View Standards
**Standard(s): **
[MA2015] (5) 2 :

[MA2015] (5) 23 :

[MA2019] (5) 2 :

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

Examples: Express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product.

[MA2015] (5) 23 :

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]

[MA2019] (5) 2 :

2. Generate two numerical patterns using two given rules and complete an input/output table for the data.

a. Use data from an input/output table to identify apparent relationships between corresponding terms.

b. Form ordered pairs from values in an input/output table.

c. Graph ordered pairs from an input/output table on a coordinate plane.

In Module 6, Topic B, students plot points and use them to draw lines on the plane (5.G.1).** **Students begin by investigating patterns relating the x- and y-coordinates of the points on the line and reasoning about the patterns in the ordered pairs, which lays important groundwork for Grade 6 work with proportional reasoning. Topic B continues as students use given rules (e.g., *multiply by 2, and then add 3*) to generate coordinate pairs, plot points, and investigate relationships. Patterns in the resultant coordinate pairs are analyzed to discover that such rules produce collinear sets of points or lines. Students next generate two number patterns from two given rules, plot the points, and analyze the relationships within the sequences of the ordered pairs and graphs (5.OA.3).** **Patterns continue to be the focus as students analyze the effect on the steepness of the line when the second coordinate is produced through an addition rule as opposed to a multiplication rule (5.OA.3). They also create rules to generate number patterns, plot the points, connect those points with lines, and look for intersections.

View Standards
**Standard(s): **
[MA2015] (5) 2 :

[MA2019] (5) 1 :

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

Examples: Express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product.

[MA2019] (5) 1 :

1. Write, explain, and evaluate simple numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving parentheses, brackets, or braces, using commutative, associative, and distributive properties.

[MA2019] (5) 6 : 6. Fluently multiply multi-digit whole numbers using the standard algorithm.

In Module 2, Topic B, place value understanding moves toward understanding the distributive property by using area models to generate and record partial products (5.OA.1, 5.OA.2), which are combined within the standard algorithm (5.NBT.5). Writing and interpreting numerical expressions in Lessons 1 and 2 and comparing those expressions using visual models, lay the necessary foundation for students to make connections between the distributive property, as depicted in area models, and the partial products within the standard multiplication algorithm. The algorithm is built over a period of days, increasing in complexity as the number of digits in both factors increases. Reasoning about zeros in the multiplier, along with considerations about the reasonableness of products, also provides opportunities to deepen understanding of the standard algorithm. Although word problems provide context throughout Topic B, the final lesson offers a concentration of multi-step problems that allows students to apply this new knowledge.

View Standards
**Standard(s): **
[MA2015] (5) 2 :

[MA2019] (4) 3 :

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

Examples: Express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product.

[MA2019] (4) 3 :

3. Determine and justify solutions for multi-step word problems, including problems where remainders must be interpreted.

a. Write equations to show solutions for multi-step word problems with a letter standing for the unknown quantity.

b. Determine reasonableness of answers for multi-step word problems, using mental computation and estimation strategies including rounding.

In this interactive activity, students will be led through steps to identify missing or extra information in word problems in order to create appropriate equations. By identifying missing or extra information in word problems, students will be able to correctly interpret and solve multistep word problems. There are teaching activities as well as practice activities available. Students will write mathematical equations and expressions when completing the teaching and practice problems. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.