Math is AMAZING!



Degrees and Certifications:

Math is AMAZING!


MAFS.5.NF.1.1- 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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 

MAFS.5.NF.1.2- 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 reasonableneess of answers.

MAFS.5.NF.2.4 - Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. (DOK 2) a. 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.) 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. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

MAFS.5.NF.2.5 - 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. 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/bby 1. 

MAFS.5.NF.2.6 - Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. (DOK 2)



MAFS.5.NBT.2.7-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.

5.G.1.1 – 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., x-axis and x-coordinate, y-axis and y-coordinate). 

5.G.1.2 – 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. 

MAFS.5.OA.1.1- Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

MAFS.5.OA.1.2 - 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.



  •  MAFS.5.NBT.1.1- 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. 
  •  MAFS.5.NBT.1.2 - 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. 
  •  MAFS.5.NBT.1.3 - 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,u sing >, =, and < symbols to record the results of comparisons. 
  •  MAFS.5.NBT.1.4 - Use place value understanding to round decimals to any place. 


MAFS.5.NBT.2.6 - 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. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.



MAFS.5.NBT.2.5 – Fluently multiply multi-digit whole numbers using the standard algorithm. 


Basic Math Facts-

We REALLY need to work on mastering those basic math facts (a third grade skill). Please work on these at home, it will greatly improve you student's ability to master MANY 5th grade standards.