5th grade common core · 5th grade common core number & operations fractions. page number ......

5th GradeCommon

Core

Number & Operations Fractions

Page Number

About this Resource 3Number and Operations in Base Ten* Multiple Choice with Multiple Correct Answers 5.NF.A.1 55.NF.A.2 65.NF.B.3 75.NF.B.4 85.NF.B.5 95.NF.B.6 105.NF.B.7 11NF Review 12 - 13Answer Key 14 - 15 Number and Operations in Base Ten* Traditional Multiple Choice with 1 Correct Answer 16 - 275.NF.A.1 175.NF.A.2 185.NF.B.3 195.NF.B.4 205.NF.B.5 215.NF.B.6 225.NF.B.7 23NBT Review 24 - 25 Answer Key 26 - 27

Data Tracking Graphs and Charts 28 - 30

Thank You and the Fine Print 31

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4 - 15

Table of Contents

About This Resource This resource can be used in the days or weeks before testing, as an end of unit review, or as a spiraling review during the year. There is a review for each standard in the Numbers in Operations - Fractions domain and a mixed review of the entire domain. These reviews are meant to give students a quick refresher on various skills and to help pinpoint areas where students need more work. Each review page has 4 multiple choice problems and 1 extended response question. This allows students to practice a variety of skills, but have a manageable amount of work. You can do 1 review daily to complement your daily lessons or you can do several reviews as part of a more intense test prep session.

Tips For Using This

Resource*Give students immediate feedback.* Instead of telling students the correct answer when they miss a question,

have the students correct it in colored pencil (leaving the incorrect answer in pencil). Students have the opportunity to correct small errors on their own or you can work with individual or small groups of students who are still struggling.

* Use this practice to guide your review and determine areas where students need extra support.

* Pick and choose the reviews based on students needs. * Complete 1 review per day. Work with the students who are struggling in a

small group.* If you don’t have time in class to review, these make excellent homework

assignments.* As students work on these give green pens to the students who solve all

the problems correctly. Let those students help check other students work or “coach” struggling students.

Number and

Operations -

Fractions:Multiple Choice With

Multiple Correct

Answer Choices




Adding and Subtracting Fractions

Name_____________________! ! ! ! Date ________________5.NF.A.1

1. Solve. Write your answer in simplest terms.

1 1 = 4 2 ________

A. B. C. D. E.

+

36

22

26

34

24

2. Solve. Which fractions below could be the solution?

5 1 = 6 3 ________

A. B. C. D. E.12

46

16

43

36


3 1 = 4 2 ________2 1


2 5 = 3 6 ________

3 1+

5. Mark did the problem below. Is he correct? If not, explain his mistake, and solve the problem.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

+ 4 213

24 6 2

7=

Problem Solving With Fractions

Name_____________________! ! ! ! Date ________________5.NF.A.2

1. Juan completed of his homework before noon and after noon. What fraction of his homework did he complete?

A. B. C. D. E.

13 1

4

27

712

212

67

312

2. Amy had 6 feet of ribbon. She cut off a piece of ribbon that was 2 feet. Which fractions represent the number of feet of ribbon she has left?

A. B. C. D. E.

46

133 3 2

6 3 5104 4 1

326

3. Mac ran 2 miles before dinner. He ran 1 miles after dinner. How many miles did he run altogether?

12

34

4. Max had 3 liters of water. He drank of a liter. How much water have left?

12

23

5. Ellen had a board that was 6 feet long. She cut off 3 feet of the board. How much of the board does she have left? Explain your answer.

56

13

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Fractions As Division

Name_____________________! ! ! ! Date ________________5.NF.B.3

1. In art class, 12 students are sharing 4 boxes of markers. Which fractions below represent the fraction of a box each student will get?

A. B. C. D. E.34

124

412

13

31

2. There are 56 students in the 5th grade. If the students are put on teams with 8 students per team, how many teams would there be in all?

A. 6 B. 7 C. 8 D. 9 E. 10

3. The 5th grade got 45 boxes of pencils to split evenly between 6 classrooms. How many boxes will each classroom receive?

4. Mrs. Lopez gave each team of 6 students 11 packs of markers to split evenly. How many packs of markers did each team member get?

5. Mitchell has 23 ounces of juice. He wants to split the juice evenly between 3 glasses. How many ounces of juice will be in each glass? Express your answer as a mixed number, and explain how you got your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Multiplying Fractions

Name_____________________! ! ! ! Date ________________5.NF.B.4

1. Solve. Which mixed numbers below represent the solution to this problem?

2 = 4 ________

A. B. C. D. E.

x5

21 2 1212

12

24

23

104

5. Make a model to show the problem and then solve the problem below. Explain your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

1 = 4 ___________

x 5

2. Solve. Which fractions below represent the solution to this problem?

3 2 = 6 3 ________

A. B. C. D. E.

x

618

69

13

39

14

3. Find the area of the figure below. Express the answer as a mixed number.

7 in

56 in

4. Solve. Express the answer as a mixed number.

4 = 5 ________x3

Scaling Fractions

Name_____________________! ! ! ! Date ________________5.NF.B.5

1. Which statements are true about the product of the problem below.

A. The product will be less than 3 because the 3 is being multiplied by a number less than 1.

B. The product will be greater than 3 because the 3 is being multiplied by a number greater than 1.

C. The product will be equal to 3 because the 3 is being multiplied by a number equal to 1.

D. The product will be equal to 1 because the 3 is being multiplied by a fraction that is the reciprocal of the number 3

E. The product will be less than 3 because the 3 is being multiplied by a number greater than 1.

x3 13

= ?2. Which fractions could you multiply by the

number 2 and have a product greater than 2?

x2 = product greater than 2?

A. B. C. D. E. 26

43

22

74

18

5. Will the product of the problem below be less than 3, equal to 3, or greater than 3? Explain how you know without solving the problem. x3 4

3= ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Write a fraction you could multiply by the number 5 and have a product greater than 5.


3. Write a fraction you could multiply by the number 4 and have a product less than 4.

x4 =? product less than 4

Fraction Problem Solving

Name_____________________! ! ! ! Date ________________5.NF.B.6

1. Alex cut 3 boards that were 2 feet long. He put all the boards end to end in a straight line. Which fractions below represent the length of those boards?

A. 8 B. 7 C. 6 D. 7 E. 7 14

24

12

12

34

24

3. Jodi has a piece of ribbon that is of a meter long. She needs to cut that into 2 pieces. How long is the ribbon once she cuts it in half?

14

5. Melissa is making muffins. She is making 5 batches, and each batch uses 1 cups of flour. How much flour does she need in all? Explain how you got your answer.

23

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Mark took a quiz with 10 questions. He got of the questions correct. How many of the questions did he get correct?

35

2. After each walk, Mark gives his dog of a liter of water. Which fractions below represent the amount of water that he will give his dog after 4 walks?

A. 3 B. 3 C. 2 D. 3 E. 3

56

16

26

36

56

13

Dividing Unit Fractions

Name_____________________! ! ! ! Date ________________5.NF.B.7

1. Solve.

1 = 3 ________

A. 21 B. C. D. 2 E.

7 ÷

121

73

211

2. Ali bought 3 cups of walnuts. If each serving of walnuts is of a cup, how many servings are in the 3 cups that she bought?

A. 8 B. 12 C. 1 D. 15 E. 4

14

5. Alice has 5 cups of milk. She wants to use it to make pudding that has of a cup of milk per serving. How many servings can she make in all? Explain your answer.

13

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Solve.

1 = 3 ________

÷ 5

4. Alex made 6 pizzas. He wants to cut them all in sixths. How many pieces of pizza will he have after he cuts all the pizzas into sixths?

Number and Operations Fractions Review

Name_____________________! ! ! ! Date ________________NF Review

1. Which fractions could you multiply by the number 5 and have a product greater than 5?

x5 product greater than 5?

A. B. C. D. E.58

32

33

16

53

2. Amy has some rabbits. She gives them 1 liters of water per day. Which fractions are the amount of liters of water she will use in 4 days?

A. 7 B. 7 C. 8 D. 6 E. 7

56

16

13

26

12

13

3. Jayden made 4 cups of hot chocolate. He drank 2 cups. How much hot chocolate did he have left?

23


5= ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Solve.

1 = 5 ________4 ÷



7. Mr. Martinez has 46 boxes of colored pencils that he wants to split evenly between 8 classes. Which fractions show the number of packages of colored pencils each class will get?

A. 5 B. 5 C. 5 D. 6 E. 634

34

18

58

6. Martin cut a branch that was 5 feet long. He cut off a piece of the branch that was 3 feet. Which fractions represent the number of feet of the branch that is left?

A. 1 B. 1 C. 2 D. 1 E. 2

68

28

48

14

38

34


2 3 = 3 4 ________15 +

10. Mr. Lopez is making pancakes. He is making 4 batches, and each batch uses 2 cups of flour. How much flour does he need in all? Explain how you got your answer.

34

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

9. Mark made a poster that was 3 feet long and 2 feet wide. What is the total area of the poster?

45

3 feet2 feet

45

68

Number and Operations - Fraction Answer Key5.NF.A.1 Answer Key1. B2. C and E3. 14. 55. He is not correct. The correct answer is 6 (SAMPLE EXPLANATION AND EXPLANATIONS

WILL VARY) Mark’s error was that he did not find a common denominator. He needed to make both fractions twelfths so that he would be adding equal sized parts. He needed to change the problem to

5.NF.A.2 Answer Key1. D2. A and C3. 44. 25. She has 2 or 2 (lowest terms) feet of rope (SAMPLE EXPLANATION;6. EXPLANATIONS WILL VARY) You have to find a common denominator so you are subtracting

equal sized parts. The problem is . Then you need to borrow from the whole number 5 so you can subtract it from . The problem is

5.NF.B.3 Answer Key1. C and E2. B 3. 7 or 74. 1 5. There would be 7 ounces of juice, per glass (SAMPLE EXPLANATION; EXPLANATIONS WILL

VARY) Students may use a visual illustration, an array model, or use the standard algorithm for division and express the remainder as a fraction. They need to explain that when you divide 23 into 3 equal groups (glasses of juice) there are 7 ounces in each group (glass) and 2 ounces that must be divided into 3 parts. This can be split into .

5.NF.B.4 Answer Key1. B and D2. A and C 3. 54. 25. 1 (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)

56

4 2412

612+ = 6 10

12

12

36

6 26

56

-3

5 86

56- = 2 3

6356

or 2 12 (lowest terms)

23

23

13

When you have added together 5 times you get or .

1412

= 6 56

1456

3656

12

5625

14

54 1 1

4

Number and Operations - Fraction Answer Key5.NF.B.5 Answer Key1. A and D2. B and D3. students may select any fraction that is less than 4. any fraction that is greater than5. The product will be greater than 3. (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) The product will be greater than 1 because is a fraction greater than 1. A fraction greater than 1 multiplied by a whole number always is greater than the number it is multiplied by.

5.NF.B.6 Answer Key1. B and D2. A and E3. of a meter4. 6 questions5. 8 cups of flour (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) You multiply 5 batches

times 1 cup equals 5 cups, then you multiply 5 batches times of a cup. That equals , which equals 3 and 5 + 3 = 8 cups.

5.NF.B.7 Answer Key1. A2. B 3.4. 36 pieces5. 15 servings of pudding (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) Students may

use a visual model, algorithm, or explanation.

The visual example shows 5 whole numbers divided into thirds. There are 15 parts (15 servings of pudding) in all.

411

1

43

18

13

23

103

13

13

13

115

Number and Operations - Fraction Answer Key

NF Review1. B and E2. A and E3. 1 cups of hot chocolate4. 20 5. A product less than 1 (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY) It will be a product less than 1 because multiplying 3 by breaks the 3 into smaller parts that do not equal 1.

6. A and D7. B and C8. 79. 710. 11 cups of flour (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)

Students may draw a visual example, use an algorithm, or explain in words. Multiply the 4 by 2 and get 8, then multiply by 4 and get , which is equal to 3. 8 + 3 = 11 cups of flour.

13

15

51235

34

124

Number and

Operations -

Fractions:Traditional Multiple

Choice




Adding and Subtracting Fractions

Name_____________________! ! ! ! Date ________________5.NF.A.1

1. Solve. Make sure your answer is in simplest terms.

1 1 = 4 2 ________

A. B. C. D.

+

36

22

26

34

2. Solve. Make sure your answer is in simplest terms.

5 1 = 6 3 ________

A. B. C. D. 12

46

16

43


3 1 = 4 2 ________2 1


2 5 = 3 6 ________

3 1+

5. Mark did the problem below. Is he correct? If not, explain his mistake, and solve the problem.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

+ 4 213

24 6 2

7=

Problem Solving With Fractions

Name_____________________! ! ! ! Date ________________5.NF.A.2

1. Juan completed of his homework before noon and after noon. What fraction of his homework did he complete?

A. B. C. D.

13 1

4

27

712

212

67

2. Amy had 6 feet of ribbon. She cut off a piece of ribbon that was 2 feet. Which fraction represents the number of feet of ribbon she has left?

A. B. C. D.

46

133 3 5

104 4 13

26

3. Mac ran 2 miles before dinner. He ran 1 miles after dinner. How many miles did he run altogether?

12

34

4. Max had 3 liters of water. He drank of a liter. How much water have left?

12

23

5. Ellen had a board that was 6 feet long. She cut off 3 feet of the board. How much of the board does she have left? Explain your answer.

56

13

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Fractions As Division

Name_____________________! ! ! ! Date ________________5.NF.B.3

1. In art class, 12 students are sharing 4 boxes of markers. Which fraction below represents the fraction of a box each student will get?

A. B. C. D. 34

124

412

31

2. There are 56 students in the 5th grade. If the students are put on teams with 8 students per team, how many teams would there be in all?

A. 6 B. 7 C. 8 D. 9

3. The 5th grade got 45 boxes of pencils to split evenly between 6 classrooms. How many boxes will each classroom receive?

4. Mrs. Lopez gave each team of 6 students 11 packs of markers to split evenly. How many packs of markers did each team member get?

5. Mitchell has 23 ounces of juice. He wants to split the juice evenly between 3 glasses. How many ounces of juice will be in each glass? Express your answer as a mixed number, and explain how you got your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Multiplying Fractions

Name_____________________! ! ! ! Date ________________5.NF.B.4

1. Solve. Which mixed number below represents the solution to this problem?

2 = 4 ________

A. B. C. D.

x5

21 2 112

24

23

104

5. Make a model to show the problem and then solve the problem below. Explain your answer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

1 = 4 ___________

x 5

2. Solve. Which fraction below represents the solution to this problem?

3 2 = 6 3 ________

A. B. C. D.

x

69

13

39

14

3. Find the area of the figure below. Express the answer as a mixed number.

7 in

56 in

3. Solve. Express the answer as a mixed number.

4 = 5 ________x3

Scaling Fractions

Name_____________________! ! ! ! Date ________________5.NF.B.5

1. Which statement is true about the product of the problem below.

A. The product will be less than 3 because the 3 is being multiplied by a number less than 1.

B. The product will be greater than 3 because the 3 is being multiplied by a number greater than 1.

C. The product will be equal to 3 because the 3 is being multiplied by a number equal to 1.

D. The product will be less than 3 because the 3 is being multiplied by a number greater than 1.

x3 13

= ?2. Which fraction could you multiply by the

number 2 and have a product greater than 2?


A. B. C. D. 26

43

22

18


3= ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Write a fraction you could multiply by the number 5 and have a product greater than 5.


3. Write a fraction you could multiply by the number 4 and have a product less than 4.

x4 =? product less than 4

Fraction Problem Solving

Name_____________________! ! ! ! Date ________________5.NF.B.6

1. Alex cut 3 boards that were 2 feet long. He put all the boards end to end in a straight line. Which fraction below represents the length of those boards?

A. 8 B. 7 C. 6 D. 7 14

24

12

34

24

3. Jodi has a piece of ribbon that is of a meter long. She needs to cut that into 2 pieces. How long is the ribbon once she cuts it in half?

14

5. Melissa is making muffins. She is making 5 batches, and each batch uses 1 cups of flour. How much flour does she need in all? Explain how you got your answer.

23

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Mark took a quiz with 10 questions. He got of the questions correct. How many of the questions did he get correct?

35

2. After each walk, Mark gives his dog of a liter of water. Which fraction below represents the amount of water that he will give his dog after 4 walks?

A. 3 B. 3 C. 2 D. 3

56

16

36

56

13

Dividing Unit Fractions

Name_____________________! ! ! ! Date ________________5.NF.B.7

1. Solve.

1 = 3 ________

A. 21 B. C. D. 2 E.

7 ÷

121

73

211

2. Ali bought 3 cups of walnuts. If each serving of walnuts is of a cup, how many servings are in the 3 cups that she bought?

A. 8 B. 12 C. 1 D. 15 E. 4

14

5. Alice has 5 cups of milk. She wants to use it to make pudding that has of a cup of milk per serving. How many servings can she make in all? Explain your answer.

13

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Solve.

1 = 3 ________

÷ 5

4. Alex made 6 pizzas. He wants to cut them all in sixths. How many pieces of pizza will he have after he cuts all the pizzas into sixths?



1. Which fraction could you multiply by the number 5 and have a product greater than 5?

x5 product greater than 5?

A. B. C. D. 58

32

33

16

2. Amy has some rabbits. She gives them liters of water per day. Which fraction is the amount of liters of water she will use in 4 days?

A. 7 B. 7 C. 8 D. 6 16

13

12

13

3. Jayden made 4 cups of hot chocolate. He drank 2 cups. How much hot chocolate did he have left?

23


5= ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Solve.

1 = 5 ________4 ÷

561



7. Mr. Martinez has 46 boxes of colored pencils that he wants to split evenly between 8 classes. Which fraction shows the number of packages of colored pencils each class will get?

A. 5 B. 6 C. 5 D. 6 34

18

6. Martin cut a branch that was 5 feet long. He cut off a piece of the branch that was 3 feet. Which fractions represent the number of feet of the branch that is left?

A. 1 B. 1 C. 2 D. 2

68

48

14

38

34


2 3 = 3 4 ________15 +

10. Mr. Lopez is making pancakes. He is making 4 batches, and each batch uses 2 cups of flour. How much flour does he need in all? Explain how you got your answer.

34

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

9. Mark made a poster that was 3 feet long and 2 feet wide. What is the total area of the poster?

45

3 feet2 feet

45

34

Number and Operations - Fraction Answer Key5.NF.A.1 Answer Key1. B2. C 3. 14. 55. He is not correct. The correct answer is 6 (SAMPLE EXPLANATION AND EXPLANATIONS

WILL VARY) Mark’s error was that he did not find a common denominator. He needed to make both fractions twelfths so that he would be adding equal sized parts. He needed to change the problem to

5.NF.A.2 Answer Key1. D2. A3. 44. 25. She has 2 or 2 (lowest terms) feet of rope (SAMPLE EXPLANATION;6. EXPLANATIONS WILL VARY) You have to find a common denominator so you are subtracting

equal sized parts. The problem is . Then you need to borrow from the whole number 5 so you can subtract it from . The problem is

5.NF.B.3 Answer Key1. C2. B 3. 7 or 74. 1 5. There would be 7 ounces of juice, per glass (SAMPLE EXPLANATION; EXPLANATIONS

WILL VARY) Students may use a visual illustration, an array model, or use the standard algorithm for division and express the remainder as a fraction. They need to explain that when you divide 23 into 3 equal groups (glasses of juice) there are 7 ounces in each group (glass) and 2 ounces that must be divided into 3 parts. This can be split into .

5.NF.B.4 Answer Key1. B2. A 3. 54. 25. 1 (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)

56

4 2412

612+ = 6 10

12

12

36

6 26

56- 3

5 86

56- = 2 3

6356 or 2 1

2 (lowest terms)

23

23

13

When you have added together 5 times you get or .

1412

= 6 56

1456

3656

12

5625

14

54 1 1

4

Number and Operations - Fraction Answer Key5.NF.B.5 Answer Key1. A2. B3. students may select any fraction that is less than 4. any fraction that is greater than5. The product will be greater than 3. (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) The product will be greater than 1 because is a fraction greater than 1. A fraction greater than 1 multiplied by a whole number always is greater than the number it is multiplied by.

5.NF.B.6 Answer Key1. D2. A3. of a meter4. 6 questions5. 8 cups of flour (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) You multiply 5 batches

times 1 cup equals 5 cups, then you multiply 5 batches times of a cup. That equals , which equals 3 and 5 + 3 = 8 cups.

5.NF.B.7 Answer Key1. A2. B 3.4. 36 pieces5. 15 servings of pudding (SAMPLE EXPLANATION; EXPLANATIONS WILL VARY) Students may

use a visual model, algorithm, or explanation.

The visual example shows 5 whole numbers divided into thirds. There are 15 parts (15 servings of pudding) in all.

411

1

43

18

13

23

103

13

13

13

115

Number and Operations - Fraction Answer Key

NF Review1. B2. A3. 1 cups of hot chocolate4. 20 5. A product less than 1 (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY) It will be a product less than 1 because multiplying 3 by breaks the 3 into smaller parts that do not equal 1.

6. A7. C8. 79. 710. 11 cups of flour (SAMPLE EXPLANATION; EXPLANATIONS AND MODELS WILL VARY)

Students may draw a visual example, use an algorithm, or explain in words. Multiply the 4 by 2 and get 8, then multiply by 4 and get , which is equal to 3. 8 + 3 = 11 cups of flour.

13

15

51235

34

124

5.NF.1 Adding and Subtracting Fractions

5.NF.2 Problem Solving WIth Fractions

5.NF.3 Fractions as Division

Standards Achievement GraphNumber and Operations - Fractions

Name ________________

0

1

2

3

4

5

Num

ber C

orre

ct

Standard

5.NF.4 Multiplying Fractions

5.NF.5 Scaling Fractions

5.NF.6 Fraction Problem Solving

5.NF.7 Dividing Unit Fractions

Class Achievement ChartNumber and Operations - Fractions

Student Name 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.

Standards Achievement ChartNumber and Operations - Fractions

Name ________________

Standard Score

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.

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 to estimate mentally and assess the reasonableness of answers.

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.

5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.5 Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.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.

Notes_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Other 5th Grade

Common Core Products

5th Grade Common Core Math Vocabularyhttp://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-Math-Vocabulary-222174

5th Grade Common Core ELA Ultimate Vocabulary Resourcehttp://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-ELA-Ultimate-Vocabulary-Resource-300794

Math Exit Slips - 5th Grade Common Corehttp://www.teacherspayteachers.com/Product/Math-Exit-Slips-5th-Grade-Common-Core-All-Standards-Mega-Bundle-937921

Seasonal Units and Game Packshttp://www.teacherspayteachers.com/Store/Math-Mojo/Category/Holiday-Seasonal

5th Grade Math Review Gamehttps://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-Math-Review-Game-Mega-Bundle-All-Domains-and-Standards-1461570

Camp End of the Year - A Week of Learning Fun!http://www.teacherspayteachers.com/Product/Camp-End-of-the-Year-A-Week-of-Learning-Fun-237304

Back to School Packshttp://www.teacherspayteachers.com/Store/Math-Mojo/Category/Back-to-School

Task Cards www.teacherspayteachers.com/Store/Math-Mojo/Category/Task-Cards

5th Grade Math Skills Scoot

The Fine Print

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This product is meant to be used by the teacher who purchased them. Please purchase additional licenses if these are intended to be used in more than one classroom.* If you like this product or would like to purchase additional licenses please visit my store at - http://www.teacherspayteachers.com/Store/Math-Mojo* This publication was created and is

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https://www.teacherspayteachers.com/Product/5th-Grade-Math-Skills-Scoot-Mega-Bundle-1203867

Fun Friday Math Gameswww.teacherspayteachers.com/Product/Fun-Friday-Math-Games-Mega-Bundle-637871

* www.teacherspayteachers.com/Store/Dancing-Crayon-Designs

http://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-Math-Vocabulary-222174




http://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-ELA-Ultimate-Vocabulary-Resource-300794




http://www.teacherspayteachers.com/Product/Math-Exit-Slips-5th-Grade-Common-Core-All-Standards-Mega-Bundle-937921




http://www.teacherspayteachers.com/Store/Math-Mojo/Category/Holiday-Seasonal

http://www.teacherspayteachers.com/Store/Math-Mojo/Category/Holiday-Seasonal

https://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-Math-Review-Game-Mega-Bundle-All-Domains-and-Standards-1461570




http://www.teacherspayteachers.com/Product/Camp-End-of-the-Year-A-Week-of-Learning-Fun-237304




http://www.teacherspayteachers.com/Store/Math-Mojo/Category/Back-to-School




http://www.teacherspayteachers.com/Store/Math-Mojo/Category/Task-Cards

http://www.teacherspayteachers.com/Store/Math-Mojo/Category/Task-Cards

http://www.teacherspayteachers.com/Store/Math-Mojo






mailto:[email protected]

mailto:[email protected]

http://www.printcandee.com

http://www.printcandee.com

http://www.etsy.com/shop/StripedElephants




http://www.teacherspayteachers.com/Store/Hello-Literacy








http://www.teacherspayteachers.com/Product/Fun-Friday-Math-Games-Mega-Bundle-637871




http://www.teacherspayteachers.com/Store/Dancing-Crayon-Designs






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