Grade 5—Numbers and Operations in Base TenThe Digital Library Instructional Learning Series links Smarter Balanced Digital Library resources with content from Interim Assessment Blocks.
The Digital Library resources on this playlist are intended to supplement a teacher’s core curriculum and may not address every standard assessed by the Grade 5—Numbers and Operations in Base Ten Interim Assessment Block. For each resource on this playlist, a brief description is provided along with the Common Core State Standards (CCSS) of focus and estimated instructional time. Many of the formative assessment practices featured in these resources can be used across grades and content areas, so teachers are encouraged to explore the resources on other playlists in the Digital Library Instructional Learning Series. A Digital Library account is required to access all resources on this playlist. Below are the key learning goals and success criteria specifically for the resources on this playlist.
Students understand how to:
- multiply multi-digit whole numbers using the standard algorithm.
- find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
- 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.
- 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.
- read, write, and compare decimals to thousandths.
- use place value understanding to round decimals to any place value.
- multiply multi-digit whole numbers.
- determine whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.
- add, subtract, multiply, and divide decimals to the hundredths.
- read and write decimals to the thousandths.
- compare two decimals to the thousandths by using >, =, and < symbols.
- round decimals to the nearest whole number, tenth, or hundredth.
CCSS of focus: 5.NBT.B.7Estimated Instructional Time: 90 min.
|This resource includes a two-minute video that provides the context for this real-world scenario: The Berg family has a fixed budget for its fishing trip. Students interpret evidence in the video, then research cost factors to determine if the Bergs can afford the trip. Using a graphic organizer, students record the potential solutions to the Bergs’ problem and collaborate with partners to explain the method and rationale for their response.|
CCSS of focus: 5.NBT.A, 5.NBT.A.3Estimated Instructional Time: 60 min.
|This resource includes a detailed lesson plan from Illustrative Mathmatics. The formative assessment practices added to the task help students develop the understanding that a single base-ten number can be represented in many different ways.|
CCSS of focus: 5.NBT.A.1, 5.NBT.A.3, 5.NBT.A.4, 5.NBT.B, 5.NBT.B.7Estimated Instructional Time: 90 min.
|This resource includes directions for a collaborative student task. Students work together on a set of problems and ultimately present to the class the reasoning and process used to come to an answer for one of the problems. The task provides a wide variety of questions to promote student collaboration.|
CCSS of focus: 5.NBT.A.3, 5.NBT.A.4, 5.NBT.B.7Estimated Instructional Time: 90 min.
|This resource includes lesson plans and materials for a task representing the level of depth, rigor, and complexity expected to demonstrate evidence of learning. The real-world task is similar to a culminating assignment, but has been modified for instructional use with the formative assessment process.|
CCSS of focus: 5.NBT.A.3, 5.NBT.B.7Estimated Instructional Time: 60 min.
|This resource includes a lesson plan and student materials. Students are asked to create bar models, write simple equations to show what is known and what is unknown, then solve for and interpret the answer. The lesson is designed to promote the gradual release of responsibility, moving from whole group instruction to small group or individual work.|