Updated May 2014
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Khan Academy: 5th Grade Math

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Great exercises and assessments help boost fifth-graders' skills

Subjects & skills
Subjects
  • Math
Skills
  • Character & SEL
  • Critical Thinking
  • College & Career Prep
Grades This grade range is based on learning appropriateness and doesn't take into account privacy. It's determined by Common Sense Education, not the product's publisher.
5
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3 images
The Tutorial interface still gives an overview of the available videos.
The Missions help guide individual students toward a deeper understanding.
The Tutorials might be better suited to collaborative group work.

How Can I Teach with This Tool?

Khan Academy's 5th Grade Math content puts Common Core-aligned 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 follow-up exercise sets. Approaching the content in small chunks like this can help make the material easier for fifth-graders 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.

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Standards:

Key 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 two-dimensional 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., x-axis and x-coordinate, y-axis and y-coordinate).

  • 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 different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

  • 5.MD.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 whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number 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 non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Number And Operations In Base Ten

  • 5.NBT.6

    Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

  • 5.NBT.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 multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

  • 5.NBT.2

    Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

  • 5.NBT.3

    Read, write, and compare decimals to thousandths.

  • 5.NBT.3.a

    Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

  • 5.NBT.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 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

  • 5.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 non-zero 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 non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

  • 5.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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Teacher Reviews

(See all 2 reviews) (2 reviews) Write a review
Featured review by
Ashley C. , Classroom teacher
Classroom teacher
Khan Academy: Readily available, interactive, and FREE education
My favorite part of the extension/reinforcement aspect, was that I could have students go back to the 4th grade curriculum to the pre-requisite standards to practice, and could extend those to the 6th grade standards to push them. My students would compete within the class with who had the most "energy points" and who could unlock/evolve their avatars the quickest. My second favorite piece about Khan Academy, was that it would not allow students to complete the standard unless they've mastered it. They ...
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