5th Grade Math Georgia Standards of Excellence
Students are expected to:
1. Make sense of problems and persevere in solving them.Students solve problems by applying their understanding of operations with whole numbers, decimals, and fractions including mixed numbers. They solve problems related to volume and measurement conversions.
Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”.
2. Reason abstractly and quantitatively.
Fifth graders should recognize that a number represents a specific quantity. They connect quantities to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities. They extend this understanding from whole numbers to their work with fractions and decimals. Students write simple expressions that record calculations with numbers and represent or round numbers using place value concepts.
3. Construct viable arguments and critique the reasoning of others.
In fifth grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They explain calculations based upon models and properties of operations and rules that generate patterns. They demonstrate and explain the relationship between volume and multiplication. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.
4. Model with mathematics.
Students experiment with representing problem situations in multiple ways including numbers, words
(mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.
Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Fifth graders should evaluate their results in the context of the situation and whether the results make sense. They also evaluate the utility of models to determine which models are most useful and efficient to solve problems.
5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a mathematical problem and decide
when certain tools might be helpful. For instance, they may use unit cubes to fill a rectangular prism and then use a ruler to measure the dimensions. They use graph paper to accurately create graphs and solve problems or make predictions from real world data.
6. Attend to precision.
Students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to expressions, fractions, geometric figures, and coordinate grids. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring out the volume of a rectangular prism they record their answers in cubic units.
7. Look for and make use of structure.
In fifth grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to add, subtract, multiply and divide with whole numbers, fractions, and decimals. They examine numerical patterns and relate them to a rule or a graphical representation.
8. Look for and express regularity in repeated reasoning.
1. Make sense of problems and persevere in solving them.Students solve problems by applying their understanding of operations with whole numbers, decimals, and fractions including mixed numbers. They solve problems related to volume and measurement conversions.
Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”.
2. Reason abstractly and quantitatively.
Fifth graders should recognize that a number represents a specific quantity. They connect quantities to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities. They extend this understanding from whole numbers to their work with fractions and decimals. Students write simple expressions that record calculations with numbers and represent or round numbers using place value concepts.
3. Construct viable arguments and critique the reasoning of others.
In fifth grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They explain calculations based upon models and properties of operations and rules that generate patterns. They demonstrate and explain the relationship between volume and multiplication. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.
4. Model with mathematics.
Students experiment with representing problem situations in multiple ways including numbers, words
(mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.
Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Fifth graders should evaluate their results in the context of the situation and whether the results make sense. They also evaluate the utility of models to determine which models are most useful and efficient to solve problems.
5. Use appropriate tools strategically.
Fifth graders consider the available tools (including estimation) when solving a mathematical problem and decide
when certain tools might be helpful. For instance, they may use unit cubes to fill a rectangular prism and then use a ruler to measure the dimensions. They use graph paper to accurately create graphs and solve problems or make predictions from real world data.
6. Attend to precision.
Students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to expressions, fractions, geometric figures, and coordinate grids. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring out the volume of a rectangular prism they record their answers in cubic units.
7. Look for and make use of structure.
In fifth grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to add, subtract, multiply and divide with whole numbers, fractions, and decimals. They examine numerical patterns and relate them to a rule or a graphical representation.
8. Look for and express regularity in repeated reasoning.
Fifth graders use repeated reasoning to understand algorithms and make generalizations about patterns. Students connect place value and their prior work with operations to understand algorithms to fluently multiply multi-digit numbers and perform all operations with decimals to hundredths. Students explore operations with fractions with visual models and begin to formulate generalizations.
Operations and Algebraic Thinking 5.OA
Write and interpret numerical expressions.
MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols.
MGSE5.OA.2 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.
MGSE5.OA.3 Generate two numerical patterns using a given rule. Identify apparent relationships
between corresponding terms by completing a function table or input/output table. Using the terms
created, form and graph ordered pairs on a coordinate plane.
Number and Operations in Base Ten 5.NBT
Understand the place value system.
MGSE5.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.
MGSE5.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.
MGSE5.NBT.3 Read, write, and compare decimals to thousandths.
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).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other
strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: strategies based on place value, the properties of operations, and/or the
Operations and Algebraic Thinking 5.OA
Write and interpret numerical expressions.
MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols.
MGSE5.OA.2 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.
MGSE5.OA.3 Generate two numerical patterns using a given rule. Identify apparent relationships
between corresponding terms by completing a function table or input/output table. Using the terms
created, form and graph ordered pairs on a coordinate plane.
Number and Operations in Base Ten 5.NBT
Understand the place value system.
MGSE5.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.
MGSE5.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.
MGSE5.NBT.3 Read, write, and compare decimals to thousandths.
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).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other
strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
MGSE5.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.
Number and Operations – Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a
common denominator and equivalent fractions to produce like denominators.
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, 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 + ½ = 3/7, by observing that 3/7 < ½.
Apply and extend previous understandings of multiplication and division to multiply and divide
fractions.
MGSE5.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. Example: 3
5
can be
interpreted as “3 divided by 5 and as 3 shared by 5”.
MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.
Examples: 𝑎
𝑏× 𝑞 as 𝑎𝑏 × 𝑞1 and 𝑎𝑏 × 𝑐𝑑 = 𝑎𝑐𝑏𝑑
equations or concrete models. (e.g., rectangular arrays, area models)
MGSE5.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.
Number and Operations – Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a
common denominator and equivalent fractions to produce like denominators.
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, 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 + ½ = 3/7, by observing that 3/7 < ½.
Apply and extend previous understandings of multiplication and division to multiply and divide
fractions.
MGSE5.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. Example: 3
5
can be
interpreted as “3 divided by 5 and as 3 shared by 5”.
MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.
Examples: 𝑎
𝑏× 𝑞 as 𝑎𝑏 × 𝑞1 and 𝑎𝑏 × 𝑐𝑑 = 𝑎𝑐𝑏𝑑
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.
MGSE5.NF.5 Interpret multiplication as scaling (resizing), by:
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. Example: 4 x 10 is twice as large as 2 x
10.
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.
unit fraction side lengths, and show that the area is the same as would be found by multiplying the
side lengths.
MGSE5.NF.5 Interpret multiplication as scaling (resizing), by:
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. Example: 4 x 10 is twice as large as 2 x
10.
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.
MGSE5.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.
MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions. 23
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.
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.
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?
Measurement and Data 5.MD Convert like measurement units within a given measurement system.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time,
etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.
Represent and interpret data.
MGSE5.MD.2 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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Geometric Measurement: understand concepts of volume and relate volume to multiplication and
division.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
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.
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.
MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
using visual fraction models or equations to represent the problem.
MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions. 23
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.
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.
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?
Measurement and Data 5.MD Convert like measurement units within a given measurement system.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time,
etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.
Represent and interpret data.
MGSE5.MD.2 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. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Geometric Measurement: understand concepts of volume and relate volume to multiplication and
division.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
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.
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.
MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world andmathematical problems involving volume.
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.
b. Apply the formulas V = l × w × h and V = 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.
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.
Geometry 5.G
Graph points on the coordinate plane to solve real-world and mathematical problems.
MGSE5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, withthe 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 firstnumber 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).
MGSE5.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. Classify two-dimensional figures into categories based on their properties.
MGSE5.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.
MGSE5.G.4 Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles, and quadrilaterals).
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.
b. Apply the formulas V = l × w × h and V = 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.
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.
Geometry 5.G
Graph points on the coordinate plane to solve real-world and mathematical problems.
MGSE5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, withthe 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 firstnumber 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).
MGSE5.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. Classify two-dimensional figures into categories based on their properties.
MGSE5.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.
MGSE5.G.4 Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles, and quadrilaterals).