Grade 5 Goals
The Common Core standards for Grade 5 have been recast as a student-friendly list of goals, listed in the table below.
Click the first image to open the list of goals as a free PDF. Click the second image to view a related review bundle.
Click any square image in the table below to view a game card set for the goal. Click the blue button to visit Boom Learning for a self-checking activity with digital cards.
| CCSS | NUMBER & OPERATIONS IN BASE TEN | |
| 5.NBT.A | 5B1 | Understand the place value system. |
| 5.NBT.1 | 5B11 | Relate place value to multiplying by 10 or 1/10. This problem type includes decimals. In Grade 4, students multiplied and divided whole numbers by 10. Multiplying by 1/10 is the same as dividing by 10. |
| 5.NBT.2 | 5B12 | Multiply and divide whole numbers by powers of 10. |
| 5.NBT.2 | 5B13 | Multiply and divide decimals by powers of 10. |
| 5.NBT.2 | 5B14   | Write powers of 10 using exponents. |
| 5.NBT.3a | 5B15 | Read and write decimals to thousandths. |
| 5.NBT.3a | 5B16 | Convert between standard and expanded forms of decimals. For example, 0.234 means 2 tenths + 3 hundredths + 4 thousandths, or 0.2 + 0.03 + 0.004. |
| 5.NBT.3b | 5B17 | Compare decimals to thousandths. |
| 5.NBT.4 | 5B18 | Round decimals to any place. |
| 5.NBT.B | 5B2 | Perform operations with multi-digit whole numbers.* |
| 5.NBT.5 | 5B21 | Multiply whole numbers up to 4-digit by 1-digit using the standard algorithm. In Grade 4, students multiplied using place value or models but were not required to learn the standard algorithm. |
| 5.NBT.5 | 5B22 | Multiply whole numbers up to 2-digit by 2-digit using the standard algorithm. |
| 5.NBT.6 | 5B23 | Relate division to multiplication by multiples of 10. For example, to divide 160 by 20, find the missing factor in 20 x __ = 160. |
| 5.NBT.6 | 5B24 | Divide 3-digit dividends by multiples of 10 using place value and/or models. |
| 5.NBT.6 | 5B25 | Relate division to multiplication by 2-digit factors. For example, students could make a table of the first ten multiples of 47, and then use the table to divide various numbers by 47. |
| 5.NBT.6 | 5B26 | Divide 3-and 4-digit dividends by 2-digit divisors using place value and/or models. The division algorithm is a Grade 6 standard. |
| 5.NBT.B | 5B3 | Perform operations with decimals to hundredths.* *In CCSS, the whole numbers and decimals are both part of Cluster B. For manageable goal lists, the cluster has been divided into two parts. |
| 5.NBT.7 | 5B31 | Relate addition and subtraction of decimals. |
| 5.NBT.7 | 5B32 | Add and subtract decimals to hundredths using place value and/or models. At this grade level, it is more important for students to use place value or models than to memorize an algorithm. The algorithms will be emphasized in Grade 6. |
| 5.NBT.7 | 5B33 | Relate multiplication and division of decimals. |
| 5.NBT.7 | 5B34 | Multiply and divide decimals to hundredths using place value and/or models. The algorithms will be emphasized in Grade 6. |
| CCSS | OPERATIONS & ALGEBRAIC THINKING | |
| 5.OA.A | 5A1 | Write and interpret numerical expressions. |
| 5.OA.1 | 5A11 | Evaluate numerical expressions with parentheses. |
| 5.OA.2 | 5A12 | Write and interpret numerical expressions. |
| 5.OA.B | 5A2 | Analyze patterns and relationships. |
| 5.OA.3 | 5A21 | Write and compare two patterns given two rules. |
| 5.OA.3 | 5A22 | Identify features of related patterns in tables or graphs. For example, compare a table of multiples of 0.7 to a table of multiples of 7. How are the patterns alike or different? |
| CCSS | NUMBER & OPERATIONS WITH FRACTIONS | |
| 5.NF.A | 5F1 | Use equivalent fractions as a strategy to add and subtract fractions. |
| 5.NF.1 | 5F11 | Write equivalent fractions. Students were introduced to equivalent fractions in Grade 4, but may not have become fluent. Fluency is important for adding and subtracting fractions at this grade level. |
| 5.NF.1 | 5F12 | Add and subtract fractions with unlike denominators. Like denominators were emphasized in Grade 4. |
| 5.NF.1 | 5F13 | Add and subtract mixed numbers with unlike denominators. |
| 5.NF.2 | 5F14 | Add and subtract fractions to solve word problems. |
| 5.NF.2 | 5F15 | Add and subtract mixed numbers to solve word problems. |
| 5.NF.2 | 5F16 | Assess reasonableness of answers by using benchmarks and number sense. |
| 5.NF.B | 5F2 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. |
| 5.NF.3 | 5F21 | Interpret fractions as division to solve word problems. For example, if 2 pizzas are shared equally by 5 people each person gets 2/5 pizza. |
| 5.NF.4a | 5F22 | Multiply whole numbers by fractions. |
| 5.NF.4b | 5F23  | Represent products of fractions using area models. (See 2 sets, one with only unit fractions.) |
| 5.NF.4a, 5a, 5b | 5F24 | Multiply fractions by fractions. |
| 5.NF.6 | 5F25 | Multiply fractions and mixed numbers to solve word problems. |
| 5.NF.7a | 5F26 | Divide unit fractions by whole numbers using models. At this level it is very important for students to understand unit fractions. Dividing 1/4 by 5 is the same as making 1/4 into 5 parts. So, the quotient is 1/20. This is an important prerequisite for division of fractions in Grade 6. |
| 5.NF.7b | 5F27 | Divide whole numbers by unit fractions using models. Dividing 5 by 1/4 is the same as finding the number of fourths in 5. Since there are 4 fourths in a whole, the quotient is 5 x 4 or 20. This is an important prerequisite for division of fractions in Grade 6. |
| 5.NF.7b | 5F28 | Relate division to multiplication of fractions. |
| 5.NF.7c | 5F29 | Divide with unit fractions and whole numbers to solve problems. |
| CCSS | GEOMETRY | |
| 5.G.A | 5G1 | Graph points on the coordinate plane to solve real-world and mathematical problems. |
| 5.G.1 | 5G11 | Graph and identify points with positive coordinates on a coordinate system. The standards for previous grades do not call for coordinates. |
| 5.G.2 | 5G12 | Use coordinates (positive only) to represent and solve problems. |
| 5.G.2 | 5G13 | Use coordinates to analyze geometric shapes. For example, if the coordinates for two endoints of a line segment are (3, 4) and (3, 10), students should calculate the length as 6 units. |
| 5.G.B | 5G2 | Classify two-dimensional figures into categories based on their properties. |
| 5.G.3 | 5G21 | Classify and identify quadrilaterals. |
| 5.G.4 | 5G22 | Recognize categories and create hierarchies of shapes. |
| CCSS | MEASUREMENT & DATA | |
| 5.MD.A | 5M1 | Convert like measurement units within a given measurement system. |
| 5.MD.1 | 5M11 | Convert metric measurements. In Grade 4, students converted from larger to smaller units. |
| 5.MD.1 | 5M12 | Convert conventional measurements. |
| 5.MD.B | 5M2 | Represent and interpret data. |
| 5.MD.2 | 5M21 | Make line plots using data including fractions. |
| 5.MD.2 | 5M22 | Solve problems about line plots. |
| 5.MD.C | 5M3 | Understand concepts of volume and relate volume to multiplication and to addition. |
| 5.MD.3 | 5M31 | Identify a cube as a unit of volume. Volume is an important concept at this grade level. |
| 5.MD.4 | 5M32 | Measure volume by counting unit cubes. |
| 5.MD.5a | 5M33 | Add and/or multiply to find volumes of rectangular prisms. |
| 5.MD.5b | 5M34 | Solve problems involving volume of rectangular prisms (with whole numbers as lengths). In Grade 6, students will find volumes of prisms with fractional edge lengths. (See the Geometry domain.) |
| 5.MD.5c | 5M35 | Solve problems involving volumes of connected prisms. |
| Goals were developed by Angie Seltzer. Highlighted parts are from Grade 5 CCSS, Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | ||
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