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Khan Academy: 5th Grade Math
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Khan Academy's 5th Grade Math content puts Common Corealigned lessons at your students' fingertips. The lessons here are divided into six tutorials: Arithmetic Operations, Fractions, Place Value and Decimals, Measurement and Data, Geometry, and Algebraic Thinking. Every tutorial includes videos and practice exercises. For example, under Arithmetic operations, students begin by adding decimals. The topic is further broken down into a series of four videos and two followup exercise sets. Approaching the content in small chunks like this can help make the material easier for fifthgraders to comprehend. The videos here are kept fairly brief, which is helpful. Alternately, you can use the Missions interface to further tailor instruction to your students' needs.
After you've introduced a topic, have students work in pairs or small groups to view corresponding videos. Challenge students to collaborate and complete the practice exercises or work individually to complete assigned parts of the 5th Grade Mission. Next, review the tutorial as a class. Circulate as students work, and break in between videos and exercises to address any questions that might come up. Whether working through the tutorials or engaging students in the 5th Grade Mission, keep track of any problem areas for individuals as well as the whole class. You'll want to reinforce these concepts later through your own instruction, as well as through your suggestions for kids' Missions.
Full Disclosure: Khan Academy and Common Sense Education share funders; however, those relationships do not impact Common Sense Education's editorial independence and this learning rating.
Continue reading Show lessKey Standards Supported
Geometry
 5.G.3
Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
 5.G.4
Classify twodimensional figures in a hierarchy based on properties.
 5.G.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate).
 5.G.2
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Measurement And Data
 5.MD.1
Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
 5.MD.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
 5.MD.3.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.3.b
A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
 5.MD.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
 5.MD.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
 5.MD.5.a
Find the volume of a right rectangular prism with wholenumber 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 wholenumber products as volumes, e.g., to represent the associative property of multiplication.
 5.MD.5.b
Apply the formulas V=l×w×handV=b×h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.
 5.MD.5.c
Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
Number And Operations In Base Ten
 5.NBT.6
Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
 5.NBT.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
 5.NBT.1
Recognize that in a multidigit 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.NBT.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
 5.NBT.3
Read, write, and compare decimals to thousandths.
 5.NBT.3.a
Read and write decimals to thousandths using baseten 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.3.b
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
 5.NBT.4
Use place value understanding to round decimals to any place.
Number And Operations—Fractions
 5.NF.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 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 50pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
 5.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
 5.NF.4.a
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
 5.NF.4.b
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
 5.NF.5
Interpret multiplication as scaling (resizing), by:
 5.NF.5.a
Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
 5.NF.5.b
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
 5.NF.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
 5.NF.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
 5.NF.7.a
Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
 5.NF.7.b
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
 5.NF.7.c
Solve real world problems involving division of unit fractions by nonzero 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 1/3cup servings are in 2 cups of raisins?
 5.NF.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
 5.NF.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions
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