Practice Sheets mapped to common core standards
1.OA: Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.

Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
 Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
 Adding 1
 Adding 2
 Adding 3
 Adding 4
 Adding 5
 Adding 6
 Adding 7
 Adding 8
 Adding 9
 Adding 10
 Adding Zero
 Adding doubles
 Adding doubles plus 1
 Addition up to sum of 10
 Addition up to sum of 18
 Addition up to sum of 20
 Adding Doubles to 20
 Subtracting 1
 Subtracting 2
 Subtracting 3
 Subtracting 4
 Subtracting 5
 Subtracting 6
 Subtracting 7
 Subtracting 8
 Subtracting 9
 Subtracting zero and all
 Subtracting doubles
 Subtract numbers up to 10
 Subtraction from 18
 Subtraction from 20
Work with addition and subtraction equations.

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?.
1.NBT: Number and Operations in Base Ten
Extend the counting sequence.
 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value.
Understand place value

Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
 10 can be thought of as a bundle of ten ones—called a “ten.”

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
 Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <
Use place value understanding and properties of operations to add and subtract.

Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete Model.CommonCoreTopicss 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. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
 Add whole tens
 Add tens and a 1digit number
 Add 1digit number to a 2digit number  No regroup
 Add 2digit number to a 1digit number  No regroup
 Adding 2digit numbers  No regroup
 Subtract whole tens
 Subtracting from a whole ten
 Subtract 1digit number from 2digits No regroup
 2digit subtraction  No regroup

Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete Model.CommonCoreTopicss 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.
1.MD: Measurement and Data
Measure lengths indirectly and by iterating length units.

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Tell and write time.
 Tell and write time in hours and halfhours using analog and digital clocks.
Represent and interpret data

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
1.G: Geometry
Reason with shapes and their attributes.

Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
 Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of.
2.OA: Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
 Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20.
 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers.
Work with equal groups of objects to gain foundations for multiplication.
 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
2.NBT: Number and Operations in Base Ten
Understand place value.

Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

100 can be thought of as a bundle of ten tens—called a “hundred.”
 The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

100 can be thought of as a bundle of ten tens—called a “hundred.”
 Count within 1000; skipcount by 2s, 5s, 10s, and 100s.
 Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
 Add 1digit and 2digit numbers No regroup
 Add 1digit and 2digit numbers with regroup
 Add two 2digit numbers No regroup
 Add two 2digit numbers with regroup
 Missing Addends
 Subtract 1Digit number from 2Digits No regroup
 Subtract 1Digit number from 2Digits with regroup
 Subtract two 2Digit numbers  No regroup
 Subtract two 2Digit numbers with regroup
 Missing minued in 2Digit Subtraction
 Add up to four twodigit numbers using strategies based on place value and properties of operations.

Add and subtract within 1000, using concrete Model.CommonCoreTopicss 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. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
 Use estimation strategies to make reasonable estimates in problem solving.
 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.MD: Measurement and Data
Measure and estimate lengths in standard units.

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, andmeasuring tapes.

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how thetwo measurements relate to the size of the unit chosen.

Estimate lengths using units of inches, feet, centimeters, and meters.

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length.

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, . . . , and represent wholenumber sums and differences within 100 on a number line diagram.
Work with time and money.
 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data.

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in wholenumber units.

Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph.
2.G: Geometry
Reason with shapes and their attributes.
 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
 Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.
 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
3.OA: Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8
objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.
Understand properties of multiplication and the relationship between multiplication and division.
 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
 Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division
(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two onedigit numbers.
 Divide by 1
 Divide by 2
 Divide by 3
 Divide by 4
 Divide by 5
 Divide by 6
 Divide by 7
 Divide by 8
 Divide by 9
 Divide by 10
 Divide by 11
 Divide by 12
 Multiply by 0 and 1
 Multiply by 2
 Multiply by 3
 Multiply by 4
 Multiply by 5
 Multiply by 6
 Multiply by 7
 Multiply by 8
 Multiply by 9
 Multiply by 10
 Multiply by 11
 Multiply by 12
 Multiply Facts up to 12
 Multiply doubles
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
 Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
3.NBT: Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multidigit arithmetic.
 Use place value understanding to round whole numbers to the nearest 10 or 100.

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
 Add two 2Digit numbers
 Add two 3Digit numbers
 Missing addend in 3Digit addition
 Place value to ten thousands
 Place Value names
 Expanded to Standard form
 Missing number in expanded form
 Subtract two 2Digit numbers
 Subtract two 3Digit numbers
 Subtract with regrouping across one zero
 Subtract with regrouping across two zeros
 Missing minued in 3Digit subtraction
 Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.NF: Number and Operations—Fractions
Develop understanding of fractions as numbers.
 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting
interval has size a/b and that its endpoint locates the number a/b on the number line.

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
 Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction Model.CommonCoreTopics.
 Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
 Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or < and justify the conclusions, e.g., by using a visual fraction Model.CommonCoreTopics.
3.MD: Measurement and data
solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
 Tell and write time to the nearest minute and measure time intervals in minutes. solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters.
add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the
same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Represent and interpret data.

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. solve one and twostep
“how many more” and “how many less” problems using information presented in scaled bar graphs. for example, draw
a bar graph in which each square in the bar graph might represent 5 pets.

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. show the data by
making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
Geometric measurement understand concepts of area and relate area to multiplication and to addition.

Recognize area as an attribute of plane figures and understand concepts of area measurement.

A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to
measure area.

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square
units.

A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to
measure area.

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Relate area to the operations of multiplication and addition.

Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be
found by multiplying the side lengths.

Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving realworld and
mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.

Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the
sum of a × b and a × c. use area Model.CommonCoreTopicss to represent the distributive property in mathematical reasoning.

Recognize area as additive. find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and
adding the areas of the nonoverlapping parts, applying this technique to solve realworld problems.

Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be
found by multiplying the side lengths.
Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
 Solve realworld and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.G: Geometry
Reason with shapes and their attributes.
 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Partition shapes into parts with equal areas. express the area of each part as a unit fraction of the whole. for example,
partition a shape into 4 parts with equal area, and describe the area of each part as 1 />4 of the area of the shape.
4.OA: Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as
7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations,
including problems in which remainders must be interpreted. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation
strategies including rounding.
Gain familiarity with factors and multiples.

Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its
factors. Determine whether a given whole number in the range 1–100 is a multiple of a given onedigit number. Determine
whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit
in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence
and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will
continue to alternate in this way.
4.NBT: Number and Operations in Base Ten
Generalize place value understanding for multidigit whole numbers.

Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its
right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
 Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
 Use place value understanding to round multidigit whole numbers to any place.
Use place value understanding and properties of operations to perform multidigit arithmetic.

Fluently add and subtract multidigit whole numbers using the standard algorithm.

Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using
strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area Model.CommonCoreTopicss.
 Divide numbers ending with zero
 Divide larger numbers
 Division with remainder
 TwoDigit Quotients
 ThreeDigit Quotients
 Division with larger numbers
 Multiply 2Digit by 1Digit
 Multiply 3Digit by 1Digit
 Multiply 4Digit by 1Digit
 Multiply across zeros
 Multiply 2Digit by 2Digit
 Multiply 3Digit by 2Digit
 Multiply Larger Numbers

Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit 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 Model.CommonCoreTopicss.
4.NF: Number and Operations—Fractions
Extend understanding of fraction equivalence and ordering.
 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction Model.CommonCoreTopicss, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or < and justify the conclusions, e.g., by using a visual fraction Model.CommonCoreTopics.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand a fraction a />b with a > 1 as a sum of fractions 1/b.
 Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
 Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction Model.CommonCoreTopics. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
 Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction Model.CommonCoreTopicss and equations to represent the problem.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
 Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction Model.CommonCoreTopics to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
 Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction Model.CommonCoreTopics to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction Model.CommonCoreTopicss and
equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and
there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers
does your answer lie?
Understand decimal notation for fractions, and compare decimal fractions.
 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as
0.62 meters; locate 0.62 on a number line diagram.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when
the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or < and justify the
conclusions, e.g., by using the number line or another visual Model.CommonCoreTopics.
4.MD: Measurement and data
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. record measurement
equivalents in a twocolumn table. for example, know that 1 ft is 12 times as long as 1 in. express the length of a 4 ft
snake as 48 in. generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), . . .

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects,
and money, including problems involving simple fractions or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
 Apply the area and perimeter formulas for rectangles in realworld and mathematical problems. for example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Represent and interpret data.

Make a line plot to display a data set of measurements in fractions of a unit (1 />2, 1/4, 1/8). Solve problems involving
addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and
interpret the difference in length between the longest and shortest specimens in an insect collection.
Geometric measurement: understand concepts of angle and measure angles.

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand
concepts of angle measurement:

An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering
the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through
1/360 of a circle is called a “onedegree angle,” and can be used to measure angles.

An angle that turns through n onedegree angles is said to have an angle measure of n degrees.

An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering
the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through
1/360 of a circle is called a “onedegree angle,” and can be used to measure angles.
 Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.

Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the
whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a
diagram in realworld and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
4.G: Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
 Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Twodimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.)
 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.
5.OA: OPERATIONS AND ALGEBRAIC THINKING
Write and interpret numerical expressions.

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Analyze patterns and relationships.
 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
5.NBT: NUMBER AND OPERATIONS IN BASE TEN
Understand the place value system.
 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.
 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.

Read, write, and compare decimals to thousandths.

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).

Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

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).

Use place value understanding to round decimals to any place.
Perform operations with multidigit whole numbers and with decimals to hundredths.
 Fluently multiply multidigit whole numbers using the standard algorithm.
 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.

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.NF: NUMBER AND OPERATIONS—FRACTIONS
Use equivalent fractions as a strategy to add and subtract fractions.

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.)
 Equivalent fractions
 Fractions in simplest forms
 Estimating fractions by using benchmarks
 Converting between improper fractions and mixed numbers
 Add and Subtract fractions with like denominators
 Add and Subtract three fractions with like denominators
 Inequalities with addition and subtraction of like fractions
 Add and Subtract Mixed numbers with like denominators
 Add fractions with denominators of 10 and 100
 Add fractions with unlike Denominators
 Adding three fractions with unlike denominators
 Subtract fractions with unlike Denominators
 Inequalities with addition and subtraction of unlike fractions
 Add mixed numbers with unlike denominators
 Addition of mixed numbers with regrouping
 Subtract mixed numbers with unlike denominators
 Subtraction of Mixed Numbers with Regrouping
 Inequalities with addition and subtraction of mixed numbers
 Estimate sums and differences of mixed numbers

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. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Apply and extend previous understandings of multiplication and division.
 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?

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

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.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
 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.
 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.

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?

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.MD: MEASUREMENT AND DATA
Convert like measurement units within a given measurement system.

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.
Represent and interpret data.

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
Geometric measurement: understand concepts of volume.

Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

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.

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.

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.
 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
 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.
 Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems.
 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.
5.G: GEOMETRY
Graph points on the coordinate plane to solve realworld and mathematical problems.

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).\

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.
Classify twodimensional figures into categories based on their properties.
 Understand that attributes belonging to a category of twodimensional 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.
 Classify twodimensional figures in a hierarchy based on properties.