**Title:** Everything Math for 5

**Description:**
The website 1XL has an extensive list of skills students learn in 5th grade. They are organized into categories (ex. place value, problem solving, geometry, etc.)where you can move your mouse over any skill to view a sample question before going to the link. 1XL will track the score and questions will become increasingly difficult. Great to use with SmartBoards!

**Standard(s): **

[MA2013] (5) 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5-OA2]

[MA2013] (5) 4: 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. [5-NBT1]

[MA2013] (5) 5: 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. [5-NBT2]

[MA2013] (5) 6: Read, write, and compare decimals to thousandths. [5-NBT3]

[MA2013] (5) 7: Use place value understanding to round decimals to any place. [5-NBT4]

[MA2013] (5) 8: Fluently multiply multi-digit whole numbers using the standard algorithm. [5-NBT5]

[MA2013] (5) 10: 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-NBT7]

[MA2013] (5) 11: 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. [5-NF1]

[MA2013] (5) 12: 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. [5-NF2]

[MA2013] (5) 13: 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. [5-NF3]

[MA2013] (5) 14: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5-NF4]

[MA2013] (5) 16: 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-NF6]

[MA2013] (5) 17: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade.)
[5-NF7]

[MA2013] (5) 18: Convert among different-sized 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. [5-MD1]

[MA2013] (5) 20: Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5-MD3]

[MA2013] (5) 21: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [5-MD4]

[MA2013] (5) 23: 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-G1]

[MA2013] (5) 25: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. [5-G3]