

Cut/consolidate: Can consolidate Lessons 1-2 if students have strong foundation in Grade 4
fraction standards (4.NF.1, 4.NF.3-4)

Equivalent Fractions Theorem

Goals:
● ↻ Review/reinforce definition of equivalent or equal numbers (fractions)
● Use number line (and area model) to show Equivalent Fractions Theorem
𝑎 𝑎 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 𝑐 𝑎×𝑐
(multiplication): 𝑏
= 𝑏 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 𝑐
= 𝑏×𝑐

Focus: Concept Development problem #4

5 5 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 3 5×3 15
4
= 4 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 3
= 4×3
= 12

Check: Problem Set problem #4

Adding Fractions with Same Denominator

Goals:
● ↻ Review/reinforce Grade 4 Module 5 Lessons 16 and 18: Add two or more fractions
with same denominator

Focus: Concept Development problem #2

3 1
2× 8
+ 8
3 3 1
= 8
+ 8 + 8
← definition of multiplication of whole number & fraction
3+3+1
= 8

p. 36
Grade 5

7
= 8

Check: Problem Set problem #1d

● ↻ Review/reinforce Grade 4 Module 5 Lesson 24: Write a fraction greater than 1 as a
mixed number

Focus: Concept Development problem #4

8
5
5+3
= 5

=
5
5
+
3
5
Key Ideas: 𝑎+𝑏
𝑐
=
𝑎
𝑐
+
𝑏
𝑐
3
=1+ 5
3
=1 5
← definition of mixed number

Check: Problem Set problem #3c

Topic B: Making Like Units Pictorially

Suggestions: Insert Lesson 9 between Lessons 4 and 5 to continue concept of adding fractions
with different denominators

Adding Fractions: Sums Less Than 1

Goals:
● Use the Equivalent Fractions Theorem (multiplication) and addition of fractions to add
fractions with different denominators

Focus: Concept Development problems #2, #3

2 1
3
+ 4

2×4
= 3×4 +
3×1
3×4
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐

p. 37
Grade 5

=
8+3
12
Key Ideas: 𝑎
𝑐
+
𝑏
𝑐
=
𝑎+𝑏
𝑐
11
= 12

Check: Problem Set problems #1d-e

Adding Fractions: Sums Between 1 and 2

Goals:
● Build on Lessons 2-3 to find sums between 1 and 2

Focus: Concept Development problem #2

4 1
5
+ 2

4×2
= 5×2 +
1×5
2×5
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐

=
8+5
10
Key Ideas: 𝑎
𝑐
+
𝑏
𝑐
=
𝑎+𝑏
𝑐
13
= 10
3
=1 10
← Lesson 2

Check: Problem Set problem #1b

Subtracting Fractions: Minuends Less Than 1

p. 38
Grade 5

Goals:
● Use the Equivalent Fractions Theorem (multiplication) and subtraction of fractions to
subtract fractions with different denominators

Focus: Concept Development problem #4

1 2
2
− 7

1×7
= 2×7 −
2×2
2×7
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐

=
7−4
14
Key Ideas: 𝑎
𝑐
−
𝑏
𝑐
=
𝑎−𝑏
𝑐
3
= 14

Check: Problem Set problem #1d

Subtracting Fractions: Minuends Between 1 and 2

Goals:
● Build on Lesson 5 and Grade 4 Module 5 Lesson 32 (subtracting fraction from mixed
number) to subtract from minuends between 1 and 2

Focus: Concept Development problem #4

○ Method #1: Subtracting from any part of minuend
3 4
1 4
− 5

p. 39
Grade 5

3 4
=1+ 4
− 5
← definition of mixed number

=
20
20
+
3×5
4×5
−
4×4
5×4
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐
20 15 16
= 20
+ 20
− 20

=
15
20
+ ( 20
20
−
16
20 ) Key Ideas: Subtract from any part of the minuend
=
15
20
+
4
20
Key Ideas: 𝑎
𝑐
−
𝑏
𝑐
=
𝑎−𝑏
𝑐

=
19
20
Key Ideas: 𝑎
𝑐
+
𝑏
𝑐
=
𝑎+𝑏
𝑐
○ Method #2: Rewriting mixed number as fraction, then subtracting
3 4
1 4
− 5
7 4
= 4
− 5
← Grade 4 Module 5 Lesson 25

=
7×5
4×5
−
4×4
5×4
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐

=
35−16
20
Key Ideas: 𝑎
𝑐
−
𝑏
𝑐
=
𝑎−𝑏
𝑐
19
= 20

Check: Problem Set problem #1d

Word Problems
Goals:
● Solve two-step word problems that involve addition and/or subtraction with 1

Focus: Concept Development (Problem Set) problem #1

● Solve two-step word problems that involve addition with and/or subtraction from
numbers greater than 1

Focus: Concept Development (Problem Set) problem #4

Topic C: Making Like Units Numerically

Adding and Subtracting Mixed Numbers From Whole Numbers

Goals:
● Build on Lesson 4 to add mixed numbers to whole numbers

Focus: Concept Development problem #2

3
2 10
+3

p. 40
Grade 5

3
=2+ 10
+3 ← definition of mixed number

= (2 + 3) +
3
10
Key Ideas: Add in any order
3
=5+ 10
3
=5 10
← definition of mixed number

Check: Problem Set problem #1e

● Build on Lesson 6 to subtract mixed numbers from whole numbers

Focus: Concept Development problem #5

2
3−1 3

=3− 1+ ( 2
3 ) ← definition of mixed number

= (3 − 1) −
2
3
Key Ideas: Subtract subtrahend parts in any
order
2
=2− 3

=1+ ( 3
3
−
2
3 ) Key Ideas: Subtract from any part of the
minuend
1
=1+ 3
1
=1 3
← definition of mixed number

Check: Problem Set problem #1d

Adding Fractions with Different Denominators

Goals:
● Build on Lessons 3-4 and Grade 4 Module 5 Lesson 10 (“simplifying fractions”) to
add fractions with denominators that have a common factor

Focus: Concept Development problem #3

○ Method #1: “Simplifying fraction” at the end
5 5
9
+ 6

=
5×6
9×6
+
5×9
6×9
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐

=
30+45
54
Key Ideas: 𝑎
𝑐
+
𝑏
𝑐
=
𝑎+𝑏
𝑐
75
= 54
25 75 75÷3
= 18
← Grade 4 Module 5 Lesson 10: 54
= 54÷3
○ Method #2: Finding smallest common denominator (least common multiple)

p. 41
Grade 5

5 5
9
+ 6

=
5×2
9×2
+
5×3
6×3
Key Ideas: 𝑎
𝑏
=
𝑎×𝑐
𝑏×𝑐

=
10+15
18
Key Ideas: 𝑎
𝑐
+
𝑏
𝑐
=
𝑎+𝑏
𝑐
25
= 18

Check: Problem Set problem #1f

Adding Mixed Numbers

Goals:
● Build on Lesson 8 to add mixed numbers

Focus: Concept Development problem #4

5 2
3 7
+6 3
15 14
=3+ 21
+6+ 21

= (3 + 6) + ( 15
21
+
14
21 ) Key Ideas: Add in any order
29
=9+ 21
8
=9+1+ 21
← Lesson 2
8
= 10 21

Check: Problem Set problem #1d

Subtracting from Mixed Numbers

Goals:
● ↻ Review/reinforce Lesson 6: Subtract fractions from mixed numbers
Focus: Concept Development problem #3
Check: Problem Set problem #1e
● Build on Lesson 8 to subtract mixed numbers

Focus: Concept Development problem #4

3 1
3 5
−2 2
6 5
=3+ 10
−2− 10

= (3 − 2) + ( 6
10
−
5
10 ) Key Ideas: Subtract subtrahend parts in any
order

p. 42
Grade 5

1
=1+ 10
1
=1 10

Check: Problem Set problem #1g

Subtracting Mixed Numbers (Continued)

Goals:
● Build on Lesson 11 and Grade 4 Module 5 Lesson 33 (subtracting mixed numbers
with same denominators) to subtract mixed numbers
○ Method 1: Subtracting subtrahend parts in any order
1 1
3 4
−2 2
1 2
=3+ 4
−2− 4

= (3 − 2) + ( 1
4
−
1
4
−
1
4 )
=1−
1
4
Key Ideas: Subtract subtrahend parts in any order
4 1
= 4
− 4
3
= 4
○ Method 2: Subtracting from any part of minuend
1 1
3 4
−2 2
1 2
=3+ 4
−2− 4
4 1 2
=2+ 4
+ 4
−2− 4

= (2 − 2) + ( 4
4
+
1
4
−
2
4 ) Key Ideas: Subtract from any part of the
minuend
3
= 4
○ Method 3: “Counting up”
1 1 1 1
"3 4
−2 2
= ? " 𝑚𝑒𝑎𝑛𝑠 "2 2
+ ?= 3 4
"

Check: Problem Set problem #1d

p. 43
Grade 5

Topic D: Further Applications

Comparing Numerical Expressions

Goals:
1
● Compare a numerical expression to 1 or 2
“to estimate mentally and assess the
reasonableness of solutions” (5.NF.2)

Focus: Concept Development problems #2, #4

2 2
"𝐼𝑠 1 5
− 3
𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 1? "
2 2 2 2
■ 1 5
− 3
=1+ 5
− 3
(definition of mixed number)
2 2 2 2
● If 5
is a longer segment than 3
, then “ 5 − 3
” will be adding on
to1 and the entire expression will be greater than 1

2 2 2 2
● If 5
is a shorter segment than 3
, then “ 5 − 3
” will be taking
away from 1 and the entire expression will be less than 1

■ Partitioning the unit segment (the unit or whole) into more parts makes
1 1
the parts shorter (smaller), so 5
is shorter than 3
and, therefore, two
1 1
copies of 5
is shorter than two copies of 3
2 2
■ 5
is a shorter segment than 3
2 2
■ “ 5 − 3 ” is taking away from 1
2 2
■ “1 5 − 3 ” is shorter than 1

p. 44
Grade 5

2 2
■ 1 5
− 3
< 1 (definition of less than)

Check: Problem Set problems #1c, #2a

Suggestions: Omit or use as “challenge” tasks Concept Development problems #7, #8,
Problem Set problem #3, Homework problem #3 because comparing two mixed number
expressions is not directly relevant to Grade 5 Standards

Adding and/or Subtracting Multiple Terms

Goals:
● Add and/or subtract to compose units (wholes)

Focus: Concept Development problem #3

5 1 1
2 6
− 3
+ 6
5 1 1
=2+ 6
− 3
+ 6

=2+ ( 5
6
+
1
6 )− 1
3
Key Ideas: Add in any order
1
=2+1− 3
2
=2+ 3
← Lesson 8
2
=2 3

Check: Problem Set problem #1b

● Use definitions of addition of fractions and subtraction of fractions to rewrite equations
and find an unknown term

Focus: Concept Development problem #5

1 3
“___− 15 − 4 2
= 7 5 ” means

3 1
___= 7 5
+ 15 + 4 2
1
= 27 10
← Lesson 10

Check: Problem Set problem #2b

p. 45
Grade 5

Word Problems
Goals:
● Solve multi-step word problems that involve addition and subtraction of fractions

Focus: Concept Development (Problem Set) problem #2

Check: Problem Set problem #4

Fraction of Whole

Cut/consolidate: Omit lesson because it involves concepts from Module 4

Goals:
● Draw visual representations and solve word problems that involve “fraction of number”
and the division interpretation of a fraction (Module 4)

p. 46
 Grade 5

Module 4: Multiplication and Division of Fractions

and Decimal Fractions
Definitions:
1 1
● Rounding to the nearest 𝑘
: to round a number n to the nearest 𝑘
means to replace n by the
1 1 1 2
multiple of 𝑘
which is closest to n; if two multiples of 𝑘
(0, 𝑘
, 𝑘
, etc.) are equally close to n,
the convention is to always choose the bigger number
● Division of whole numbers (partitive interpretation) (Grade 4 Module 3): “𝑎 ÷ 𝑏” means
“the size of each group when 𝑎 is divided into 𝑏 equal groups”
○ “𝑎 ÷ 𝑏 = 𝑁” means “𝑏 × 𝑁 = 𝑎”
𝑎
● Fraction of a number: “ 𝑏 𝑜𝑓 𝑁” means “the number when 𝑁 is partitioned into 𝑏 equal parts
(groups) and 𝑎 parts (groups) are selected”
𝑎
● Multiplication by a fraction: “ 𝑏 × 𝑁” means “the number when 𝑁 is partitioned into 𝑏 equal
parts (groups) and 𝑎 parts (groups) are selected”
● Division of whole number by unit fraction:
○ Partitive interpretation:
■ The unknown size of each group when given the total and the number of equal
groups (number of parts is known)
1 1
■ “𝑛 ÷ 𝑏
= 𝑄” means “ 𝑏 × 𝑄 = 𝑛”
○ Measurement interpretation:
■ The unknown number of equal groups when given the total and the size of each
group (how much to measure is known)
1 1
■ “𝑛 ÷ 𝑏
= 𝑄” means “𝑄 × 𝑏
= 𝑛”
1
● Division of unit fraction by whole number (partitive interpretation): “ 𝑏 ÷ 𝑛” means “the
1
size of each group when 𝑏
is divided into 𝑛 equal groups”
1 1
○ “ 𝑏 ÷ 𝑛 = 𝑄” means “𝑛 × 𝑄 = 𝑏
”

Key Ideas:
𝑎
● Division interpretation of a fraction: 𝑏
=𝑎÷𝑏
○ Reasoning:
■ Slides: Google Slides, Keynote, PowerPoint
■ Article: “Unpacking the Division Interpretation of a Fraction” Teaching Children
Mathematics October 2015
● 4th grade example includes methods used in Lesson 2
𝑎 𝑎
● Equivalence of multiplication and “of”: 𝑏
×𝑁= 𝑏
𝑜𝑓 𝑁

p. 47
Grade 5

𝑎 𝑎
○ Reasoning: " 𝑏
𝑜𝑓 𝑁" and “ 𝑏
× 𝑁” have the same meaning (definition)
𝑎 𝑎×𝑛
● Multiplication of fraction and whole number: 𝑏
×𝑛= 𝑏
○ Reasoning:
𝑎
𝑏
×𝑛
𝑎
=𝑛× 𝑏
← commutative property of multiplication
𝑎 𝑎
𝑏
×𝑛=𝑛× 𝑏
𝑛×𝑎 𝑎 𝑛×𝑎
= 𝑏
←𝑛 × 𝑏
= 𝑏
𝑎×𝑛
= 𝑏
← commutative property of multiplication
𝑚×𝑛=𝑛×𝑚
𝑎 𝑐 𝑎×𝑐
● Product formula: 𝑏
× 𝑑
= 𝑏×𝑑
○ Reasoning: see Lesson 15
𝑎 𝑐 𝑎
● Multiplication with 1: 𝑏
× 𝑐
= 𝑏
○ Reasoning:
𝑎 𝑐
𝑏
× 𝑐
𝑎×𝑐 𝑎 𝑐 𝑎×𝑐
= 𝑏×𝑐
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
𝑎 𝑎×𝑐 𝑎
= 𝑏
← 𝑏×𝑐
= 𝑏
● Scaling:
If... then.. because...
𝑎 𝑎 𝑎
𝑏
>1 𝑏
×𝑁>𝑁 𝑏
× 𝑁 means taking more than one copy of 𝑁

𝑎 𝑎 𝑎
𝑏
=1 𝑏
×𝑁=𝑁 𝑏
× 𝑁 means taking one copy of 𝑁

𝑎 𝑎 𝑎
𝑏
<1 𝑏
×𝑁<𝑁 𝑏
× 𝑁 means taking less than one copy of 𝑁

p. 48
Grade 5

Topic A: Line Plots of Fraction Measurements

Measuring and Graphing Fraction Measurements

Goals:
● Generalize definition of rounding to the nearest tenth, hundredth (Module 1 Topic C) to
1 1 1
rounding to the nearest 2
, 4
, 8
inch measurement
● ↻ Review/reinforce Grade 4 Module 5 Lessons 28 and 40: Make a line plot to display a
data set of fraction measurements
● Observe that a smaller unit of measurement leads to
○ More precise measurement (closer to actual measurement)
■ Fractions allow us to be more precise with measurements
○ More spread-out line plot (in general)
■ Reasoning: there are more “choices” of values in each range (e.g., in
1
the range of 1 to 2 inches, measuring to the nearest 2
inch only gives
1 1
us 3 choices of values (1, 1 2 , 2) whereas measuring to the nearest 4
1 2 3
inch gives us 5 choices of values (1, 1 4 , 1 4 , 1 4 , 2))

Check: Problem Set problems #5a & c

Topic B: Fractions as Division

Division Interpretation of a Fraction

Goals:
● Use definitions of division of whole numbers and fraction (Grade 4 Module 5) to
1
conclude 1 ÷ 𝑏 = 𝑏

Focus: Concept Development problem #1

Check: Problem Set problem #1a
𝑎
● Use definition of division of whole numbers to justify 𝑎 ÷ 𝑏 = 𝑏
○ Method 1: Concatenation of unit fractions
■ See “Method 1” in Google Slides

Focus: Concept Development problem #1

○ Method 2: Equivalent fractions
■ See “Method 2” in Google Slides

p. 49
Grade 5

Focus: Concept Development problem #2

○ Method 3: Division with remainder (when 𝑎 > 𝑏)

Focus: Concept Development problem #3

5÷2
■ By division with remainder, 2 × 2 + 1 = 5, meaning each of the 2
groups gets 2 wholes and there is a remainder of 1
1 1
■ By Concept Development problem #1 (1 ÷ 𝑏 = 𝑏
), 1 ÷ 2 = 2
so the
1
remainder 1 gets divided into 2
for each of the two groups
1 1 5
■ Therefore, each group gets 2 + 2
=2 2
= 2
5
■ Thus, 5 ÷ 2 = 2

Check: Problem Set problems #1b-c

Division Interpretation of a Fraction (Continued)

Goals:
● Build on Lesson 2 Method 3 division with remainder (when 𝑎 > 𝑏) to
○ Observe that when the dividend is multiplied by a number 𝑘, then the quotient is
𝑎
multiplied by 𝑘: (𝑘 × 𝑎) ÷ 𝑏 = 𝑘 × 𝑏
4
■ Example: (2 × 4) ÷ 3 = 2 × 3
because
(2 × 4) ÷ 3

=
2×4
3
Key Ideas: 𝑎 ÷𝑏=
𝑎
𝑏
4 𝑎 𝑛×𝑎
=2× 3
←𝑛 × 𝑏
= 𝑏
○ Verify quotient with equivalent multiplication equation
1 1
■ Example: If 4 ÷ 3 = 1 3 , then 3 × 1 3
should equal 4

Focus: Concept Development problems #2, #3

Check: Problem Set problem #2

Word Problems
Goals:
● Solve word problems that involve the division interpretation of a fraction

Focus: Concept Development problems #2, #4

Check: Problem Set problems #3a, #4b

p. 50
Grade 5

Word Problems (Continued)

Goals:
● ↻ Review/reinforce Lesson 4
Focus: Concept Development problems #2, #3
Check: Problem Set problem #7a

Topic C: Multiplication of a Whole Number by a Fraction

Fraction of a Number: Sets

Goals:
● Define “fraction of a number” and use sets (discrete objects) to conclude:
1
○ 𝑏
𝑜𝑓 𝑛 = 𝑛 ÷ 𝑏
1
■ Example: 4
𝑜𝑓 12 = 12 ÷ 4 because
1
4
𝑜𝑓 12
= the number when 12 is partitioned into 4 equal parts (groups) and 1
part (group) is selected
= the size of each group when 12 is divided into 4 equal groups
= 12 ÷ 4
○
𝑎
𝑏
𝑜𝑓 𝑛 = 𝑎 × ( 1
𝑏
𝑜𝑓 𝑛 )
■ Example:
3
4
𝑜𝑓 12 = 3 × ( 1
4 )
𝑜𝑓 12 because
3
4
𝑜𝑓 12
= the number when 12 is partitioned into 4 equal parts (groups) and 3
parts (groups) are selected
= 3 copies of 1 part when 12 is partitioned into 4 equal parts
=3× ( 1
4
𝑜𝑓 12 )
Focus: Concept Development problems #2, #4
Check: Problem Set problems #1b, #4

Fraction of a Number: Linear Diagrams

p. 51
Grade 5

Goals:
● Build on Lesson 6 to find fraction of a number when equal to a fraction by using
number line or tape diagram

Focus: Concept Development problem #3

𝑎 𝑎
* Note: Must define multiplication by a fraction and address “ 𝑏 × 𝑛 = 𝑏
𝑜𝑓 𝑛”
to do Problem Set and Homework
Check: Problem Set problem #1h
● Use definition of “fraction of a number” and number line or tape diagram to find
unknown total

Focus: Concept Development problem #4

Check: Problem Set problem #1j

Multiplication by a Fraction
Goals:
● Define multiplication by a fraction and verify the commutative property of multiplication
𝑎 𝑎
𝑏
×𝑛=𝑛× 𝑏

Focus: Concept Development problem #1

2 2
3
×6=6× 3
because
2 2
■ 3
×6= 3
𝑜𝑓 6 = 4
2 2 2 2 2 2 2 6×2 12
■ 6× 3
= 3
+ 3
+ 3
+ 3
+ 3
+ 3
= 3
= 3
=4

Check: Problem Set problem #3b

𝑎 𝑛×𝑎
● Use the commutative property of multiplication and 𝑛 × 𝑏
= 𝑏
to conclude
𝑎 𝑎×𝑛
𝑏
×𝑛= 𝑏

Focus: Concept Development problem #1

𝑎 𝑎×𝑛
● Use 𝑏
×𝑛= 𝑏
and Equivalent Fractions Theorem to multiply (more efficiently)

Focus: Concept Development problem #3

7
6
× 27
7×27 𝑎 𝑎×𝑛
= 6
← 𝑏
×𝑛= 𝑏
7×(27÷3) 𝑎÷𝑐 𝑎
= (6÷3)
← 𝑏÷𝑐
= 𝑏
7×9
= 2

p. 52
Grade 5

63
= 2

Check: Problem Set problem #4c

● Convert a fraction of a measurement from a larger unit to a smaller unit

Focus: Concept Development problem #4

2
3
ℎ𝑜𝑢𝑟
2
= 3
𝑜𝑓 1 ℎ𝑜𝑢𝑟
2
= 3
𝑜𝑓 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 ← 1 ℎ𝑜𝑢𝑟 = 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
2 𝑎 𝑎
= 3
× 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 ← 𝑏
𝑜𝑓 𝑛 = 𝑏
×𝑛
2×60 𝑎 𝑎×𝑛
= 3
𝑚𝑖𝑛𝑢𝑡𝑒𝑠 ← 𝑏
×𝑛= 𝑏
2×(60÷3) 𝑎÷𝑐 𝑎
= (3÷3)
𝑚𝑖𝑛𝑢𝑡𝑒𝑠 ← 𝑏÷𝑐
= 𝑏
2×20
= 1
𝑚𝑖𝑛𝑢𝑡𝑒𝑠
=40 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
Check: Problem Set problem #5c

Unit Conversions
Goals:
● ↻ Review/reinforce Lesson 8 Concept Development problem #4
Focus: Concept Development problem #2
Check: Problem Set problem #1c
● Solve word problems that involve unit conversion from a larger unit to a smaller unit

Focus: Concept Development problem #3

Check: Problem Set problem #2

Topic D: Fraction Expressions and Word Problems

Equations and Expressions

Goals:
● Write and solve an equation given a visual (tape) diagram

Focus: Concept Development problem #1a

p. 53
Grade 5

○ “9 + 11” is partitioned into 4 equal parts; when 3 parts are selected, the number
is “?”
3
○ ?= 4
× (9 + 11) ← definition of multiplication by a fraction
3×20 𝑎 𝑎×𝑛
= 4
← 𝑏
×𝑛= 𝑏
3×(20÷4) 𝑎÷𝑐 𝑎
= (4÷4)
← 𝑏÷𝑐
= 𝑏
3×5
= 1
= 15
Check: Problem Set problem #1
● Write and evaluate an expression from word form

Focus: Concept Development problem #2

“the product of 4 and 2, divided by 3”
= (4 × 2) ÷ 3
4×2 𝑎
= 3
← Division interpretation of a fraction: 𝑎 ÷ 𝑏 = 𝑏
8
= 3
* Note: Parentheses are not required because convention is to do multiplication,
division left to right but parentheses make it clearer to do 4 × 2 first
Check: Problem Set problems #2b-c
● Compare expressions in word and numerical forms

Focus: Concept Development problem #4

1
8
𝑡ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 6 𝑎𝑛𝑑 14
1
= 8
𝑜𝑓(6 + 14)
= (6 + 14) ÷ 8 ← Lesson 6
Check: Problem Set problem #4b

Word Problems
Goals:
● Solve word problems that involve multiplication and addition and/or subtraction with
fractions

p. 54
Grade 5

Focus: Concept Development (Problem Set) problem #2

● Create and solve word problems given an expression or visual (tape) diagram

Focus: Concept Development (Problem Set) problem #5

Word Problems (Continued)

Goals:
● ↻ Review/reinforce Lesson 11
Focus: Concept Development (Problem Set) problems #2, #4

Topic E: Multiplication of a Fraction by a Fraction

Suggestions: Use 1 by 1 unit square for area model instead of rectangular area model for
consistency in dimensions (“1” horizontally is the same as “1” vertically) and consistency with
𝑎 𝑐 𝑎 𝑐
area formula (area of 𝑏
by 𝑑
rectangle is 𝑏
× 𝑑
, Module 5 Topic C)

p. 55
Grade 5

Unit Fraction × Unit Fraction

Goals:
● Use definition of multiplication by a fraction and Equivalent Fractions Theorem to
1 1 1
conclude 𝑏
× 𝑑
= 𝑏×𝑑

Focus: Concept Development problem #3

○ Area model:
1 1
4
× 3
1
= 𝑡ℎ𝑒 𝑎𝑟𝑒𝑎 𝑤ℎ𝑒𝑛 3
𝑖𝑠 𝑝𝑎𝑟𝑡𝑖𝑡𝑖𝑜𝑛𝑒𝑑 𝑖𝑛𝑡𝑜 4 𝑒𝑞𝑢𝑎𝑙 𝑝𝑎𝑟𝑡𝑠 (𝑎𝑟𝑒𝑎𝑠) 𝑎𝑛𝑑 1 𝑝𝑎𝑟𝑡 𝑖𝑠 𝑠𝑒𝑙𝑒𝑐𝑡𝑒𝑑
1
= 4×3

○ Number line:
1 1
4
× 3
1
= 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑤ℎ𝑒𝑛 ⎡0, ⎤ 𝑖𝑠 𝑝𝑎𝑟𝑡𝑖𝑡𝑖𝑜𝑛𝑒𝑑 𝑖𝑛𝑡𝑜 4 𝑒𝑞𝑢𝑎𝑙 𝑝𝑎𝑟𝑡𝑠 (𝑙𝑒𝑛𝑔𝑡ℎ𝑠) 𝑎𝑛𝑑 1 𝑝𝑎𝑟𝑡 𝑖𝑠 𝑠𝑒𝑙𝑒𝑐𝑡𝑒𝑑
⎣ 3 ⎦
1
= 4×3

Check: Problem Set problem #1e

p. 56
Grade 5

1 1 1 1
● Use area model to verify commutative property of multiplication 𝑏
× 𝑑
=𝑑 × 𝑏

Focus: Concept Development problem #3

1 1 1 1 1 1
4
× 3
= 4×3
= 3×4
= 3
× 4

Unit Fraction × Fraction

Goals:
1 𝑐
● Build on Lesson 13 to find 𝑏
× 𝑑
when 𝑐 is a multiple of 𝑏

Focus: Concept Development problem #3

1 4
2
× 5
4
= 𝑡ℎ𝑒 𝑎𝑟𝑒𝑎 𝑤ℎ𝑒𝑛 5
𝑖𝑠 𝑝𝑎𝑟𝑡𝑖𝑡𝑖𝑜𝑛𝑒𝑑 𝑖𝑛𝑡𝑜 2 𝑒𝑞𝑢𝑎𝑙 𝑝𝑎𝑟𝑡𝑠 (𝑎𝑟𝑒𝑎𝑠) 𝑎𝑛𝑑 1 𝑝𝑎𝑟𝑡 𝑖𝑠 𝑠𝑒𝑙𝑒𝑐𝑡𝑒𝑑
4 2
= 2×5
= 5

Check: Problem Set problem #3a

● Use definition of multiplication by a fraction and Equivalent Fractions Theorem to
1 𝑐 𝑐
conclude 𝑏
× 𝑑
= 𝑏×𝑑

Focus: Concept Development problem #4

p. 57
Grade 5

Check: Problem Set problem #1e

● Use definition of multiplication by a fraction and Equivalent Fractions Theorem to
𝑎 1 𝑎
conclude 𝑏
× 𝑑
= 𝑏×𝑑

Focus: Concept Development problem #5

3 1
4
× 2
1
= 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑤ℎ𝑒𝑛 ⎡0, ⎤ 𝑖𝑠 𝑝𝑎𝑟𝑡𝑖𝑡𝑖𝑜𝑛𝑒𝑑 𝑖𝑛𝑡𝑜 4 𝑒𝑞𝑢𝑎𝑙 𝑝𝑎𝑟𝑡𝑠 (𝑙𝑒𝑛𝑔𝑡ℎ𝑠) 𝑎𝑛𝑑 3 𝑝𝑎𝑟𝑡𝑠 𝑎𝑟𝑒 𝑠𝑒𝑙𝑒𝑐𝑡𝑒
⎣ 2 ⎦
3
= 4×2

Check: Problem Set problem #1f

Fraction × Fraction
Goals:
𝑎 𝑐 𝑎×𝑐
● Build on Lesson 14 to justify the product formula 𝑏
× 𝑑
= 𝑏×𝑑

Focus: Concept Development problem #2 modified to 2

3
×
4
5
○ Area model:
2 4
3
× 5
4
= 𝑡ℎ𝑒 𝑎𝑟𝑒𝑎 𝑤ℎ𝑒𝑛 5
𝑖𝑠 𝑝𝑎𝑟𝑡𝑖𝑡𝑖𝑜𝑛𝑒𝑑 𝑖𝑛𝑡𝑜 3 𝑒𝑞𝑢𝑎𝑙 𝑝𝑎𝑟𝑡𝑠 (𝑎𝑟𝑒𝑎𝑠) 𝑎𝑛𝑑 2 𝑝𝑎𝑟𝑡𝑠 𝑎𝑟𝑒 𝑠𝑒𝑙𝑒𝑐𝑡𝑒𝑑
2×4
= 3×5

p. 58
Grade 5

○ Number line:
2 4
3
× 5
4
= 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑤ℎ𝑒𝑛 ⎡0, ⎤ 𝑖𝑠 𝑝𝑎𝑟𝑡𝑖𝑡𝑖𝑜𝑛𝑒𝑑 𝑖𝑛𝑡𝑜 3 𝑒𝑞𝑢𝑎𝑙 𝑝𝑎𝑟𝑡𝑠 (𝑙𝑒𝑛𝑔𝑡ℎ𝑠) 𝑎𝑛𝑑 2 𝑝𝑎𝑟𝑡𝑠 𝑎𝑟𝑒 𝑠𝑒𝑙𝑒𝑐𝑡𝑒
⎣ 5 ⎦
2×4
= 3×5

Check: Problem Set problem #1c

● Use the product formula and Equivalent Fractions Theorem to multiply and simplify
fractions efficiently

Focus: Concept Development problem #3b

3 5
10
× 9
3×5 𝑎 𝑐 𝑎×𝑐
= 10×9
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
(3÷3)×(5÷5) 𝑎÷𝑐 𝑎
= (10÷5)×(9÷3)
← 𝑏÷𝑐
= 𝑏
1
= 2×3
1
= 6

Check: Problem Set problem #2c

p. 59
Grade 5

Word Problems
Goals:
● Solve multi-step word problems that involve multiplication of fractions

Focus: Concept Development problem #2

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑛𝑖𝑙𝑙𝑎
=
1
2
× ( 4
5 )
× 30
4×30 𝑎 𝑐 𝑎×𝑐
= 2×5
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
𝑎÷𝑐 𝑎
=2×6 ← 𝑏÷𝑐
= 𝑏
= 12

p. 60
Grade 5

Decimal Multiplication
Goals:
● Use definition of decimal number and the product formula to multiply decimals

Focus: Concept Development problems #2b-c, #4c

0. 07 × 0. 2
7 2
= 100
× 10 ← definition of decimal number
7×2 𝑎 𝑐 𝑎×𝑐
= 100×10
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
14
= 1,000
= 0. 14 ← definition of decimal number
Check: Problem Set problems #2f & h

Decimal Multiplication (Continued)

Goals:
● Build on Lesson 17 to justify the standard algorithm for multiplying decimals

Focus: Concept Development problems #3a-b

0. 31 × 1. 4
31 14
= 100
× 10 ← definition of decimal number
31×14 𝑎 𝑐 𝑎×𝑐
= 100×10
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
434
= 1,000
← 2 + 1 zeros means 2 + 1 decimal places
= 0. 434
Check: Problem Set problem #3c

Unit Conversions: Whole Number Measurement

Goals:
● Convert a whole number measurement from a smaller unit to a larger unit

Focus: Concept Development problems #3, #4

15 𝑖𝑛𝑐ℎ𝑒𝑠 = ___ 𝑓𝑒𝑒𝑡
○ Method 1: Symbolic
15 𝑖𝑛𝑐ℎ𝑒𝑠
= 15 × 1 𝑖𝑛𝑐ℎ
1 1
= 15 × 12
𝑓𝑒𝑒𝑡 ←1 𝑖𝑛𝑐ℎ = 12
𝑓𝑒𝑒𝑡

p. 61
Grade 5

15 𝑎 𝑐 𝑎×𝑐
= 12
𝑓𝑒𝑒𝑡 ← product formula 𝑏
× 𝑑
= 𝑏×𝑑
5 𝑎÷𝑐 𝑎
= 4
𝑓𝑒𝑒𝑡 ← 𝑏÷𝑐
= 𝑏
○ Method 2: Visual (number line)

Check: Problem Set problems #1c & f

Unit Conversions: Mixed Number Measurement

Goals:
● Build on Lessons 8-9 to convert a mixed number measurement from a larger unit to a
smaller unit

Focus: Concept Development problem #1

○ Method 1: Rewriting mixed number as sum
1
43
𝑦𝑑
1
= 43 × 1 𝑦𝑑
1
= 43 × 3 𝑓𝑡 ←1 𝑦𝑎𝑟𝑑 = 3 𝑓𝑒𝑒𝑡
= 4+( ) × 3 𝑓𝑡
1
3
← definition of mixed number
= (4 × 3) + ( × 3) 𝑓𝑡
1
3
← distributive property
= 13 𝑓𝑡
○ Method 2: Rewriting mixed number as fraction
1
43
𝑦𝑑
1
= 4 3 × 1 𝑦𝑑
1
= 4 3 × 3 𝑓𝑡 ←1 𝑦𝑎𝑟𝑑 = 3 𝑓𝑒𝑒𝑡
= ( )
13
3
× 3 𝑓𝑡
13×3 𝑎 𝑐 𝑎×𝑐
= 3
𝑓𝑡 ← product formula 𝑏
× 𝑑
= 𝑏×𝑑
𝑎÷𝑐 𝑎
= 13 𝑓𝑡 ← 𝑏÷𝑐
= 𝑏

p. 62
Grade 5

Check: Problem Set problem #1e

● Build on Lesson 19 to convert a mixed number measurement from a smaller unit to a
larger unit

Focus: Concept Development problem #2

Check: Problem Set problem #1d
● Solve multi-step word problems that involve unit conversion

Focus: Concept Development problem #3

Check: Problem Set problem #3

Topic F: Multiplication with Fractions and Decimals as Scaling and Word

Problems

Multiplication with 1; Fraction as Decimal

Goals:
𝑎 𝑐 𝑎
● Use the product formula and Equivalent Fractions Theorem to justify 𝑏
× 𝑐
= 𝑏

Focus: Concept Development problem #1

2 3
2
× 4
2×3 𝑎 𝑐 𝑎×𝑐
= 2×4
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
3 𝑎×𝑐 𝑎
= 4
← 𝑏×𝑐
= 𝑏
● Express fraction as equivalent decimal number

Focus: Concept Development problem #2

1
4
1×25 𝑎×𝑐 𝑎
= 4×25
← 𝑏×𝑐
= 𝑏
25
= 100
= 0. 25 ← definition of decimal number
Check: Problem Set problems #2e & g

Scaling
Goals:
● Use definitions of multiplication by a fraction and equal, greater than, less than to
conclude Scaling Key Ideas

p. 63
Grade 5

Size of factor Size of product Reasoning

5 5 5
4
>1 4
× 12 > 12 4
× 12 is to the right of 12

4 4 4
4
=1 4
× 12 = 12 4
× 12 is at the same point as 12

3 3 3
4
<1 4
× 12 < 12 4
× 12 is to the left of 12

Focus: Concept Development problems #1, #2

Check: Problem Set problems #3, #5

Scaling (Continued)
Goals:
● Extend Scaling Key Ideas to decimals and estimate extent of change based on how
close the scaling factor is to 1 or 0

Focus: Concept Development problems #2, #3

Check: Problem Set problems #2, #3

Word Problems
Goals:
● Solve word problems that involve multiplication (and addition) with fractions or decimals

Focus: Concept Development (Problem Set) problem #2

p. 64
Grade 5

Topic G: Division of Fractions and Decimal Fractions

Division of Whole Number by Unit Fraction

Goals:
● Define division of whole number by unit fraction (measurement interpretation) and find
1
“𝑛 ÷ 𝑏
= 𝑄”

Focus: Concept Development problem #1

1
“Jenny buys 2 pounds of pecans. If she puts 3
pound in each bag, how many
bags can she make?”
𝐿𝑒𝑡 ? = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑎𝑔𝑠

1
? × 3
=2
2×3 𝑎 𝑎×𝑐
= 3
← 𝑏
= 𝑏×𝑐
1
= 6 𝑐𝑜𝑝𝑖𝑒𝑠 𝑜𝑓 3
1
=6× 3
1 1 1
"2 ÷ 3
= ? " 𝑚𝑒𝑎𝑛𝑠 "? × 3
= 2", 𝑎𝑛𝑑 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 ? = 6, 𝑡ℎ𝑒𝑛 2 ÷ 3
=6

Check: Problem Set problems #2c, #3

𝑎 𝑎
● Use the commutative property of multiplication 𝑏
×𝑛=𝑛× 𝑏
to define division of
1
whole number by unit fraction (partitive interpretation) and find “𝑛 ÷ 𝑏
= 𝑄”

Focus: Concept Development problem #2

1
“Jenny buys 2 pounds of pecans. If this is 3
the number she needs to make
pecan pies, how many pounds will she need?”
𝐿𝑒𝑡 ? = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑢𝑛𝑑𝑠 𝑛𝑒𝑒𝑑𝑒𝑑

p. 65
Grade 5

○ Solution:
3 𝑝𝑎𝑟𝑡𝑠 × 2 = ?
6= ?
○ Definition of division of whole number by unit fraction (partitive interpretation):
1
■ 3
× ?= 2
1
■ ?× 3
= 2 by the commutative property of multiplication
𝑎 𝑎
𝑏
×𝑛=𝑛× 𝑏
1
■ 2÷ 3
= ? by the division of whole number by unit fraction
(measurement interpretation)
1 1
■ Therefore, "2 ÷ 3
=? " 𝑚𝑒𝑎𝑛𝑠 " 3
× ? = 2"(partitive interpretation)
○ Conclusion:
1 1 1
"2 ÷ 3
= ? " 𝑚𝑒𝑎𝑛𝑠 " 3
× ? = 2", 𝑎𝑛𝑑 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 ? = 6, 𝑡ℎ𝑒𝑛 2 ÷ 3
=6

Check: Problem Set problem #5

Division of Unit Fraction by Whole Number

Goals:
● Define division of unit fraction by whole number (partitive interpretation) and find
1
“ 𝑏 ÷ 𝑛 = 𝑄”

Focus: Concept Development problem #1

1
“Nolan gives 2
pan of brownies to his 3 friends to share equally. How much of
a pan of brownies will each friend receive?”
𝐿𝑒𝑡 ? = 𝑎𝑚𝑜𝑢𝑛𝑡 𝑜𝑓 𝑝𝑎𝑛𝑠 𝑜𝑓 𝑏𝑟𝑜𝑤𝑛𝑖𝑒𝑠 𝑓𝑜𝑟 𝑒𝑎𝑐ℎ 𝑓𝑟𝑖𝑒𝑛𝑑

1 1 1
3× ? = 2 3
× 2
= ?
1 1 1 1 1
" 2
÷ 3 = ? " 𝑚𝑒𝑎𝑛𝑠 "3 × ? = 2
", 𝑎𝑛𝑑 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 ? = 6
(𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑓𝑜𝑟𝑚𝑢𝑙𝑎), 𝑡ℎ𝑒𝑛 2
÷3= 6

Check: Problem Set problems #1b, #3

p. 66
Grade 5

Word Problems
Goals:
● Solve word problems that involve division of whole number and unit fraction

Focus: Concept Development (Problem Set) problems #3a, #5a

Word Problems (Continued)

Goals:
● Create and solve word problems given an expression or visual (tape) diagram

Focus: Concept Development (Problem Set) problems #1, #3c

Division by a Unit Decimal

Goals:
● Extend definition of division of whole number by unit fraction (measurement
interpretation) to division of decimal by unit decimal

Focus: Concept Development problem #3

"7. 4 ÷ 0. 01 = 𝑛" 𝑚𝑒𝑎𝑛𝑠 "𝑛 × 0. 01 = 7. 4"(how many 0.01 are in 7.4)
1 74
𝑛× 100
= 10
← definition of decimal number
1 740 𝑎 𝑎×𝑐
𝑛 × 100 = 100
← 𝑏
= 𝑏×𝑐
𝑛 740 𝑎 𝑐 𝑎×𝑐
100
= 100 ← product formula 𝑏
× 𝑑
= 𝑏×𝑑
𝑛 = 740
Check: Problem Set problems #2b & d

Division of Decimals
Goals:
● Build on Lesson 29 to divide decimals

Focus: Concept Development problem #2

"1. 6 ÷ 0. 04 = 𝑛" 𝑚𝑒𝑎𝑛𝑠 "𝑛 × 0. 04 = 1. 6"(how many 0.04 are in 1.6)
4 16
𝑛× 100
= 10
← definition of decimal number
4 160 𝑎 𝑎×𝑐
𝑛 × 100 = 100
← 𝑏
= 𝑏×𝑐
𝑛×4 160 𝑎 𝑐 𝑎×𝑐
100
= 100 ← product formula 𝑏
× 𝑑
= 𝑏×𝑑
𝑛 × 4 = 160

p. 67
Grade 5

𝑛 = 160 ÷ 4
= 40
Check: Problem Set problems #1d & e

Division of Decimals (Continued)

Goals:
● Build on Lesson 30 to estimate and find quotient of decimals

Focus: Concept Development problem #1

"34. 8 ÷ 0. 6 = 𝑛" 𝑚𝑒𝑎𝑛𝑠 "𝑛 × 0. 6 = 34. 8"(how many 0.6 are in 34.8)
6 348
𝑛× 10
= 10
← definition of decimal number
𝑛×6 348 𝑎 𝑐 𝑎×𝑐
10
= 10
← product formula 𝑏
× 𝑑
= 𝑏×𝑑
𝑛 × 6 = 348
𝑛 = 348 ÷ 6
Estimate (using mental math): 𝑛 ≈ 360 ÷ 6 = 60
Exact (using division algorithm): 𝑛 = 58
Check: Problem Set problem #1b

p. 68
Grade 5

Topic H: Interpretation of Numerical Expressions

Expressions
Goals:
● Build on Lesson 10 to write and evaluate an expression from word form

Focus: Concept Development problem #1

Check: Problem Set problems #3a, #7a & c
● Write numerical expressions in word form

Focus: Concept Development problem #2

Check: Problem Set problems #5a-b

Word Problems
Goals:
● Solve word problems that involve multiplication and division of fractions or decimals

Focus: Concept Development (Problem Set) problem #3

● Create and solve word problems given an expression or visual (tape) diagram

Focus: Concept Development (Problem Set) problem #5

p. 69
 Grade 5

Module 5: Addition and Multiplication with Volume

and Area
Definitions:
● Volume, area:
Volume Area

General meaning amount of space that a amount of flat space that a shape
three-dimensional figure takes up takes up

To measure with to count the number of units that fit

specified unit 1. side by side (no overlap or extra space between) and
2. between all the sides of the object

Standard method measure area with unit cube measure area with unit square
of measuring (cube with side length 1 unit) (square with side length 1 unit)

volume of unit cube = 1 cubic area of unit square = 1 square

unit unit

“volume of object = n cubic units” “area of object = n square units”

means it takes n unit cubes to fill means it takes n unit squares to fill
up the object or cover the object

● Polygon: a closed two-dimensional shape that

○ Consists of three or more points in the plane and the same number of segments
○ Is arranged so that the segments intersect only at their endpoints
○ Has no two adjacent segments that are collinear
● Quadrilateral: a polygon with four sides (four points and four segments)
● Trapezoid: a quadrilateral in which at least one pair of opposite sides is parallel
● Parallelogram: a quadrilateral in which both pairs of opposite sides are parallel
● Rhombus: a parallelogram with four equal sides
● Rectangle: a parallelogram with four right angles
● Square: a parallelogram with four equal sides and four right angles (rhombus and rectangle)
● Kite: a quadrilateral with two pairs of equal adjacent sides

Key Ideas:
● Volume of rectangular prism:
○ Formula: volume of rectangular prism = (length of side 1) × (length of side 2) × (height)

p. 70
Grade 5

■ Reasoning:
Volume of right rectangular prism
= (number of cubes in base layer) × (number of layers)
= (base area) × (height)
= (length of side 1) × (length of side 2) × (height)
○ Volume as additive: decompose a figure into smaller non-overlapping right
rectangular prisms and add the volumes of the parts to find the volume of the whole
figure
3
● Cubic centimeter and milliliter: 1 𝑐𝑚 = 1 𝑚𝐿
● Area of rectangle (with fraction or mixed number side lengths):
○ Formula: area of rectangle = (length of side 1) × (length of side 2)
■ Reasoning:

2 4
Area of 3
by 5
rectangle
2 4
= 3
𝑜𝑓 5
(of the unit square)
2 4
= 3
× 5
○ Area as additive (Grade 3 Module 4): decompose a rectilinear figure into smaller
non-overlapping rectangles and add the areas of the parts to find the area of the whole
rectilinear figure

p. 71
Grade 5

Topic A: Concepts of Volume

Building Solids with Unit Cubes

Cut/consolidate: Can consolidate Lesson 1’s Concept Development problem #2 with

Lesson 2’s Concept Development problem #1b
Goals:
● Define volume and cubic unit; find volume of solid figures built with unit cubes

Focus: Concept Development problem #2

Check: Problem Set problem #1B
● Draw figures made of cubes on isometric dot paper

Focus: Concept Development problem #3

Check: Problem Set problem #2b

Filling Right Rectangular Prisms with Unit Cubes

Goals:
● Form a right rectangular prism from a net copied onto grid paper and find its volume by
counting the number of unit cubes that fit inside

Focus: Concept Development (Problem Set) problem #1b

Check: Problem Set problem #2c

Layering Right Rectangular Prisms

Goals:
● Find the volume of a right rectangular prism by decomposing it into (congruent) layers
and adding volumes of the layers

Volume of right rectangular prism = (number of layers) × (volume of a layer)

Check: Problem Set problem #1b

p. 72
Grade 5

Topic B: Volume and the Operations of Multiplication and Addition

Volume of Right Rectangular Prism Formula

Goals:
● Build on Lesson 3 to develop the formula for the volume of a right rectangular prism:
○ Volume of base layer
= number of unit cubes in base layer ← definition of volume
= number of unit squares in base
= area of base ← definition of area
○ Volume of right rectangular prism
= (volume of base layer) × (number of layers) ← Lesson 3
= (base area) × (number of layers)
= (base area) × (height)
= (length of side 1) × (length of side 2) × (height) ← area of rectangle formula
Check: Problem Set problems #1b, #2b, #3a

Cubic Centimeter and Milliliter

Goals:
3
● Observe that 1 𝑐𝑚 = 1 𝑚𝐿 by
○ Measuring the volume of a container in cubic centimeters (by counting
centimeter cubes, or measuring and multiplying dimensions) and milliliters (by
filling with liquid/beans/rice and then measuring liquid/beans/rice with
measuring jar/pitcher), and then seeing the measurement values are equal
○ Filling measuring jar/pitcher to X mL, dropping in Y cm cubes, and then seeing
liquid level rise by Y mL

Focus: Concept Development problem #1 (Problem Set problems #1 - #4)

3
● Use 1 𝑐𝑚 = 1 𝑚𝐿 to calculate volume of right rectangular prism in cubic centimeters
and milliliters or liters

Focus: Concept Development problem #3

Check: Problem Set problem #6

Non-Overlapping Right Rectangular Prisms

Goals:
● Use volume as additive to find the volume of a figure composed of two non-overlapping
right rectangular prisms

p. 73
Grade 5

Focus: Concept Development problem #4

Check: Problem Set problem #1b
● Use volume as additive to solve real-word problems (5.MD.5c)

Focus: Concept Development problem #5

Check: Problem Set problem #4

Word Problems
Goals:
● Solve word problems that involve finding the volume of right rectangular prisms

Focus: Concept Development (Problem Set) problems #2, #4

Sculpture Project
Goals:
● ↻ Review/reinforce Lessons 4, 6-7

Sculpture Project (Continued)

Goals:
● ↻ Review/reinforce Lessons 4, 6-7

Topic C: Area of Rectangular Figures with Fractional Side Lengths

Resources: Large Grid Paper Template for drawing rectangles

Whole Number Side Length by Mixed Number or Fractional Side Length

Goals:
● Develop the formula for the area of a rectangle with a whole number side length and a
mixed number or fractional side length

Focus: Concept Development (Problem Set) problems #2 (Rectangle B), #5

(Rectangle E)

p. 74
Grade 5

1
𝐴𝑟𝑒𝑎 𝑜𝑓 3 𝑏𝑦 2 2
𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒
= (𝑐𝑜𝑙𝑢𝑚𝑛 1'𝑠 𝑎𝑟𝑒𝑎) + (𝑐𝑜𝑙𝑢𝑚𝑛 2'𝑠 𝑎𝑟𝑒𝑎) + (𝑐𝑜𝑙𝑢𝑚𝑛 3'𝑠 𝑎𝑟𝑒𝑎) ← Area as additive
(
= 2+ ) + (2 + ) + (2 + )
1
2
1
2
1
2
← definition of area
= (2 ) + (2 ) + (2 )
1 1 1
2 2 2
← definition of mixed
number
1
=3×2 2
← definition of multiplication
of whole number and
fraction
Check: Problem Set problem #4 (Rectangle D)

Mixed Number or Fractional Side Lengths

Goals:
● Build on Lesson 10 to develop the formula for the area of a rectangle with mixed
number side lengths or fractional side lengths

Focus: Concept Development (Problem Set) problems #3 (Rectangle C), #4

3 1
(Rectangle D), 2 4
by 3 2
rectangle

3 1
𝐴𝑟𝑒𝑎 𝑜𝑓 4
𝑏𝑦 2
𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒
3 1
= 4
𝑜𝑓 2
(𝑜𝑓 𝑡ℎ𝑒 𝑢𝑛𝑖𝑡 𝑠𝑞𝑢𝑎𝑟𝑒)
3 1
= 4
× 2

Check: Problem Set problem #2 (Rectangle B)

Suggestions:

p. 75
Grade 5

3 1
● Do Rectangle D ( 4 𝑏𝑦 2
) first because finding the area of a rectangle with mixed
number side lengths requires finding the area of a rectangle with fractional side lengths
3 1
● Include a rectangle with dimensions 2 4
𝑏𝑦 3 2
to prepare for Homework (mixed
numbers with different fractions)

p. 76
Grade 5

Decomposition into Smaller Rectangles

Goals:
● Use a ruler to measure the side lengths of a rectangle and decompose into smaller
rectangles to find area

Focus: Concept Development (Problem Set) problems #1a & b

Check: Problem Set problem #1d
● Sketch a rectangle with given dimensions and decompose into smaller rectangles to
find area
Check: Problem Set problem #2c

Distributive Property and the Area Model

Goals:
● Build on Lesson 12 to relate the distributive property to the areas of a decomposed
rectangle with mixed number side lengths

Focus: Concept Development problem #1

3 1
𝐴𝑟𝑒𝑎 𝑜𝑓 3 4
𝑏𝑦 1 3
𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒
3 1
=3 4
×1 3

(
= 3+ ) × (1 + )
3
4
1
3

= 3 × (1 + ) + × (1 + )
1 3 1
3 4 3

= (3 × 1) + (3 × ) + ( × 1) + ( )
1 3 3 1
3 4 4
× 3

Check: Problem Set problem #1c

Word Problems

Cut/consolidate: Can consolidate with Lesson 15

Goals:
● Solve word problems that involve finding areas of figures composed of rectangles with
fractional side lengths

Focus: Concept Development (Problem Set) problems #1, #2

p. 77
Grade 5

Word Problems (Continued)

Goals:
● Solve word problems that involve finding areas of figures composed of rectangles with
fractional side lengths

Focus: Concept Development (Problem Set) problems #1, #2

Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes

Trapezoids
Goals:
● Sort polygons based on definitions and attributes

Focus: Concept Development problem #1

● Construct a trapezoid with a straightedge (ruler) and right angle template

Focus: Concept Development problem #2

Check: Problem Set problem #1b
● Measure a trapezoid’s interior angles and observe that interior angles sharing the same
non-parallel side add up to 180°

Focus: Concept Development problem #2

m∠A + m∠B = 180°; m∠C + m∠D =180°

Check: Problem Set problem #2

Parallelograms
Goals:
● Construct a parallelogram with a straightedge (ruler) and right angle template
Check: Problem Set problem #1b
● Measure a parallelogram’s interior angles, sides, and diagonals, and observe the
following properties of a parallelogram:
○ Opposite sides have equal length

p. 78
Grade 5

○ Interior angles sharing the same side add up to 180°

○ Opposite angles have equal measure
○ Diagonals bisect each other (cut each other into two equal parts)
Check: Problem Set problems #2, #3

Rectangles and Rhombuses

Goals:
● Construct a rhombus with a ruler and right angle template (construct a parallelogram
with four equal sides), measure the angles formed by the intersecting diagonals, and
observe the following properties of a rhombus:
○ All of the properties of a parallelogram (Lesson 17):
■ Opposite sides have equal length
■ Interior angles sharing the same side add up to 180°
■ Opposite angles have equal measure
■ Diagonals bisect each other (cut each other into two equal parts)
○ Diagonals form 90° angles (so diagonals are perpendicular bisectors)

Focus: Concept Development problem #1

Check: Problem Set problem #3
● Construct a rectangle with a straightedge (ruler) and right angle template (construct a
parallelogram with four right angles), measure the diagonals, and observe the following
properties of a rectangle:
○ All of the properties of a parallelogram (Lesson 17):
■ Opposite sides have equal length
■ Interior angles sharing the same side add up to 180°
■ Opposite angles have equal measure
■ Diagonals bisect each other (cut each other into two equal parts)
○ Diagonals have equal length

Focus: Concept Development problem #2

Check: Problem Set problem #3

Kites and Squares

Resources: Correct Hierarchy of Quadrilaterals; Lesson 19 Templates 1-2 have errors

in relating kites to trapezoids and parallelograms (the only time a kite can be a trapezoid or
parallelogram is when it is a rhombus) and in relating squares, rhombuses, and rectangles
(the only time rhombuses and rectangles can intersect is in the square)

p. 79
Grade 5

Goals:
● Construct a square with a ruler and right angle template (construct a parallelogram with
four equal sides and right angles), measure the angles and segments formed by the
intersecting diagonals, and observe the following properties of a square:
○ All of the properties of a parallelogram (Lesson 17):
■ Opposite sides have equal length
■ Interior angles sharing the same side add up to 180°
■ Opposite angles have equal measure
■ Diagonals bisect each other (cut each other into two equal parts)
○ Additional properties of a rhombus (Lesson 18): Diagonals form 90° angles (so
diagonals are perpendicular bisectors)
○ Additional properties of a rectangle (Lesson 18): Diagonals have equal length

Focus: Concept Development problem #1

Check: Problem Set problem #3a
● Construct a kite with a ruler, measure the interior angles and the angles and segments
formed by the intersecting diagonals, and observe the following properties of a kite:
○ One pair of opposite angles have equal measure
○ One of the diagonals bisects both opposite angles and bisects the other
diagonal
○ Diagonals form 90° angles (diagonals are perpendicular)

Focus: Concept Development problem #2

Check: Problem Set problems #1d, #2

Classification of Quadrilaterals
Goals:
● Build on Lessons 16-19 to justify a statement is true or false by using definitions or
properties (and counter-examples where appropriate)

Focus: Concept Development Part 1

“Quadrilaterals are always trapezoids.”
False because the figure below is a quadrilateral (four sides) but not trapezoid
(at least one pair of parallel sides).

Check: Problem Set problems #1c-d

Suggestions: Use Correct Hierarchy of Quadrilaterals as a supporting tool

p. 80
Grade 5

● Use definitions, properties, and given measurements to find unknown length and angle
measurements
Check: Problem Set problem #2b

Classification of Quadrilaterals (Continued)

Goals:
● Draw and classify quadrilaterals based on given attributes

Suggestions: Use Correct Hierarchy of Quadrilaterals as a supporting tool

p. 81
 Grade 5

Module 6: Problem Solving with the Coordinate Plane

Definitions:
● Coordinate system in the plane: associating to each point of the plane a unique ordered pair
of numbers (and vice versa) by choosing two perpendicular lines in the plane which intersect
at a point O
Feature Definition or convention

x-axis the horizontal line

y-axis the vertical line

origin the point O where the perpendicular lines (x-axis, y-axis) intersect and
coincide with 0 on each line

● Coordinates of a point: the unique ordered pair of numbers (x-coordinate, y-coordinate)

that associates a point’s location relative to the chosen coordinate axes

p. 82
Grade 5

Suggestions: Prioritize Lessons 1-10, 19-20 over Lessons 11-18, which go beyond Grade 5
Standards

Topic A: Coordinate Systems

Coordinate System on a Line

Goals:
● Identify or locate whole numbers and fractions on a number line, and observe that a
positive number’s location on the number line is equal to its distance from 0

Focus: Concept Development problem #3

Check: Problem Set problems #1c, #2a
Suggestions:
● Omit problems with non-standard number lines (increasing right to left): Problem Set
problems #2c, #3, #4; Homework problems #2 (bottom two sub-problems), #3
● Inform students that in middle school they will learn about the numbers to the left of 0
on the number line (negative numbers)

Coordinate System in a Plane

Goals:
● Construct a coordinate system in a plane

Focus: Concept Development problem #1

Check: Problem Set problem #1
● Identify coordinates of a point or locate a point given its coordinates

Focus: Concept Development problem #2

Check: Problem Set problems #3a & c-d

Coordinate System in a Plane (Continued)

Goals:
● ↻ Review/reinforce Lesson 2
Check: Problem Set problems #1, #2f-g & j

p. 83
Grade 5

Coordinate System in a Plane (Continued)

Goals:
● ↻ Review/reinforce Lesson 2 by playing “Battleship”

Horizontal and Vertical Lines

Goals:
● Observe that points on a horizontal line have the same y-coordinate
○ Reasoning: points on a horizontal line stay the same distance away from the
x-axis (parallel to x-axis), and the y-coordinate coincides with the distance
above the x-axis, so the y-coordinate is the same for all points on a horizontal
line

Focus: Concept Development problem #1

Check: Problem Set problem #1
● Observe that points on a vertical line have the same x-coordinate
○ Reasoning: points on a vertical line stay the same distance away from the
y-axis (parallel to y-axis), and the x-coordinate coincides with the distance to
the right of the y-axis (0 of the x-axis), so the x-coordinate is the same for all
points on a vertical line

Focus: Concept Development problem #2

Check: Problem Set problem #2

Distances and Points Relative to Horizontal, Vertical Lines

Goals:
● Observe that a point’s y-coordinate corresponds to the point’s (shortest) distance from
the x-axis and a point’s x-coordinate corresponds to the point’s (shortest) distance from
the y-axis

Focus: Concept Development problem #1

● Construct lines that are parallel or perpendicular to the axes through given points

Focus: Concept Development problem #2

Check: Problem Set problems #1a-c
● Observe that points
○ To the LEFT of the vertical line through (p, 0) have x-coordinate LESS than p
○ To the RIGHT of the vertical line through (p, 0) have x-coordinate GREATER
than p

p. 84
Grade 5

○ BELOW the horizontal line through (0, q) have y-coordinate LESS than q
○ ABOVE the horizontal line through (0, q) have y-coordinate GREATER than q

Focus: Concept Development problem #3

Check: Problem Set problem #3

Topic B: Patterns in the Coordinate Plane and Graphing Number Patterns from
Rules
Suggestions: Inform students that the rules in this module (following Lesson 7) correspond to
lines but in later grades students will learn other rules that correspond to other graphs (such as
“curves”)

Points and Rules of Lines

Goals:
● Plot points of a line and identify the rule that describes the relationship between each
x-coordinate and its corresponding y-coordinate (what to do to the x-coordinate to get
the y-coordinate)
Check: Problem Set problems #2a-b
● Identify the coordinates of a point on a given line or the line that contains a given point
Check: Problem Set problems #2c, #3f(ii)

Points and Rules of Lines (Continued)

Goals:
● Generate coordinate pairs that follow a given linear rule

Focus: Concept Development problem #2

Check: Problem Set problem #1
● ↻ Review/reinforce Lesson 7

Comparison of Lines and their Rules

Goals:
● Plot the lines corresponding to the rules “y is b more than x” (y = x + b) for different
values of b, and observe that the lines:
○ Appear to be parallel
○ Intersect the y-axis at b (the point (0, b))

p. 85
Grade 5

Focus: Concept Development problem #1

Check: Problem Set problem #1a-b
● Plot the lines corresponding to the rules “y is m times as much as x” (y = m × x) or “y is
x times m” for different values of m, and observe that the lines:
○ Have different degrees of steepness
○ Intersect at the origin (the point (0, 0))

Focus: Concept Development problem #2

Check: Problem Set problem #2a-b

Comparison of Lines and their Rules (Continued)

Goals:
● Construct the line through a given point that is parallel to the line corresponding to the
rule “x and y are equal” (y = x), and identify its rule “y is b more or less than x” (y = x +
b or y = x - b) for b > 0

Focus: Concept Development problem #1

Check: Problem Set problem #1a-d
● Construct the line through the origin (0, 0) and a given point, and identify its rule “y is m
times as much as x” (y = m × x) or “y is x times m” for m > 0

Focus: Concept Development problem #2

Check: Problem Set problem #3a-d

Linear Rules with Addition/Subtraction and Multiplication

Goals:
● Find coordinate pairs that follow a rule with two operations “y is m times x, then add or
subtract b” (y = m × x + b, y = m × x - b), and observe that its line appears to be parallel
to the line corresponding to “y is m times x” (y = m × x)

Focus: Concept Development problem #1

Check: Problem Set problem #1
● Identify points (coordinate pairs) that satisfy a given rule

Focus: Concept Development problem #2

Check: Problem Set problem #2a

p. 86
Grade 5

Linear Rules with Addition/Subtraction and/or Multiplication

Goals:
● Identify the rule with one operation for a line that goes through one or two given points

Focus: Concept Development problems #1, #2

Check: Problem Set problem #1, #3a
● Identify the rule with two operations for a line that goes through a given point

Focus: Concept Development problem #3

Check: Problem Set problem #3e

Topic C: Drawing Figures in the Coordinate Plane

Parallel Line Segments

Goals:
● Construct and identify parallel line segments by translating a “right triangle template”
vertically or horizontally with a straightedge (the underlying concept is slope)
Check: Problem Set problems #2, #3c-d

Parallel Line Segments (Continued)

Goals:
● Build on Lesson 13 to construct and identify parallel line segments by translating
(sliding) a “right triangle template” vertically and/or horizontally, and observe the
following changes to coordinate values:
○ When translating horizontally right or left by n units, the x-coordinates increase
or decrease by n units
○ When translating vertically up or down by n units, the y-coordinates increase
or decrease by n units
Check: Problem Set problems #2b-e

Perpendicular Line Segments

Goals:
● Observe that the non-right angles of a right triangle “fit” into its right angle, meaning the
non-right angles add up to 90°

p. 87
Grade 5

Focus: Concept Development problem #2

● Construct perpendicular line segments by translating twice and rotating about one of
the two non-right angle vertices

Focus: Concept Development problems #3, #4

Check: Problem Set problems #2, #3a

Perpendicular Line Segments (Continued)

Goals:
● Build on Lesson 15 to verify perpendicular line segments by translating twice and
rotating about one of the two non-right angle vertices

Focus: Concept Development problem #1

Check: Problem Set problem #2a-d
● Observe that the magnitudes of the differences between x-coordinates and
y-coordinates of two points switch for the perpendicular segment
𝐸𝑥𝑎𝑚𝑝𝑙𝑒:
■ 𝐴𝐵 ⊥ 𝐴𝐶 𝑤ℎ𝑒𝑟𝑒 𝐴 𝑖𝑠 (3, 1), 𝐵 𝑖𝑠 (8, 3), 𝐶 𝑖𝑠 (1, 6)
■ 𝐹𝑜𝑟 𝐴𝐵, 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 𝑐ℎ𝑎𝑛𝑔𝑒 𝑏𝑦 5 𝑎𝑛𝑑 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 𝑐ℎ𝑎𝑛𝑔𝑒 𝑏𝑦 2
■ 𝐹𝑜𝑟 𝐴𝐶, 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 𝑐ℎ𝑎𝑛𝑔𝑒 𝑏𝑦 2 𝑎𝑛𝑑 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 𝑐ℎ𝑎𝑛𝑔𝑒 𝑏𝑦 5

p. 88
Grade 5

Focus: Concept Development problem #2

Check: Problem Set problem #2e-g

Symmetric Figures
Goals:
● Reflect a point across a line of symmetry and observe that the line segment connecting
the two points is
○ Perpendicular to the line of symmetry
○ Bisected by the line of symmetry (each point is the same point from the line of
symmetry)

Focus: Concept Development problem #1

● Reflect a figure (of line segments) by reflecting its vertices or endpoints and then
connecting the points to form the reflected image’s line segments

Focus: Concept Development problem #2

Check: Problem Set problem #2

Topic D: Problem Solving in the Coordinate Plane

Symmetric Figures (Continued)

Goals:
● Build on Lesson 17 to reflect a figure (of line segments) across a vertical or horizontal
line of symmetry

Focus: Concept Development problems #1, #2

Check: Problem Set problems #1a-c
Suggestions: Reserve Concept Development problem #3, Problem Set problem #3, and
Homework problem #2 as an optional challenge for students

Line Graphs
Goals:
● Read and interpret line graph
Check: Problem Set problems #1a-b

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Grade 5

Line Graphs (Continued)

Goals:
● Build on Lesson 19 to read and interpret line graph with axes that start above 0
Check: Problem Set problems #1a-b

p. 90