go math grade 5 lesson 1.12 homework answers

Texas Go Math
Big Ideas Math
enVision Math
EngageNY Math
McGraw Hill My Math
180 Days of Math
Math in Focus Answer Key
Math Expressions Answer Key
Privacy Policy

$Go Math Answer Key$

Go Math Grade 5 Answer Key Pdf | Go Math 5th Grade Answer Key Pdf

Go Math Grade 5 Answer Key Pdf: HMH 5th Grade Go Math Practice Books and Answer Key provide students comprehensive unlimited practice, real-time feedback, and also different question types and learning aids. As per the student’s understanding level only these Go Math Solution Key is designed and helping them to learn all primary mathematical concepts in a conceptual way.

Hence, students can grab this wonderful opportunity of learning math problems easily with the free HMH Go Math Grade 5 Answer Key. By practicing with the Houghton Mifflin Harcourt Go Math 5th Grade Solution key, you can move on the right path and get succeed in solving all kinds of Math problems efficiently. All the questions and answers covered in the HMH grade 5 Go Math Answer Key are arranged by award-winning Mathematics educators in a systematic way to understand the concepts clearly.

Go Math Answer Key Grade 5 | Go Math Grade 5 Teacher Edition Answers Pdf

We have listed all chapters question and step by step solutions in our Go Math Grade 5 Answer Key. All these detailed solutions & extra practice questions are taken from Math practice and HMH Go Math Textbooks. So, make use of the given handy solutions of all chapters covered in our Go Math 5th Standard Answer Key and learn all math concepts easily whenever you want. Just access the links prevailing over here and master in primary school Mathematics lessons.

Grade 5 HMH Go Math – NEW

Chapter 1: Place Value, Multiplication, and Expressions
Chapter 2: Divide Whole Numbers
Chapter 3: Add and Subtract Decimals
Chapter 4: Multiply Decimals
Chapter 5: Divide Decimals
Chapter 6: Add and Subtract Fractions with Unlike Denominators
Chapter 7: Multiply Fractions
Chapter 8: Divide Fractions
Chapter 9: Algebra: Patterns and Graphing
Chapter 10: Convert Units of Measure
Chapter 11: Geometry and Volume

Grade 5 Math Common Core Tests

Test 1 Session 1 (page 2)
Test 2 Session 1 (page 3)
Test 3 Session 1 (page 4)
Test 3 Session 2 (page 5)
Test 4 Session 1 (page 6)
Test 4 Session 2 (page 7)

Download Go Math Standards Practice Book Grade 5 Answer Key Pdf for Free

By referring to our step by step solutions compiled in Go Math Solution Key improves your math skills and make you understand all the concepts in a fun learning way. Choosing the engaging and interactive way to practice Math problems is the smartest idea and it can happen with our Go Math Answer Key for Grade 5. So, download respective Go Math Grade 5 Chapter Answer Key from the quick links available above and get a good grip on all Math concepts.

Benefits of Preparing Go Math Grade 5 Answer Key Teacher Edition Pdf

You may find plenty of advantages by solving the Math problems from our Go math grade 5 Answer key pdf as they are designed by the Mathematics expert educators. Some of them are followed below:

Practicing the Math concepts from Go Math Solution Key for Grade 5 will be a great help for students and teachers in their Math Journey.
It aids them to understand the basics of primary school mathematics concepts and offers better insights to attempt various kinds of questions.
5th Grade Go Math Answer Key is covered with solved questions and extra practice exercises by solving them help students to gain the ability of logical thinking and enhance math skills.
Overall, it supports candidates to meet state standards with ease.

FAQs on Houghton Mifflin Math Grade 5 Answer Key Pdf

1. How do I Use Go Math Grade 5 Answer Key to Score better marks?

You can utilize Go Math 5th Std Solution Key and learn the tricks to solve all types of Math problems from all chapters. By practicing and answering the Math sums provided in the Go Math Grade 5 Practice Book Answer Key Pdf will surely help you to secure better marks in math exams.

2. Can I easily get the HMH Go Math 5th Grade Solution Key for Free?

Yes, HMH Go Math Answer Key for Grade 5 is easily downloadable in all chapters from our site Aplutopper.com for free of cost.

3. Where can I find Chapter-wise Go Math Solution Key for 5th standard in pdf format?

You can easily discover the pdf formatted Go math answer key and practice books for Grade 5 by accessing the quick links available on our page. And these Go math grade 5 solution key covers all chapters for the sake of your preparation.

4. How to Download Go Math 5th Std Answer Key for all chapters?

Simply tap on the direct links provided on our page and download the Go math Answer key for Grade 5 in pdf format for all chapters without a single penny. Utilize the Math practice 101 Go Math Grade 5 Answer Key and understand all the concepts thoroughly in a fun learning way.

Astoria Park Elementary School

Home of the Panthers! #Building Great Minds!

5th Grade Go Math

Z_jones, ryan b._transfer, page navigation.

Sunshine State Readers
FCAT Practice Materials
Go Math Videos
5th Grade Chapter 1 Textbook Pages
5th Grade Chapter 1 Workbook Pages
5th Grade Chapter 1 Enrich Pages
5th Grade Chapter 2 Textbook Pages
5th Grade Chapter 2 Workbook Pages
5th Grade Chapter 2 Reteach Pages
5th Grade Chapter 2 Enrich Pages
5th Grade Chapter 3 Textbook Pages
5th Grade Chapter 3 Workbook Pages
5th Grade Chapter 3 Reteach Pages
5th Grade Chapter 3 Enrich Pages
5th Grade Chapter 4 Textbook Pages
5th Grade Chapter 4 Workbook Pages
5th Grade Chapter 4 Reteach Pages
5th Grade Chapter 4 Enrich Pages
5th Grade Chapter 5 Textbook Pages
5th Grade Chapter 5 Workbook Pages
5th Grade Chapter 5 Reteach Pages
5th Grade Chapter 5 Enrich Pages
5th Grade Chapter 6 Textbook Pages
5th Grade Chapter 6 Workbook Pages
5th Grade Chapter 6 Reteach Pages
5th Grade Chapter 6 Enrich Pages
5th Grade Chapter 7 Textbook Pages
5th Grade Chapter 7 Workbook Pages
5th Grade Chapter 7 Reteach Pages
5th Grade Chapter 7 Enrich Pages
5th Grade Chapter 8 Textbook Pages
5th Grade Chapter 8 Workbook Pages
5th Grade Chapter 8 Reteach Pages
5th Grade Chapter 8 Enrich Pages
5th Grade Chapter 9 Textbook Pages
5th Grade Chapter 9 Workbook Pages
5th Grade Chapter 9 Reteach Pages
5th Grade Chapter 9 Enrich Pages
5th Grade Chapter 10 Textbook Pages
5th Grade Chapter 10 Workbook Pages
5th Grade Chapter 10 Reteach Pages
5th Grade Chapter 10 Enrich Pages
5th Grade Chapter 11 Textbook Pages
5th Grade Chapter 11 Workbook Pages
5th Grade Chapter 11 Reteach Pages
5th Grade Chapter 11 Enrich Pages

Student Textbook Pages

Student Workbook Pages

Enrich Pages

Reteach Pages

Chapter 10

Chapter 11

Questions or Feedback? |
Web Community Manager Privacy Policy (Updated) |

go math grade 5 lesson 1.12 homework answers

Interactivity
AI Assistant
Digital Sales
Online Sharing
Offline Reading
Custom Domain
Branding & Self-hosting
SEO Friendly
Create Video & Photo with AI
PDF/Image/Audio/Video Tools
Art & Culture
Food & Beverage
Home & Garden
Weddings & Bridal
Religion & Spirituality
Animals & Pets
Celebrity & Entertainment
Family & Parenting
Science & Technology
Health & Wellness
Real Estate
Business & Finance
Cars & Automobiles
Fashion & Style
News & Politics
Hobbies & Leisure
Recipes & Cookbooks
Photo Albums
Invitations
Presentations
Newsletters
Sell Content
Fashion & Beauty
Retail & Wholesale
Presentation
Help Center Check out our knowledge base with detailed tutorials and FAQs.
Learning Center Read latest article about digital publishing solutions.
Webinars Check out the upcoming free live Webinars, and book the sessions you are interested.
Contact Us Please feel free to leave us a message.

Go Math! Grade 5 Teacher Edition

Description: Go Math! Grade 5 Teacher Edition

Read the text version.

No Text Content!

1001 - 1050
1051 - 1081

5 GRADE Currency and Coins Photos Courtesy of United States Mint, Bureau of Engraving, and Houghton Mifflin Harcourt Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be submitted through our Permissions website at https://customercare.hmhco.com/contactus/Permissions. html or mailed to Houghton Mifflin Harcourt Publishing Company, Attn: K-12 School Permissions, 9400 Southpark Center Loop, Orlando, Florida 32819-8647. Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. This product is not sponsored or endorsed by the Common Core State Standards Initiative of the National Governors Association Center for Best Practices and the Council of Chief State School Officers. Printed in the U.S.A. ISBN 978-0-35869488-5 1 2 3 4 5 6 7 8 9 10 XXXX 30 29 28 27 26 25 24 23 22 21 4500000000 r7.22 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Teacher Edition

3 or multiply 2 × 3. Check students’ drawings. DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlese694724_c03l01.indd 109 5/18/2022 11:00:31 AM Launch Activity 2 Three Reads First, listen to the problem. What is the math story about? Next, read the problem aloud with your class. How might numbers be used? Then, read the problem with a partner. What math questions can you ask about the problem? Izzy’s family is sending a box of oranges to his grandma. The box is packed so there are the same number of oranges in each row. The gift box contains 24 oranges. Launch Activity Multiplication A Taste of Sunshine! Oranges are citrus fruits. They grow best in tropical and subtropical climates, but are eaten and enjoyed all around the world. When oranges are ripe, they are picked and sent to a packing house. Oranges are graded on their color, shape, age, and freedom from defects. Most oranges are made into juice but the most perfect oranges are reserved for gift boxes, which are sent all over the world. Have you ever sent or received a gift box of oranges? More About Oranges • Oranges were first grown in China. • There are over 600 varieties of oranges in the world. • The word “orange” referred to a color first. The fruit was named after the color. Launch Activity • Multiplication 55 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Drobot Dean/Adobe Stock, (b) ©Tim UR/Shutterstock DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlese694724_li02.indd 55 10/8/2021 7:20:39 AM Launch Activity lessons . . . are designed for exploration and collaboration among students. Look for these activities to occur multiple times per year, with contexts to engage your students. All students . . . will see themselves and the possibilities for their future success in the materials used as part of instruction. You will see questions that foster a growth mindset and help students reflect on the math taught in the lesson. Welcome to Go Math! The Interactive Student Edition . . . is structured to assist students in navigating through their lesson assignments. Students start their assigned lesson and are prompted at completion to review assignment boards or to check in with you. Interactive lessons include animations, learning pathways, and appropriate intervention options to encourage high engagement with students. T2 Go Math! Grade 5

AA MALE HISPANIC FEMALE CAUCASIAN MALE Bring the wonder of math . . . to your students through this program designed to help you, as a teacher, empower your students to become mathematicians through engaging activities and thought-provoking exploration of math in authentic contexts. The Go Math! program is designed to allow flexibility to solve problems using appropriate methods and strategies through discovery. The program supports exploration, rigor, fluency, and the application of real-world context. • Teachers have the flexibility of multi-grade access on Ed to provide prerequisite or challenge resources for students. • Students have access to a range of tools and resources to model their thinking. • Support for multilingual learners is included throughout the program. Go Math! supports you as an educator to implement standards for Mathematics with teacher-to-teacher notes, Teacher’s Corner, and other professional supports. Using these supports with Go Math!, you can meet the needs of each individual student. • Standards Helper, a resource document organized by benchmark to easily see lessons, resources, and commons errors for student learning. • Launch Activity, a lesson with engaging content that introduces new concepts. • Teacher’s Corner, an online and interactive resource center for professional support specific to Go Math!, as well as other research-based supports. How am I supported as an educator? How can I ensure my students are engaged with the Mathematical Practices and Processes? The Go Math! lesson design integrates the Mathematical Practices and Processes throughout the Student and Teacher Editions. • MP An MP icon indicates where in a lesson an MP standard is addressed. How do I ensure my students have the flexibility to show what they know? GRADE VOLUME 1828182 3 1 GRADE 3 VOLUME 1 GRADE VOLUME 3 1 3_mnlese_9780358694724 VOL1_CVR.indd All Pages 12/23/21 1:56 PM GRADE VOLUME 1828184 4 1 GRADE 4 VOLUME 1 GRADE VOLUME 4 1 4_mnlese_9780358694748 VOL1_CVR.indd All Pages 12/23/21 1:59 PM 1828186 GRADE VOLUME 5 1 GRADE 5 VOLUME 1 GRADE VOLUME 5 1 5_mnlese_9780358694762 VOL1_CVR.indd All Pages 12/23/21 1:51 PM Welcome to Go Math! T3

Program Authors Edward B. Burger, PhD, is President & CEO of St. David’s Foundation and President Emeritus & Professor Emeritus of Mathematics at Southwestern University in Georgetown, Texas. He has authored or coauthored numerous articles, books, and video series; delivered many addresses and workshops throughout the world; and made many radio and television appearances. Thomasenia Lott Adams, PhD, is a mathematics teacher educator/researcher in the School of Teaching & Learning and the Associate Dean of Research (ADR) in the College of Education at the University of Florida (UF), Gainesville, FL. She also serves as the college’s Associate Dean of Research and Faculty Development. Dr. Adams is coauthor of the Making Sense of Mathematics for Teaching series (Solution Tree) and Associate Editor of Mathematics Teacher: Learning and Teaching PreK-12 (NCTM). Juli K. Dixon, PhD, is a professor of mathematics education at the University of Central Florida (UCF). She has taught mathematics in urban schools at the elementary, middle, secondary, and postsecondary levels. Dr. Dixon has delivered keynotes and other presentations throughout the United States. Key areas of focus are deepening teachers’ content knowledge and communicating and justifying mathematical ideas. You can find her on social media at @TheStrokeOfLuck. Juli K. Dixon, PhD Edward B. Burger, PhD Thomasenia Lott Adams, PhD T4 Go Math! Grade 5

Program Contributors and Consultants Contributor Rena Petrello Professor, Mathematics Moorpark College Moorpark, CA English Language Learners Consultant Elizabeth Jiménez CEO, GEMAS Consulting Professional Expert on English Learner Education Bilingual Education and Dual Language Pomona, California Consultant Valerie Johse Math Consultant Houston, Texas Matthew R. Larson, PhD, is the associate superintendent for instruction at Lincoln Public Schools (Nebraska). A prolific speaker and writer, he is the coauthor of more than a dozen professional books. He was a member of the writing teams for the major publications Principles to Actions: Ensuring Mathematical Success for All (2014) and Catalyzing Change in High School Mathematics: Initiating Critical Conversations (2018). Key areas of focus include access and equity and effective stakeholder communication. He has taught mathematics at the secondary and college levels. You can find him on social media at @mlarson_math. Matthew R. Larson, PhD Program Authors and Consultants T5

ABOUT THE PROGRAM Learning Progression Lesson Design to Build Standards Mastery Go Math! builds mastery of all content areas and provides a focused approach to developing students’ mathematical understanding, procedural skills, and fluency. An emphasis is placed on making connections between concepts and skills as children move through a carefullysequenced learning experience. Building Procedural Mastery with the 5E Model Every Go Math! lesson follows the same lesson design based on the 5E model of instruction. Image Credit: ©HMH Small and Whole Group Explore In Explore, students build an understanding of new concepts through discovery and make sense of procedure using Investigate or Unlock the Problem. Math Talk questions provide entry points for mathematical discourse that explores the new concepts learned. Whole Group Engage Spark students curiosity with Engage to connect prior knowledge to new mathematical content. Small Group Explain In Explain, students apply their new knowledge of the lesson's mathematical concepts using Share and Show and On Your Own problems, increasing their conceptual understanding as they build towards procedural reliability. Teachers can assess differentiation needs, providing support with supplemental activities and materials for Intervention, Language Support, and Enrichment. Whole Group Elaborate The real-world problem solving in Elaborate gives students the opportunity to develop a deeper understanding of lesson concepts by practicing different solution methods. Evaluate Students summarize their thinking in Evaluate by connecting the I Can statement to the lesson objective. Practice and Homework problems support students’ newlylearned lesson skills in their progression towards procedural fluency and automaticity. T6 Go Math! Grade 5

HISPANIC FEMALE Three Reads First, listen to the problem. What is the math story about? Next, read the problem aloud with your class. How might numbers be used? Then, read the problem with a partner. What math questions can you ask about the problem? Muna helps her grandfather make a strawberry pie for dessert. There are 4 people who will eat the pie. Launch Activity Fractions More About Strawberries • A typical strawberry has about 200 seeds, all of which are on the outside. • The strawberry is native to North America. Native Americans ate strawberries in corn bread. • The strawberry is in the same plant family as the rose. Berry Beautiful! Sometimes towns have festivals to celebrate their fruit and vegetable harvests. One popular type of harvest festival is a berry festival. A festival will often have exhibits, crafts, and rides, but the main attractions are treats made from the crop. At a strawberry festival, you might find shortcakes, jam, milkshakes, sandwiches, pizzas, and even kettle corn, all made with fresh strawberries. Launch Activity 3 Launch Activity • Fractions 519 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (top, inset) ©focus finder/Adobe Stock, (bottom) ©baibaz/iStockPhoto.com DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlese694731_li03.indd 519 10/13/2021 1:07:03 PM Launch Activity 2 Three Reads First, listen to the problem. What is the math story about? Next, read the problem aloud with your class. How might numbers be used? Then, read the problem with a partner. What math questions can you ask about the problem? Izzy’s family is sending a box of oranges to his grandma. The box is packed so there are the same number of oranges in each row. The gift box contains 24 oranges. Launch Activity Multiplication A Taste of Sunshine! Oranges are citrus fruits. They grow best in tropical and subtropical climates, but are eaten and enjoyed all around the world. When oranges are ripe, they are picked and sent to a packing house. Oranges are graded on their color, shape, age, and freedom from defects. Most oranges are made into juice but the most perfect oranges are reserved for gift boxes, which are sent all over the world. Have you ever sent or received a gift box of oranges? More About Oranges • Oranges were first grown in China. • There are over 600 varieties of oranges in the world. • The word “orange” referred to a color first. The fruit was named after the color. Launch Activity • Multiplication 55 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Drobot Dean/Adobe Stock, (b) ©Tim UR/Shutterstock DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlese694724_li02.indd 55 5/18/2022 10:28:05 AM ABOUT THE PROGRAM Learning Tasks to Guide Instruction Go Math! lesson design supports standards-driven instruction. What are Launch Activity Lessons? Each grade’s lessons are interspersed with Launch Activity lessons that introduce students to new, key areas of learning. Launch lessons highlight these important areas, and include professional development supports to help your class learn through productive perseverance and collaborative learning. Promoting Exploration The Listen and Draw and Unlock the Problem tasks are carefully crafted to promote reasoning and problem solving. Students can solve these puzzles using different strategies. These low-floor/ high-ceiling tasks give every student an entry point to be successful and build understanding. Each chapter is full of realworld situations. During these low floor/high ceiling tasks, students use their prior learning and choose manipulatives and models. Teachers provide just-in-time support, helping students engage in meaningful discourse to persevere when solving problems. Teachers lead the class to shared understanding in a student-centered environment, using the Math Talk feature to generate discussion. Becoming More Efficient The Share and Show tasks provide more opportunities for students to understand lesson concepts. Teachers can use the Quick Check to see if students are ready to go on, or determine how best to differentiate instruction. Teachers can assign the On Your Own problems to independently build fluency once students understand the lesson’s concepts. Building Procedural Fluency The Problem Solving lesson tasks include real-world problems to promote procedural understanding and fluency. Teachers help students understand why the procedures are efficient and how they can be applied to solve similar problem types. Then, using the Practice and Homework helps students continue to build procedural fluency. Launch Activity Lessons About the Program T7

> Lesson 1 Add or Subtract Parts of a Whole > Engage: Add or Subtract Parts of a Whole > Explore: Add or Subtract Parts of a Whole > Explain: Add or Subtract Parts of a Whole > Elaborate: Add or Subtract Parts of a Whole > Evaluate: Add or Subtract Parts of a Whole PROGRAM TOUR Key Components for Learning For the Student For the Teacher Assessments Online Assessments Use a range of online assessments to benchmark student progress and inform instruction. Student Edition* Full-color, write-in Student Editions. Online Student Experience Interactive practice with engaging, Launch Activity lessons, hints, and corrective feedback. Teacher Edition* The Teacher Edition, with all the support you need to plan lessons, builds understanding, and meets the needs of all your students. Online Teacher Experience Complete teacher support for lesson planning, assigning resources, viewing reports, and grouping, as well as flexible multi-grade access to provide both prerequisite and challenge content for standards progressions. * Some print and digital student-facing materials are available in Spanish for Grades K–5, with companion bilingual teacher materials. Growth Measure GRADE VOLUME 5 1 GRADE VOLUME 5 1 12/23/21 1:51 PM 1828186 GRADE VOLUME 5 2 GRADE 5 VOLUME 1 GRADE VOLUME 5 1 5_mnlese_9780358694762 VOL1_CVR.indd All Pages 12/23/21 1:51 PM GRADE VOLUME 5 1 Teacher Edition Edition Teacher GRADE VOLUME 5 1 12/23/21 12:47 PM GRADE VOLUME 1828198 5 2 TEACHER EDITION GRADE 5 VOLUME 1 Teacher Edition Edition Teacher GRADE VOLUME 5 1 T8 Go Math! Grade 5

1 = 10 units Compare: 10 units = 10 units So, Rectangle A has the same perimeter as Rectangle B. A B Compare the areas of Rectangle A and Rectangle B. Find the number of unit squares needed to cover each rectangle. Rectangle A: 2 rows of 3 = 2 × 3, or 6 square units Rectangle B: 1 row of 4 = 1 × 4, or 4 square units Compare: 6 square units > 4 square units So, Rectangle A has a greater area than Rectangle B. A B Find the perimeter and the area. Tell which rectangle has a greater area. 1 A B A: Perimeter = ; Area = B: Perimeter = ; Area = Rectangle has a greater area. 12 units 5 square units 12 units 9 square units B 2 A B A: Perimeter = ; Area = B: Perimeter = ; Area = Rectangle has a greater area. 14 units 10 square units 14 units 6 square units A LESSON 9.4 Reteach 66 © Houghton Mifflin Harcourt Publishing Company DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A 3_mnlean1836902_c09r04.indd 66 13/05/22 6:36 PM Name Perimeter Puzzlers 1 The shaded rectangle has a perimeter of 18 cm. Draw a different rectangle that has a perimeter of 18 cm. Possible answers are shown. 2 Draw a square and find the perimeter. Then draw a rectangle that has the same perimeter as the square. Possible answers are shown. Perimeter: 16 cm Perimeter: 16 cm Find the unknown length for each rectangle. 3 Perimeter = 50 ft 4 Perimeter = 96 cm 15 ft ft 10 30 cm 18 cm LESSON 7.1 Enrich 39 © Houghton Mifflin Harcourt Publishing Company DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 4_mnlean1836903_c07e01.indd 39 13/05/22 7:24 PM for digital and interactive resources Go Online Teacher’s Corner TM Groups that have the same number of objects © Houghton Mifflin Harcourt Publishing Company grupos iguales equal groups DO NOT EDIT--Changes must be made through “File info” CorrectionKey=FL-B Groups that have the same number of objects © Houghton Mifflin Harcourt Publishing Company grupos iguales equal groups DO NOT EDIT--Changes must be made through “File info” CorrectionKey=FL-B PROGRAM TOUR Differentiation and Small-Group Instruction Professional Learning and Implementation Support Tabletop Flipchart Mini-lessons for math centers and small-group exploration. Readers* With Lexile® Measures Vocabulary Cards and Games* Fun, meaningful activities Differentiated Instruction* Resources for Reteach, Enrich, and Fluency to meet the needs of all students. Professional Learning Cards With Talk Moves and Language Routines Classroom Manipulatives Kit Hands-on materials for modeling and understanding Waggle* Interactive, adaptive practice with engaging tools and activities for students to develop fluency and mastery of the standards. Teacher’s Corner On-demand, bite-size articles, videos, and live events to tailor your professional learning to your specific needs. Program Tour T9

HISPANIC MALE PROGRAM TOUR Instructional Journey The instruction in Go Math! is designed from the ground up to help you nurture young mathematicians in your classroom. The small-group and whole-group activities in each lesson provide the flexibility to meet the needs of your students. While every classroom may look a little different, this instructional model provides a framework to organize small-group and wholegroup work for meaningful learning. How do I pace my lessons? Your Teacher Edition includes pacing recommendations for each lesson, which you can modify for your class and your teaching style. Small and Whole Group Explore 15–20 minutes Exploration • Investigate, Unlock the Problem • Multilingual Support and Strategy • Common Errors Whole Group Engage 5 minutes Readiness • Problem of the Day • Fluency Builder or Vocabulary Builder • Access Prior Knowledge Engagement • I Can • Making Connections • Learning Activity Small Group Explain 15–20 minutes Quick Check Share and Show Differentiated Instruction TM and Version 2.0 Differentiated Centers Kit Grab Intervention • Waggle • Reteach • Tier 2 and Tier 3 Resources Language Support • Vocabulary Activities • Language Routines • Multilingual Glossary Enrichment • Waggle Games • Ready for More • Enrich Whole Group Elaborate 5 minutes • Math on the Spot Videos • Higher-Order Thinking Problems Evaluate • I Can Reflection • Exit Ticket • Practice and Homework • Fluency Practice • Waggle T10 Go Math! Grade 5

12 = 24. • Which number marks the location where the time capsule is buried? 43 3_mnlete694847_c03co.indd 107 6/13/2022 2:23:07 PM PROGRAM TOUR Differentiated Instruction, Practice, and Fluency Effective instruction begins with knowing your students’ strengths and challenges, including knowing what your students understand about a topic before they begin a new chapter. Show What You Know These chapter opener assessments help you to zero in on students’ prerequisite knowledge, identify critical gaps, and make decisions about grouping. Differentiated Instruction Options Differentiation resources can be assigned to students who finish early (Enrich), or to students who are generally on grade level but who may need additional support (Reteach). Printable resources for differentiation are available in your teacher resources. Program Tour T11

20 = 40, so 4 × 10 = 40. 10 60 25 70 40 35 30 50 0 20 15 90 3 10¢ 3 10¢ 30¢ 30¢ DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlese694724_c03l02.indd 116 5/18/2022 11:01:21 AM DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A T12 Go Math! Grade 5

8 2 × 8 = 16 Multiplication Properties Property states that multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products. © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH Distributive Associative multiple 3_mnlese694724_c03o.indd 108 5/18/2022 10:58:30 AM Chapter 3 108 Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels. • Waggle Practice and Games For students who successfully complete lessons, use: For students who are generally at grade level but need early intervention with the lesson concepts, use: For students who need small group instruction to review concepts and skills needed for the chapter, use: For students who need one-on-one instruction to build foundational skills for the chapter, use: 1 2 3 Prerequisite Skills Activities 1 2 3 Tier 2 Activity • Reteach • Tabletop Flipchart Mini Lesson • Waggle 1 2 3 Tier 1 Activity 1 2 3 Prerequisite Skills Activities 1 2 3 Tier 3 Activity • Ready for More Activity for every lesson • Enrich School-Home Letter is available in English and Spanish online, and in multiple other languages. Have students complete the activities on this page by working alone or with partners. Visualize It A tree map helps to classify words. Start with the main idea, Multiplication Properties. The example in the box to the left shows the Identity Property. In the middle box, the example shows the Associative Property, and the example in the box to the right shows the Commutative Property. Understand Vocabulary Students can enhance their understanding of key chapter vocabulary through the use of the VOCABULARY CARDS. Have students cut out the cards and create their own deck of terms. You can use these cards to reinforce knowledge and reading across the content areas. TM and Version 2.0 Differentiated Centers Kit Grab Program Tour T13

HISPANIC FEMALE PROGRAM TOUR Waggle® FOCUSING ON THE WHOLE CHILD Go Math! with Waggle combines child-centered instruction with powerful personalization, immersing students in rigorous, skills-based practice that assesses knowledge in real time. Waggle provides flexibility in and out of the classroom. Teachers can leverage HMH Growth Measure to place children on personalized pathways of skills-based instruction and practice, or choose the assignments that extend their instruction. Waggle and Go Math! are two of the HMH solutions connected by HMH Growth Measure on Ed. Can I really fit all of this into my math block? • Plan for children to use Waggle for 20 minutes 2–3 times per week. • You can incorporate Waggle into rotations for targeted learning. • You can use Waggle to extend learning outside of your scheduled math block. Go Math! ® Learning Model with Waggle® Independent Practice 5 min. 10-15 min. 5 min. 5-10 min./day 45-minute instructional block for 1 day or 90 minutes for 2 days Engage Explore Evaluate 5 min. Explain Independent Practice Guided Practice Collaborative Groups Adaptive Practice with Waggle 2-3 rotations per week Direct Instruction & Guided Practice Readiness: • Daily Routines • Access Prior Knowledge Engagement: • I Can Objective • Learning Activity Direct Instruction & Guided Practice • Explore Problems Elaborate Options: • I Can Reflection • Exit Ticket • Journal Writing Options: • Practice and Homework • Lesson Check • Spiral Review • Waggle Direct Instruction & Guided Practice • Share and Show T14 Go Math! Grade 5

CAUCASIAN MALE AA MALE PROGRAM TOUR • Practice activities are designed to follow core instruction and assess proficiency. • Learning activities combine instruction, practice, and formative assessments to accelerate learning. • Waggle identifies skill gaps as children work through practice and learning activities. • Formative assessments inform personalized pathways for children and provide powerful insights for teachers. • K-2 teachers assign Waggle's K–2 lessons, which set children on either an Enrich or Extend path that selects the best mix of instruction and practice items. Items are related to each skill based on children's understanding. Each K–2 lesson concludes with a section designed to allow children an opportunity to apply their knowledge. • 3-5 teachers can use Waggle's Growth Measure-powered auto-assign. With auto-assign, children progress down their own learning path based on skill gaps and priority standards. Or, 3-5 teachers can manually assign content based upon a particular Go Math! lesson, standard, or skill. How does Waggle work? How do I decide what to assign my children in Waggle? Waggle Activities What They Are When to Use Them Skills Boosts • short, five-question exercises • same questions for all students • target a single skill • formative assessment Assign Skill Boosts before instruction for a quick assessment of each student's understanding of a particular skill. Assign Skill Boosts after instruction for a brief check of understanding. Learning Goals • dynamic and adaptive practice • personalized path for each student • target several related skills • provide scaffolded hints and personalized feedback Assign Learning Goals when you want students to follow a personalized path to reach proficiency. These can be used for enrichment or reteaching support. Lessons • automatically triggered when a student struggles in a Learning Goal • teach and model individual skills • conclude with a five-item skill check for students to apply what they have learned Lessons will automatically be assigned to students struggling with a Learning Goal. They can also be assigned manually when students need reintroductions or refreshers with certain skills. . Games • focus on fluency • fun, trackable practice • utilize an item generator for unlimited, skill-based gameplay Assign Games for fluency practice. Note: Learning Goals and Games are also available for grades 3-5. Program Tour T15

Authentic Partnerships Schoolwide Culture, Practices & Policies SEL Instruction & Classroom Climate Aligned Learning Opportunities SELFMANAGEMENTSELFAWARENESS RESPONSIBLE DECISIONMAKING SOCIAL AWARENESS SOCIAL & EMOTIONAL LEARNING RELATIONSHIP SKILLS © 2017 CASEL ALL RIGHTS RESERVED FAMILIES & CAREGIVERS SCHOOLS CLASSROOMS COMMUNITIES PROGRAM TOUR FOCUSING ON THE WHOLE STUDENT Social & Emotional Learning Social and Emotional Learning (SEL) is a critical aspect of students’ school experience. Inclusive and equitable mathematics environments cultivate the social, emotional, and academic competencies needed for students to contribute to a caring, thriving, and just society. • Cultivate a sense of belonging and community where students see themselves as mathematicians, collectively striving to develop a deep understanding of mathematics. • Provide structures for physical and emotional safety so that mathematical sense-making is cognitively possible. • Create space for student voice and agency as a means to productively shape students’ mathematical identities. • Provide tiered supports that meet the needs of all students to access and experience the joy, wonder, and beauty of mathematics. • Use engaging, relevant, and culturally responsive mathematics instruction built on an understanding of how students grow and develop socially, emotionally, and academically. • Offer frequent opportunities for students to discuss and practice anti-racism and develop collaborative solutions to address inequities using mathematics as a tool. • Engage in mathematics teaching practices that affirm diverse social, cultural, and linguistic identities. SELF-AWARENESS: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. SELF-MANAGEMENT: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. RESPONSIBLE DECISION-MAKING: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. RELATIONSHIP SKILLS: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. SOCIAL AWARENESS: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. ©2020 CASEL. All RIghts Reserved. CASEL's Student Competencies Adapted from Reunite, Renew, and Thrive: SEL Roadmap for Reopening School, CASEL, July 2020, https://casel.org/reopening-with-sel/. Mathematics Learning Environment A safe, supportive, and equitable learning environment calls on mathematics teachers to: T16 Go Math! Grade 5

Reflect on one’s cultural lens Recognize and redress bias in the system Model high expectations for all students Promote respect for student dierences Draw on students’ culture to shape curriculum and instruction Bring real-world issues into the classroom Communicate in lingusitically and culturally responsive ways Collaborate with families and the local community 8 Competencies for culturally responsive teaching PROGRAM TOUR FOCUSING ON THE WHOLE STUDENT The HMH Go Math! Commitment HMH is using this framework to guide our content and services. Created in 2019, it has been used by educators across the country as a tool to reflect on and strengthen their culturally responsive teaching practices. from Culturally Responsive Teaching: A Reflection Guide, New America, https://www.newamerica.org/education-policy/policy-papers/ culturally-responsive-teaching-competencies/. Image credit: © HMH Program Tour T17

• Look for strategies throughout the lesson to support multilingual learners. • Log on to ED to find additional multilingual activities and Vocabulary Cards. * For more information on WIDA Standards, visit their website at: https://wida.wisc.edu/. Planning for Instruction Language Support Substantial (WIDA Level 1)* Moderate (WIDA Levels 2 & 3)* Light (WIDA Levels 4 & 5)* Student’s Use of Language • uses single words • uses common short phrases • heavily relies on visual supports and use of manipulatives • uses single words • uses some academic vocabulary • relies on visual supports and use of manipulatives • uses a variety of sentences • uses academic vocabulary • benefits from visual supports and manipulatives Ways to Assess Understanding Listening: points to pictures, words, or phrases to answer questions Speaking: answers yes/no questions Reading: matches symbols to math terms and concepts Writing: draws a visual representation of a problem Listening: matches, categorizes, or sequences information based on visuals Speaking: begins to explain reasoning, asks math questions, repeats explanations from peers Reading: identifies important information to solve a problem Writing: uses simple sentences and visual representations Listening: draws conclusions and makes connections based on what they heard Speaking: explains and justifies concepts and solutions Reading: understands information in math contexts Writing: completes sentences using some academic vocabulary Assessing your student’s understanding of mathematical concepts can be done by listening, speaking, reading, and writing. The level of support a student needs determines how best to assess that student’s understanding of mathematical concepts, and will help meet the needs of all your students. Strategies for Multilingual Learners CHAPTER 3 107G Go Math! Grade 3 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlete694847_c03ml.indd 7 10/22/2021 11:19:40 AM * For more information on WIDA Standards, visit their website at: https://wida.wisc.edu/. In This Chapter Strategies for Multilingual Learners Key Academic Vocabulary Current Development • Vocabulary Associative Property of Multiplication, Distributive Property, multiple Using Language Routines to Develop Understanding Language routines provide opportunities for students to develop an understanding of mathematical language and concepts by listening, speaking, reading, and writing. More information on these language routines can be found on the Language Support Cards. Compare and Connect Students share their work with a partner to compare and contrast their strategies. Language Support Substantial (WIDA Level 1)* Moderate (WIDA Levels 2 & 3)* Light (WIDA Levels 4 & 5)* Language Routine Differentiation Students will point out similarities and differences on visual representations. They may use short phrases to verbally compare and contrast their strategies. Students would rely on visual representations to inform their simplesentence discussions as they compare and contrast their strategies. Students would be able to use some academic vocabulary to compare and contrast their strategies with a partner or small group. Possible Student Work 4 × 8 = 32 8 × 4 = 32 Say: Compare. Are they the same? Student: Yes. They both equal 32. Say: Compare. Are they different? Student: Yes. The groups have different counters. Ask: What is 4 × 8? Show it with counters. Say: Use the counters to make another equation that shows 32. Say: Compare. How are they the same? Student: They both show equal groups. Say: Compare. How are they different? Student: The number of counters in the groups are different. Say: Write the equations. 4 × 8 = 32 8 × 4 = 32 Say: Compare. How are they the same? Student. They use the same factors. They both equal 32. Say: Compare. How are they different? Student: The factors are in a different order. Say: Write companion equations. Say: Compare. How did you know what to write? Chapter 3 107H DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlete694847_c03ml.indd 8 10/22/2021 11:19:41 AM PROGRAM TOUR Supporting Multilingual Learners The Go Math! program includes print and online resources based on WIDA Language Support levels to provide examples of differentiated questions and strategies for multilingual learners. Chapter-Level Language Support The instruction highlights key academic vocabulary as well as language routines. The language routines provide opportunities for students to develop their understanding of mathematical language and concepts by listening, speaking, reading, and writing. Planning for Instruction Understanding the level of language support needed by your students is an important step in planning differentiation. The Planning for Instruction chart at the start of each chapter helps you explore your students’ current WIDA levels. Key Academic Vocabulary Multilingual learners are most successful when they learn key mathematical vocabulary throughout the lessons. Use the Language Routine Differentiations and Possible Student Work as a guide to better assess students' understanding of mathematical concepts based on their current level of language proficiency. T18 Go Math! Grade 5

____ = ____ Math Talk Construct arguments and critique reasoning of others. What do you notice about the product when you multiply by 2? MP Math Talk: Possible answer: When you multiply by 2, the product is always an even number. 6 6 8 5 5 3 3 4 4 10 6 8 12 16 7 9 7 9 14 18 3_mnlese694724_c03l01.indd 109 5/18/2022 11:00:31 AM PROGRAM TOUR Students can access a Glossary in their Student Editions, an Interactive Glossary online, as well as a Multilingual Glossary available in ten languages. Language Routines Language Routines Cards help teachers develop student reasoning and discourse during instruction. THREE READS Students read a problem three times with a specific focus each time: 1. Read What is the problem about? 2. Read What do each of the numbers describe? 3. Read What math questions could you ask about the problem? CRITIQUE, CORRECT, AND CLARIFY • Students analyze an incorrect explanation or solution. • Students work with a partner or small group to identify the error. • Students work together to correct the sample work. STRONGER AND CLEARER EACH TIME • Students show their thinking with math tools and visuals. • Students share their thinking and receive feedback with a partner or a group. • Students revoice feedback and revise their work. COMPARE AND CONNECT Students understand multiple solution strategies by relating other students’ approaches to their own approach. Lesson-Level Language Support Every lesson of Go Math! includes multilingual support. These are indicated by . Program Tour T19

PROGRAM TOUR Manipulatives and Tools Go Math! provides opportunities for students to choose manipulatives and tools to make sense of mathematics and express relationships. Flexible concrete and digital tools help students connect concepts to procedures and adapt their representations to different mathematical contexts. By seeing how students choose tools and which tools they choose, teachers also gain insight into the connections they’re making. In Go Math!, students have access to manipulatives for hands-on exploration, as well as digital manipulatives to supplement and extend that exploration. Both concrete and digital manipulatives support them in making sense of situations, solving problems, and checking their reasoning. Students experiment with a wide range of physical and visual representations of numbers and operations, including grouping, arrays, and number lines. Models like base ten blocks provide an ongoing foundation for students as they deepen their understanding of place value. The base ten number system becomes a flexible, extensible way to model their world. Students continue to build confidence and fluency with operations and their relationships to each other and to understand mathematical properties as tools. T20 Go Math! Grade 5

PROGRAM TOUR Students explore the many ways fractions can be represented and can represent situations in the world. They extend their understanding of shapes and the language they use to describe them, connecting that language with the different properties of shapes, how they relate, and how to measure them. Students use both measurement and modeling to understand a variety of units and to solve problems. TM and Version 2.0 Differentiated Centers Kit Grab Manipulatives are included in your Grab & Go kits. Kit contents are tailored to address the needs for each grade and may not be identical to what is shown here. Program Tour T21

Growth Measure PROGRAM TOUR Assessments to Drive Classroom Instruction Use a range of formative and summative assessments to measure students’ understanding as they develop mastery of the standards. Grade-Level Assessments Resource Assessment Features/Purpose Formats HMH Student Growth Measure 40 minutes Summative Growth Measure • Administered 3 times per year using items aligned to national assessments • Monitors student growth over time • Provides data reports to guide instructional decisions • Produces a Quantile Score grade level expectation against national assessments • Computer-adaptive digital assessment* • All items are multiple choice Beginning/ Middle/End of Year Test 40 minutes Diagnostic/ Summative • Administered at the beginning, middle, or end of the school year • All items aligned to the national assessments • Measures mastery of content taught in Go Math! • Individual Record Forms show standards alignment, DOK, and intervention options for each item • PDF (Assessment Guide) Prerequisite Skills Inventory 40 minutes Diagnostic • Administered at the beginning of the school year • Assess core precursor skills associated with on-grade success • Review/intervention students may need to be successful in learning grade-level standards • Individual Record Forms show standards alignment, DOK, and intervention options for each item • PDF (Assessment Guide) Performance Tasks 30–40 minutes Performance Assessment (Formative/ Summative) • Assess students' ability to use what they have learned to solve everyday problems • Include a rubric for scoring purposes • Individual Record Forms show standards alignment, DOK, and intervention options for each item • PDF (Assessment Guide) • Constructed response format only Chapter-Level Assessments Resource Assessment Features/Purpose Formats Show What You Know 20 minutes Diagnostic • Administered at the beginning of the chapter • Assess prior knowledge from previous grades and content taught earlier in the grade • Intervention and individualized instructional recommendations are provided • Student Edition • Mostly short answer items • Digital / Interactive* Chapter Review 20 minutes Summative/ Formative • Administered at the end of the chapter • Evaluates students' mastery of concept and skills taught in the module • Hints and corrective feedback are available for all items • All items aligned to content based on national assessments • Student Edition • Digital / Interactive* Chapter Test 30–40 minutes Summative/ Formative • Administered at the end of the chapter • Evaluates students' mastery of concept and skills taught in the chapter • Digital/interactive* • PDF (Assessment Guide) • English and Spanish *These assessments provide data that can be accessed through Ed. T22 Go Math! Grade 5

PROGRAM TOUR Lesson-Level Assessments Resource Assessment Features/Purpose Formats Explain/Share and Show 15–20 minutes Formative • Formative assessment in every lesson • Teachers use data to determine which students need additional small-group support and which students can continue on to independent practice or math center challenges. • Interactive Student Edition • Print Student Edition • Mostly short answer items Elaborate/ On Your Own 10 minutes Formative • As the lesson concludes, evaluates students’ mastery of concepts and skills taught in the lesson • Includes step-by-step methods for students to solve problems • Interactive Student Edition • Print Student Edition • Mix of item types from the lesson Evaluate/ Practice and Homework 20–30 minutes Formative • Administered at the end of the lesson • Evaluates students’ mastery of concepts and skills taught in the lesson • Contains Spiral Review problems • Print Student Edition • Mix of item types from the lesson Test Prep/Standards Mastery Resource Assessment Features/Purpose Formats StandardsBased Practice 20–30 minutes Test Prep • Administered when additional practice is needed to achieve standards mastery with a wide variety of ways in which the standard may be assessed, the standards-based practice helps students practice key standards and skills associated with grade-level success • Hints and corrective feedback are available for all items • Individual Record Forms show standards alignment, DOK, and intervention options for each item • Digital / Interactive* Getting Ready for HSA Practice Tests 40 minutes Test Prep • Administered to help students prepare for high stakes assessments • 3 practice tests available per grade • Includes Constructed Response Items • Digital / Interactive* Test Prep opportunities are also available in every More Practice problem set. DEPTH OF KNOWLEDGE (DOK) DOK Growth Measure Module Tests, Beginning, Middle, and End-of-Year, and Test Prep Lesson/Module Practice (Formative Assessments) Performance Assessments DOK 1 varies** 40–45% 50–55% 0–5% DOK 2 varies** 40–45% 40–45% 60–65% DOK 3 varies** 5–10% 0–5% 30–35% DOK 4 DOK 4 problems can be found in the Performance Tasks and Project Cards. All percentages are approximations. **The HMH Growth Measure is a computer-adaptive assessment. The DOKs of items will vary based on individual students’ experiences. Growth Measure *These assessments provide data that can be accessed through Ed. Program Tour T23

3 or multiply 2 × 3. Check students’ drawings. DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A 3_mnlese694724_c03l01.indd 109 5/18/2022 11:00:31 AM DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A DO NOT EDIT--Changes must CorrectionKey=NL-A 3_mnlete694847_c03l01.indd 109 6/13/2022 12:20:16 PM PROGRAM TOUR 1) National Council of Teachers of Mathematics, Principles to Actions: Ensuring Mathematical Success for All (Reston, VA: NCTM, 2014). Teacher Support Supporting Best Practices Go Math! helps students grow by providing teachers with instruction designed around proven-effective teaching practices, such as those described in Principles to Actions (NCTM, 2014)1. • Establish mathematics goals to focus learning • Implement tasks that promote reasoning and problem solving • Use and connect mathematical representations • Facilitate meaningful mathematical discourse • Pose purposeful questions • Build procedural fluency from conceptual understanding • Support productive struggle in learning mathematics • Elicit and use evidence of student thinking Carefully crafted tasks, student-centered learning, small groups, and hands-on manipulatives play important roles in a Go Math! classroom. Point-of-use support helps you facilitate learning and implement research-based best practices. Professional Learning Videos Every chapter includes a professional learning video featuring a teacher or HMH author working with real students who are engaging in similar activities. The videos include modeling and discussion of effective teaching practices, as well as Language Routines and Talk Moves strategies. These strategies are key supports for multilingual students, and for all students in expressing their thinking. Online Resources Teacher’s Corner Go online to Teacher’s Corner for on-demand, bite-size articles, videos, and other resources to tailor your professional learning to your specific needs. Image Credit: ©HMH T24 Go Math! Grade 5

Integrating Language Routines Into Instruction © Houghton Mifflin Harcourt Publishing Company Grades 3–5 From the Classroom PRESENT Ms. G: Look up here [directing students to look at the board where she has written: For any square, the area and perimeter are the same]. Do you agree or disagree? Study this individually, writing down any questions, ideas, or reasoning that you have about it. Try to use complete sentences. PREPARE Students Pre-Write [Ms. G pauses for a full minute while students write their thoughts.] Think Time Ms. G: In a moment, you will partner up to discuss if you agree or disagree and why. You won’t take your papers with you, so pause now and study your notes. PARTNER Structured Pairing Ms. G: To start, you will partner up. When you talk with your partner, explain your ideas like a mathematician, and partners ask questions to clarify. It is important to be clear in your explanations. The purpose is to borrow ideas from your partner to make your argument stronger and clearer. In Pairs Ms. G: Find your first partner, and start your discussion. [Ms. G circulates while students discuss and listen for common justifications. After one minute, she signals for students to switch listener/speaker roles.] Rotate Partners Ms. G: Rotate to a new partner, and repeat the sharing and listening. Incorporate ideas you heard as you make your arguments stronger and clearer. [Ms. G circulates again while students discuss and listen for common justifications. She has students switch one more time for a total of three partner discussions.] PROCESS Post-Write Ms. G: Head back to your seats. You have 2 minutes to revise your original argument. Take things you heard from your partners, and strengthen and clarify your original thoughts. Compare Ms. G: Now that you’ve refined your arguments, look at what you first wrote and your final draft. What do you notice? Raaqim: In my first draft, I said that it was not true because I tried squares with side lengths of 2 and 6. When I was talking with my second partner, she said it was true because she tested out a square that has a side length of 4. I decided to change my final draft to say that it is not always true. [Ms. G continues to facilitate the class discussion. Students share how their arguments are improved after their partner discussions.] © Houghton Mifflin Harcourt Publishing Company Into Instruction Integrating Language Routines (continued) Grades 3–5 Stronger and Clearer Each Time Mathematical understandings and language competence develop interdependently. When students discuss mathematical ideas with one another, they strengthen and clarify their academic thoughts. Language Routine: Stronger and Clearer Each Time This routine is well-suited for circumstances that call for students to construct a mathematical argument or defend an idea. Each time students talk with partners, they build from and borrow the ideas and language of previous partners. Routine PRESENT Teacher poses a problem/question to students PREPARE Students Pre-Write • Students study the problem individually, writing down any questions or ideas/reasoning about how to solve the problem, using complete sentences if possible. • Scaffolding: Provide sentence frames or a skeletal paragraph framework to support students with the language structures, while leaving room for their independent mathematical reasoning. Think Time • Provide a minute for students to think about what they will say to their first partner, considering what they are currently doing (or did) to solve the problem. • Students cannot look at what they wrote during their partner conversations. PARTNER STRUCTURED PAIRING: PARTNER ROTATIONS Students • Listener asks clarifying questions, especially related to justifying (Why did you do that?). • Partners switch roles. Each person shares and each person listens, asking clarifying questions. • Rotate to additional partners, strengthening and clarifying their ideas each time Teacher • Circulates and listens during student discussions • Prompts students at each turn to emphasize strength (focus on math concepts and skills) or clarity (how to describe the math to others) • Removes scaffolds with each successive pairing to build student independence PROCESS Post-Write • Students return to seats and write down their final explanations using sentences or drawings supported with sentences. Compare • Students analyze their pre-writes and post-writes, noticing how their ideas were strengthened and/or clarified during partner discussions. TM and Version 2.0 Differentiated Centers Kit Grab CHAPTER 3 LESSON 3.1 • 1 Day LESSON 3.2 • 1 Day LESSON 3.3 • 1 Day Lesson at a Glance Multiply with 2 and 4 . . . . . . . . . . . . . 109A Multiply with 5 and 10 . . . . . . . . . . . . 115A Multiply with 3 and 6 . . . . . . . . . . . . . 121A I Can I can multiply with 2 and 4. I can multiply with 5 and 10. I can multiply with 3 and 6. Learning Goal Draw a picture, count by 2s, or use doubles to multiply with the factors 2 and 4. Use skip counting, a number line, or a bar model to multiply with the factors 5 and 10. Draw a picture, use 5s facts and addition, doubles, or a multiplication table to multiply with the factors 3 and 6. Vocabulary multiple Multilingual Support Strategy: Illustrate Understanding Strategy: Elicit Prior Knowledge Strategy: Develop Meanings Practice and Fluency LESSON 3.1 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* LESSON 3.2 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* LESSON 3.3 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* MTSS RtI Intervention and Enrichment ■ Waggle ◆ ■ Reteach 3 .1 ◆ ■ Tier 2 Intervention Skill S57 ◆ ■ Tier 3 Intervention Skill E57 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 3 .1 ■ Waggle ◆ ■ Reteach 3 .2 ◆ ■ Tier 2 Intervention Skill S55/S56 ◆ ■ Tier 3 Intervention Skill E55/E56 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 3 .2 ■ Waggle ◆ ■ Reteach 3 .3 ◆ ■ Tier 2 Intervention Skill S62 ◆ ■ Tier 3 Intervention Skill E62 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 3 .3 See the Grab-and-Go!™ Centers Kit for more small-group activities. ◆ Print/Printable Resource ■ Interactive Resource Multiplication Facts and Strategies Chapter at a Glance The kit provides literature, games, and activities for small-group learning. 107A Go Math! Grade 3 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A Chapter Pacing Chart Introduction Instruction Assessment Total 1 day 10 days 2 days 13 days LESSON 3.4 • 1 Day LESSON 3.5 • 1 Day LESSON 3.6 • 1 Day Lesson at a Glance Understand the Distributive Property . . . . . . . . . . 127A Multiply with 7 . . . . . 133A Understand the Associative Property of Multiplication . . . . 139A I Can I can use the Distributive Property to find products. I can use multiple strategies to multiply with 7. I can use the Associative Property of Multiplication to find products. Learning Goal Use the Distributive Property to find products by breaking apart arrays. Use the Commutative or Distributive Property or known facts to multiply with the factor 7. Use the Associative Property of Multiplication to multiply with three factors. Vocabulary Distributive Property Associative Property of Multiplication Multilingual Support Strategy: Rephrase Strategy: Model Concept Strategy: Illustrate Understanding Practice and Fluency LESSON 3.4 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* LESSON 3.5 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* LESSON 3.6 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* MTSS RtI Intervention and Enrichment ■ Waggle ◆ ■ Reteach 3 .4 ◆ ■ Tier 2 Intervention Skill S69 ◆ ■ Tier 3 Intervention Skill E69 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 3 .4 ■ Waggle ◆ ■ Reteach 3 .5 ◆ ■ Tier 2 Intervention Skill S70 ◆ ■ Tier 3 Intervention Skill E70 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 3 .5 ■ Waggle ◆ ■ Reteach 3 .6 ◆ ■ Tier 2 Intervention Skill S68 ◆ ■ Tier 3 Intervention Skill E68 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 3 .6 ◆ Print/Printable Resource ■ Interactive Resource *For individual and class practice with counting automaticity and operational fluency, go to Achieving Facts Fluency pages located online. Chapter 3 107B DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A LESSON 3.10 • 1 Day Lesson at a Glance Multiply with 11 and 12 . . . . . . . . . . . . 163A I Can I can use multiple strategies to multiply with 11 and 12. Learning Goal Use the Distributive Property with addition or subtraction or patterns to multiply with the factor 11 or 12. Vocabulary Multilingual Support Strategy: Develop Meaning Practice and Fluency LESSON 3.10 ◆ ■ Practice and Homework ■ ■ Waggle ◆ Achieving Facts Fluency* MTSS RtI Intervention and Enrichment ■ Waggle ◆ ■ Reteach 3 .10 ◆ ■ Tier 2 Intervention Skill S70 ◆ ■ Tier 3 Intervention Skill E70 ◆ ■ Enrich 3 .10 ◆ Print/Printable Resource ■ Interactive Resource Consider the active and participatory communication styles of linguistically diverse children and how they engage in Math Talk. SUPPORTING ALL LEARNERS Embrace and honor the linguistic diversity of children by engaging them in relevant mathematics tasks with multiple paths for success. Image Credit: © HMH *For individual and class practice with counting automaticity and operational fluency, go to Achieving Facts Fluency pages located online. Chapter 3 107D DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A Chapter pacing and pacing for each lesson is conveniently located. PROGRAM TOUR When students verbalize their thoughts and hear what classmates are thinking, they become stronger mathematicians. Math Talk tools for teachers and students help children achieve different communication aims and deepen their understanding. Professional Learning Cards The Go Math! Professional Learning Cards include teacher supports for Talk Moves and Language Routines. Talk Moves encourage children to verbalize their thoughts. Language Routines provide opportunities for students to internalize their mathematical thinking and describe their knowledge through writing, discourse, and engagement. Image Credit: ©HMH The Chapter at a Glance pages provide the details and resources for each lesson, starting with Lesson at a Glance, the I Can statement, and the lesson learning goal. Multilingual Support strategies help you to plan ahead, as do lists of resources for Practice and Fluency, and Intervention and Enrichment. Program Tour T25

32 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A PROGRAM TOUR Teaching for Depth Teaching for Depth gives you background about the best practices and research related to the lesson’s concepts. Identify ways the chapter lessons and activities can be extended into opportunities for students to achieve mathematical thinking and reasoning. Gain understandings of common errors and misunderstandings students may have as they begin the work in the chapter. Then identify tools and strategies that they can use to become proficient. Explore specific ways the lessons in the chapter can support mathematical thinking and reasoning. Explore more deeply the research behind the strategies used in the Go Math! lessons. T26 Go Math! Grade 5

3. Pídale a su hijo que le diga cuáles son las operaciones de dobles. Agregue otro artículo a uno de los grupos y pida a su hijo que nombre la operación de dobles más uno. Literature Busque estos libros en una biblioteca. Señale ejemplos de operaciones de dobles y de contar uno hacia delante en las imágenes. 12 Ways to Get to 11 por Eve Merriam. Aladdin, 1996. Two of Everything: A Chinese Folktale por Lily Toy Hong. Albert Whitman and Company, 1993. DO NOT EDIT--Changes must be made through “File info” CorrectionKey=FL-A PROGRAM TOUR Connect with Families and Community Go Math! provides resources teachers can use to engage families throughout the school year. Math on the Spot video tutorials provide instruction of the math concepts covered and allow for family involvement in learning. In addition, the write-in format of the print Student Edition gives families a front-row seat to their child’s thinking and progress over time, encouraging a strong home-school connection. School-Home Letters inform families about the skills, strategies, and topics students are encountering at school, extending rich dialogue beyond the classroom. The School Home Letters are available in English, Spanish, Portuguese, and Haitian Creole. Image Credit: ©HMH Program Tour T27

PROGRAM TOUR Ashlock, R. (2010). Error patterns in computation: Using error patterns to help each student learn (10th ed.). Boston, MA: Allyn & Bacon. Bahr, D. L. & de Garcia, L. A. (2010). Elementary mathematics is anything but elementary. Belmont, CA: Wadsworth. Baldi, S., Jin, Y., Skemer, M., Green, P. J. & Herget, D. (2007). Highlights from PISA 2006: Performance of U.S. 15-year-old students in science and mathematics literacy in an international context (NCES 2008–016). National Center for Education Statistics, Institute of Education Sciences. Washington, DC: U.S. Department of Education. Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). (2015). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University. Battista, M. (2007). The development of geometric and spatial thinking. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning: 2 (pp. 843–908). Charlotte, NC: Information Age Publishing. Beckmann, S. (2008). Mathematics for elementary teachers. Boston, MA: Pearson Education. Carroll, W. M., & Porter, D. (1998). Alternative algorithms for wholenumber operations. In J. Morrow & M. J. Kenney (Eds.), The teaching and learning of algorithms in school mathematics: 1998 yearbook. (pp. 106–114). Reston, VA: National Council of Teachers of Mathematics. Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2011). Learning mathematics in elementary and middle schools. Columbus, OH: Pearson. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (1999). Children’s mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann and Reston, VA: National Council of Teachers of Mathematics. Casa, T. M., & Gavin, M. K. (2009). Advancing students’ understanding of quadrilaterals. In T. V. Craine & R. Rubenstein (Eds.), Understanding geometry for a changing world (pp. 205–220). Reston, VA: National Council of Teachers of Mathematics. Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. New York: Routledge, Taylor and Francis. de Groot, C., & Whalen, T. (2006). Longing for division. Teaching children mathematics 12(8), pp. 410–418. de Villiers, M., Govender, R., & Patterson, N. (2009). Defining in geometry. In T. V. Craine & R. Rubenstein (Eds.), Understanding geometry for a changing world: Seventy-first yearbook (pp. 189–203). Reston, VA: National Council of Teachers of Mathematics. Flores, A. (2002). Profound understanding of division of fractions. In B. H. Litwiller (Ed.), Making sense of fractions, ratios, and proportions, 2002 Yearbook (pp. 237–246). Reston, VA: National Council of Teachers of Mathematics. Franke, M. L., Carpenter, T. P., & Battey, D. (2008). Content matters: Algebraic reasoning in teacher professional development. In J. J. Kaput, D. W. Carraher, and M. L. Blanton (Eds.), Algebra in the early grades (pp. 333–359). New York: Lawrence Erlbaum Associates/ National Council of Teachers of Mathematics. Frykholm, J. (2010). Learning to think mathematically with the number line: A resource for teachers, a tool for young children. Retrieved from https://www.mathlearningcenter.org/sites/default/files/pdfs/LTM_ Numberline.pdf. Furhman, S. H., Resnick, L., & Shepard, L. (2009). Standards aren’t enough. Education Week 29(7), p. 28. Fuson, K. C. (2003). Developing mathematical power in whole number operations. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 68–94). Reston, VA: National Council of Teachers of Mathematics. Fuson, K. C., SanGiovanni, J., & Adams, T. L. (2009). Focus in grade 5: Teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics. Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Katsberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context (NCES 2009–001 Revised). National Center for Education Statistics, Institute of Education Sciences. Washington, DC: U.S. Department of Education. Gravemeijer, K. & van Galen, F. (2003). Facts and algorithms as products of students’ own mathematical activity. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.) A research companion to principles and standards for school mathematics (pp. 114–122). Reston, VA: National Council of Teachers of Mathematics. Hatfield, M. M., Edwards, N. T., Bitter, G. G., & Morrow, J. (2008). Mathematics methods for elementary and middle school teachers. Hoboken, NJ: John Wiley & Sons. Heddens, J. W., & Speer, W. R. (2006). Today’s mathematics: Concepts, methods, and instructional activities (11th ed.). Hoboken, NJ: John Wiley & Sons. Hiebert, J. (1999). Relationships between research and the National Council of Teachers of Mathematics standards. Journal for Research in Mathematics Education 30(1), pp. 3–19. Huinker, D. (2002). Examining dimensions of fraction operation sense. In B. Litwiller & G. Bright (Eds.), Making sense of fractions, ratios, and proportions: 2002 yearbook (pp. 1–48). Reston, VA: National Council of Teachers of Mathematics. Irwin, K. C. (2001). Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education, 32(4), 399–420. Kamii, C., & Warrington, M. A. (1999). Teaching fractions: Fostering children’s own reasoning. In L. V. Stiff & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12: 1999 yearbook (pp. 82–92). Reston, VA: National Council of Teachers of Mathematics. Professional Learning References T28 Go Math! Grade 5

PROGRAM TOUR Konold, C. & Higgins, T. L. (2003). Reasoning about data. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.) A research companion to principles and standards for school mathematics (pp. 193–215). Reston, VA: National Council of Teachers of Mathematics. Lamon, S. (1999). Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers. Mahwah, NJ: Lawrence Erlbaum Associates. Lehrer, R., Jaslow, L., & Curtis, C. (2003). Developing an understanding of measurements in the elementary grades. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 yearbook (pp. 100–121). Reston, VA: National Council of Teachers of Mathematics. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Monk, S. (2003). Representation in school mathematics: Learning to graph and graphing to learn. In J. Kilpatrick, W. G. Martin, and D. Schifter (Eds.), A research companion to principles and standards for school mathematics. (pp. 250–262). Reston, VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. National Council of Teachers of Mathematics. (2005). Standards and curriculum: A view from the nation—A joint report by the National Council of Teachers of Mathematics (NCTM) and the Association of State Supervisors of Mathematics (ASSM). J. W. Lott & K. Nishimura (Eds.). Reston, VA: Author. National Council of Teachers of Mathematics (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: Author. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U. S. Department of Education. National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.). Washington, DC: National Academy Press. Outhred, L., Mitchelmore, M., McPhail, D., & Gould, P. (2003). Count me into measurement: A program for the early elementary school. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 yearbook (pp. 81–99). Reston, VA: National Council of Teachers of Mathematics. Reed, D. S. (2009). Is there an expectations gap? Educational federalism and the demographic distribution of proficiency cut scores. American Educational Research Journal 46(3), pp. 718–742. Reys, B. J., Chval, K., Dingman, S., McNaught, M., Regis, T. P., & Togashi, J. (2007). Grade-level learning expectations: A new challenge for elementary mathematics teachers. Teaching Children Mathematics 14(1), pp. 6–11. Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N. (2009). Helping children learn mathematics (9th ed.). Hoboken, NJ: John Wiley & Sons. Ross, S. H. (1989). Parts, wholes, and place value: A developmental view. Arithmetic Teacher 36(6), pp. 47–51. Saxe, G. B., Diakow, R., & Gearhart, M. (2013). Towards curricular coherence in integers and fractions: A study of the efficacy of a lesson sequence that uses the number line as the principal representational context. The International Journal on Mathematics Education 45(3), pp. 343–364. doi:10.1007/s11858-012- 0466-2. Schielack, J. (2009). Focus in grade 4: Teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics. Schifter, D. (1999). Reasoning about operations: Early algebraic thinking in grades K–6. In L. Stiff (Ed.), Developing mathematical reasoning in grades K–12: 1999 yearbook of the National Council of Teachers of Mathematics (pp. 62–81). Reston, VA: National Council of Teachers of Mathematics. Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD. Schneider, M. (2007). National Assessment of Education Progress: Mapping 2005 state proficiency standards onto the NAEP scales. Washington, DC: IES National Center for Education Statistics. Sobel, M., & Maletsky, E. (1999). Teaching mathematics: A sourcebook for aids, activities, and strategies (3rd ed.). Boston, MA: Allyn & Bacon. Stephan, M. & Clements, D. H. (2003). Linear and area measurement in prekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 yearbook (pp. 3–16). Reston, VA: National Council of Teachers of Mathematics. Taber, S. B. (2002). Go ask Alice about multiplication of fractions. In B. Litwiller & G. Bright (Eds.), Making sense of fractions, ratios, and proportions: 2002 yearbook (pp. 61–71). Reston, VA: National Council of Teachers of Mathematics. Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally (6th ed.). Boston, MA: Pearson. van Hiele, P. M. (1986). Structure and insight: A theory of mathematics education. Orlando, FL: Academic Press. van Hiele, P. (1999). Developing geometric thinking through activities that begin with play. Teaching Children Mathematics 5(6), pp. 310–316. Verschaffel, L., Greer, B., & De Corte, E. (2007). Whole number concepts and operations. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 557–628). Reston, VA: National Council of Teachers of Mathematics. WIDA (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. Program Tour T29

PROGRAM TOUR VOLUME 1 TABLE OF CONTENTS CHAPTER 1 Place Value and Whole Numbers Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lesson 1 Place Value and Patterns............................................. 5 Lesson 2 Place Value of Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lesson 3 Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lesson 4 Powers of 10 and Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Lesson 5 Multiplication Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40A Image credit: ©HMH i Go Math! Grade 5

PROGRAM TOUR Launch Activity 1 Multiplication and Division Strategies . . . . . . . . . . . . . . . . . . . 41A CHAPTER 2 Understand Multiplication and Division of Whole Numbers Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Lesson 1 Multiply by Multi-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Lesson 2 Represent Division with 2-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Lesson 3 Partial Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lesson 4 Estimate with 2-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74A CHAPTER 3 Practice Multiplication and Division of Whole Numbers Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Lesson 1 Divide by 2-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Lesson 2 Interpret the Remainder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Lesson 3 Adjust Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Lesson 4 Draw to Solve Division Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Lesson 5 Model Multiplication and Division Equations . . . . . . . . . . . . . . . . . . . . . . 101 Lesson 6 Represent and Solve Multi-Step Problems with Bar Models . . . . . . . . 107 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118A Image credit: ©Don Farrall/Getty Images Program Tour ii

PROGRAM TOUR CHAPTER 4 Place Value and Decimals Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Lesson 1 Understand Thousandths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lesson 2 Read and Write Decimals Through Thousandths . . . . . . . . . . . . . . . . . . . 127 Lesson 3 Compose and Decompose Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Lesson 4 Compare and Order Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Lesson 5 Round Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156A Image credit: (l) ©G. K. & Vikki Hart/Photodisc/Getty Images; (r) ©HMH iii Go Math! Grade 5

PROGRAM TOUR Launch Activity 2 Decimals and Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157A CHAPTER 5 Add and Subtract Decimals Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159E Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159F Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159G Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Lesson 1 Decimal Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Lesson 2 Decimal Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Lesson 3 Add Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Lesson 4 Subtract Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Lesson 5 Solve a Decimal Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Lesson 6 Add and Subtract Decimals Through Thousandths . . . . . . . . . . . . . . . . 191 Lesson 7 Add and Subtract Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208A CHAPTER 6 Multiply Decimals and Whole Numbers Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Lesson 1 Understand Decimal Multiplication Patterns . . . . . . . . . . . . . . . . . . . . . . 211 Lesson 2 Represent Multiplication with Decimals and Whole Numbers . . . . . . 217 Lesson 3 Multiplication with Decimals and Whole Numbers . . . . . . . . . . . . . . . . 223 Lesson 4 Multiply Using Expanded Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 Lesson 5 Multiply Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246A Image credit: ©WidStock/Alamy Program Tour iv

PROGRAM TOUR CHAPTER 7 Multiply Decimals Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Lesson 1 Represent Decimal Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Lesson 2 Multiply Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 Lesson 3 Multiply Decimals with Zeros in the Product . . . . . . . . . . . . . . . . . . . . . . 261 Lesson 4 Apply Properties of Multiplication to Decimals . . . . . . . . . . . . . . . . . . . . 267 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278A Image credit: (l) ©Vilainecrevette/Shutterstock; (r) ©Karl Weatherly/Photodisc/Getty Images v Go Math! Grade 5

PROGRAM TOUR CHAPTER 8 Divide Decimals Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 Lesson 1 Understand Decimal Division Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Lesson 2 Represent Division of Decimals by Whole Numbers . . . . . . . . . . . . . . . 287 Lesson 3 Estimate Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 Lesson 4 Divide Decimals by Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Lesson 5 Represent Decimal Division........................................305 Lesson 6 Write Zeros in the Dividend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Lesson 7 Solve Multi-Step Decimal Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322A CHAPTER 9 Add and Subtract Fractions with Unlike Denominators Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 Lesson 1 Represent Addition with Unlike Denominators . . . . . . . . . . . . . . . . . . . . 325 Lesson 2 Represent Subtraction with Unlike Denominators . . . . . . . . . . . . . . . . . 331 Lesson 3 Estimate Fraction Sums and Differences . . . . . . . . . . . . . . . . . . . . . . . . . . 337 Lesson 4 Rewrite Fractions with Common Denominators . . . . . . . . . . . . . . . . . . . 343 Lesson 5 Add and Subtract Fractions with Unlike Denominators . . . . . . . . . . . . 349 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360A Image credits: (t) ©HMH; (b) ©Photodisc/Getty Images Program Tour vi

PROGRAM TOUR VOLUME 2 TABLE OF CONTENTS CHAPTER 10 Add and Subtract Fractions and Mixed Numbers with Unlike Denominators Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362 Lesson 1 Add and Subtract Mixed Numbers with Unlike Denominators . . . . . 363 Lesson 2 Rename Mixed Numbers to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Lesson 3 Solve a Fraction Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Lesson 4 Apply Properties of Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Lesson 5 Practice Addition and Subtraction Using Equations . . . . . . . . . . . . . . . 387 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398A CHAPTER 11 Multiply Fractions Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399E Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399F Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399G Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Lesson 1 Find Part of a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 Lesson 2 Multiply Fractions and Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . 407 Lesson 3 Fraction and Whole-Number Multiplication . . . . . . . . . . . . . . . . . . . . . . . 413 Lesson 4 Multiply Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 Lesson 5 Compare Relative Size of Products to Fraction Factors . . . . . . . . . . . . . 425 Lesson 6 Compare Relative Size of Products with Fraction Multiplication . . . . 431 Lesson 7 Compare Relative Size of Products to Mixed Number Factors . . . . . . 437 Lesson 8 Find Unknown Fractional Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454A Image credit: ©HMH vii Go Math! Grade 5

PROGRAM TOUR CHAPTER 12 Divide Fractions Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456 Lesson 1 Divide Whole Numbers and Unit Fractions . . . . . . . . . . . . . . . . . . . . . . . . 457 Lesson 2 Relate Multiplication and Division of Fractions . . . . . . . . . . . . . . . . . . . . 463 Lesson 3 Interpret a Fraction as Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 Lesson 4 Fraction and Whole-Number Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475 Lesson 5 Use Visual Models and Equations to Represent Division with Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492A CHAPTER 13 Expressions Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494 Lesson 1 Write Numerical Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 Lesson 2 Evaluate Numerical Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 Lesson 3 Evaluate Expressions with Grouping Symbols . . . . . . . . . . . . . . . . . . . . . 507 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518A Image credit: (t) ©HMH; (b) ©Lawren Lu/Cutcaster Program Tour viii

PROGRAM TOUR CHAPTER 14 Perimeter and Area of Rectangles with Fractional and Decimal Side Lengths Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520 Lesson 1 Find Perimeter and Area of Rectangles with Decimal Side Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521 Lesson 2 Find Perimeter and Area of Rectangles with Fractional Side Lengths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527 Lesson 3 Explore Area and Mixed Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544A CHAPTER 15 Classify Two-Dimensional and Three-Dimensional Figures Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545C Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546 Lesson 1 Identify and Classify Two-Dimensional Figures . . . . . . . . . . . . . . . . . . . . 547 Lesson 2 Classify Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553 Lesson 3 Classify Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559 Lesson 4 Identify and Classify Three-Dimensional Figures . . . . . . . . . . . . . . . . . . . 565 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576A Image credit: ©HMH ix Go Math! Grade 5

PROGRAM TOUR Launch Activity 3 Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577A CHAPTER 16 Volume Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580 Lesson 1 Unit Cubes and Three-Dimensional Figures . . . . . . . . . . . . . . . . . . . . . . . 581 Lesson 2 Understand Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587 Lesson 3 Estimate Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 593 Lesson 4 Volume of Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 599 Lesson 5 Apply Volume Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605 Lesson 6 Find Volume of Composed Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622A CHAPTER 17 Convert Units of Measure Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624 Lesson 1 Solve Multi-Step Customary Measurement Problems . . . . . . . . . . . . . . 625 Lesson 2 Solve Multi-Step Metric Measurement Problems . . . . . . . . . . . . . . . . . . 631 Lesson 3 Solve Multi-Step Measurement Problems . . . . . . . . . . . . . . . . . . . . . . . . . 637 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648A Image credit: ©Corbis Program Tour x

PROGRAM TOUR Launch Activity 4 Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649A CHAPTER 18 Graphs and Patterns Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651E Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651F Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651G Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Lesson 1 Record Inputs and Outputs in a Two-Column Table . . . . . . . . . . . . . . . . 653 Lesson 2 Write a Rule for Number Patterns in Tables . . . . . . . . . . . . . . . . . . . . . . . . 659 Lesson 3 Write a Rule for Number Patterns in Graphs . . . . . . . . . . . . . . . . . . . . . . . 665 Lesson 4 Graph a Number Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671 Lesson 5 Understand Ordered Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 677 Lesson 6 Graph Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683 Lesson 7 Graph and Analyze Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 689 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 695 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 700A Image credit: (bl) ©Arco Images GmbH/Alamy; (br) ©HMH; (t) ©Bryan Knox/Papilio/Corbis xi Go Math! Grade 5

PROGRAM TOUR Launch Activity 5 Data and Means . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 701A CHAPTER 19 Collect, Represent, and Interpret Data Chapter at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703A Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703C Daily Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703D Strategies for Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703E Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703 Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 704 Lesson 1 Collect and Organize Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 705 Lesson 2 Represent and Interpret Line Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 711 Lesson 3 Represent and Interpret Line Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 717 Lesson 4 Represent Mean as Fair Share and Balance Point . . . . . . . . . . . . . . . . . . 723 Lesson 5 Interpret Data Using Mean, Median, Mode, and Range . . . . . . . . . . . . 729 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 735 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 740A Image credit: (b) ©Lawren Lu/Cutcaster; (m) ©Tony Garcia/Getty Images; (t) ©Lawrence Manning/Corbiswrence Manning/Corbis Program Tour xii

TM and Version 2.0 Differentiated Centers Kit Grab CHAPTER 1 Chapter at a Glance Place Value and Whole Numbers LESSON 1.1 • 1 Day LESSON 1.2 • 1 Day LESSON 1.3 • 1 Day Lesson at a Glance Place Value and Patterns . . . . . . . . . . . . 5A Place Value of Whole Numbers . . . . . . . . . . . 11A Properties . . . . . . . . . . 17A I Can I can describe the relationship between two place-value positions. I can read, write, and represent whole numbers through hundred millions. I can use properties of operations to solve problems. Learning Goal Recognize the 10-to-1 relationship among place-value positions. Read and write whole numbers through hundred millions. Use properties of operations to solve problems. Vocabulary period Distributive Property Multilingual Support Strategy: Model Concepts Strategy: Elicit Prior Knowledge Strategy: Elicit Prior Knowledge Practice and Fluency LESSON 1.1 ◆ ■ Practice and Homework ■ ■ Waggle LESSON 1.2 ◆ ■ Practice and Homework ■ ■ Waggle LESSON 1.3 ◆ ■ Practice and Homework ■ ■ Waggle MTSS RtI Intervention and Enrichment ■ Waggle ◆ ■ Reteach 1.1 ◆ ■ Tier 2 Intervention Skill S1 ◆ ■ Tier 3 Intervention Skill E1 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 1.1 ■ Waggle ◆ ■ Reteach 1.2 ◆ ■ Tier 2 Intervention Skill S2 ◆ ■ Tier 3 Intervention Skill E2 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 1.2 ■ Waggle ◆ ■ Reteach 1.3 ◆ ■ Tier 2 Intervention Skill S17/S33/ S34 ◆ ■ Tier 3 Intervention Skill E17/E33/ E34 ◆ ■ Enrich 1.3 See the Grab-and-Go!™ Centers Kit for more small-group activities. The kit provides literature, games, and activities for small-group learning. ◆ Print/Printable Resource ■ Interactive Resource 3A Go Math! Grade 5

Chapter Pacing Chart Introduction Instruction Assessment Total 1 day 5 days 2 days 8 days LESSON 1.4 • 1 Day LESSON 1.5 • 1 Day Lesson at a Glance Powers of 10 and Exponents . . . . . . . . . . 23A Multiplication Patterns . . . . . . . . . . . 29A I Can I can use an exponent to show powers of 10. I can use a basic fact and a pattern to multiply by a 2-digit number. Learning Goal Write and evaluate repeated factors in exponent form. Use a basic fact and a pattern to multiply mentally by multiples of 10, 100, and 1,000. Vocabulary base, exponent Multilingual Support Strategy: Identify Relationships Strategy: Elicit Prior Knowledge Practice and Fluency LESSON 1.4 ◆ ■ Practice and Homework ■ ■ Waggle LESSON 1.5 ◆ ■ Practice and Homework ■ ■ Waggle ◆ ■ Achieving Facts Fluency* MTSS RtI Intervention and Enrichment ■ Waggle ◆ ■ Reteach 1.4 ◆ ■ Tier 2 Intervention Skill S42 ◆ ■ Tier 3 Intervention Skill E42 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 1.4 ■ Waggle ◆ ■ Reteach 1.5 ◆ ■ Tier 2 Intervention Skill S44 ◆ ■ Tier 3 Intervention Skill E44 ◆ ■ Tabletop Flipchart ◆ ■ Enrich 1.5 *For individual and class practice with counting automaticity and operational fluency, go to Achieving Facts Fluency pages located online. ◆ Print/Printable Resource ■ Interactive Resource Chapter 1 3B

CHAPTER 1 Teaching for Depth Place Value and Whole Numbers Meaning of Power of 10 A power of 10 is the product of factors of 10s. Powers of 10 can be written in exponential form. The exponent is the number of times 10 is a factor. exponent 10 10 101 1st power of ten 100 10 × 10 102 2nd power of ten 1,000 10 × 10 × 10 103 3rd power of ten 10,000 10 × 10 × 10 × 10 104 4th power of ten • Students will recognize that the value of each place in a place-value chart is a power of 10. Thousands 103 Hundreds 102 Tens 101 Ones 100 4 7 2 5 • Students will use patterns to multiply and divide by powers of 10. For example, to find the product of 7 × 102 , students can write 2 zeros after 7. From the Research “Becoming proficient with whole numbers is more complicated than many people realize. . . . [I]t involves students—with support from learning materials, teachers, and peers— inventing, understanding, and practicing methods; trying to learn and use concepts that look easy to adults but are challenging for children (e.g., place value); and gradually increasing their mathematical proficiency by continually seeking to make sense of number and numerical operations.” (NRC, 2001, pp. 216–217) Connecting Place-Value Patterns You can use a place-value chart to help students gain an understanding of place value in our baseten number system. Students can be led to connect movement to the left on the place-value chart with a number being 10 times as much as the original number. They can also connect moving a number to the right on the place-value chart with a number being __1 10 of the original number. Mathematical Practices and Processes Look for and make use of structure. In this chapter, students will use patterns to extend their basic understanding of multiplication facts into an ability to multiply by multiples of 10, 100, and 1,000 using mental math. This skill will be used in many ways in later learning, such as when estimating products and quotients and checking answers. Students should also recognize that the number of zeros found in the factors is directly related to the number of zeros found in the product. Help students extrapolate from the examples and problems given in the lesson to more general rules that govern the number of zeros found in a product. For more professional learning, go online to Teacher’s Corner. One Thousands 10 times as much as 1 10 of Hundreds Tens Ones 400 4 0 0 3C Go Math! Grade 5

TM and Version 2.0 Differentiated Centers Kit Grab Chapter 1 3D Instructional Journey While every classroom may look a little different, this instructional model provides a framework to organize small-group and whole-group learning for meaningful student learning. Whole Group Engage 5 minutes Readiness • Problem of the Day • Fluency Builder or Vocabulary Builder • Access Prior Knowledge Engagement • I Can • Making Connections • Learning Activity Small and Whole Group Explore 15–20 minutes Exploration • Investigate, Unlock the Problem • Multilingual Support and Strategy • Common Errors Small Group Explain 15–20 minutes Quick Check Share and Show Differentiated Instruction TM and Version 2.0 Grab Intervention • Waggle • Reteach • Tier 2 and Tier 3 MTSS • Tabletop Flipchart Mini Lessons Language Support • Vocabulary Activities • Language Routines • Multilingual Glossary Enrichment • Waggle Games • Ready for More • Enrich Whole Group Elaborate 5 minutes • Math on the Spot Videos • Higher-Order Thinking Problems Evaluate • I Can Reflection • Exit Ticket • Practice and Homework • Fluency Practice • Waggle Assessment Diagnostic Formative Summative • Show What You Know • Lesson Quick Check • Chapter Review • Chapter Test • Performance Assessment Task The kit provides literature, games, and activities for small-group learning.

CHAPTER 1 Strategies for Multilingual Learners Assessing your student’s understanding of mathematical concepts can be done by listening, speaking, reading, and writing. The level of support a student needs determines how best to assess that student’s understanding of mathematical concepts and will help meet the needs of all your students. Planning for Instruction Language Support Substantial (WIDA Level 1)* Moderate (WIDA Levels 2 & 3)* Light (WIDA Levels 4 & 5)* Student’s Use of Language • uses single words • uses common short phrases • heavily relies on visual supports and use of manipulatives • uses single words • uses some academic vocabulary • relies on visual supports and use of manipulatives • uses a variety of sentences • uses academic vocabulary • benefits from visual supports and manipulatives Ways to Assess Understanding Listening: points to pictures, words, or phrases to answer questions Speaking: answers yes/no questions Reading: matches symbols to math terms and concepts Writing: draws a visual representation of a problem Listening: matches, categorizes, or sequences information based on visuals Speaking: begins to explain reasoning, asks math questions, repeats explanations from peers Reading: identifies important information to solve a problem Writing: uses simple sentences and visual representations Listening: draws conclusions and makes connections based on what they heard Speaking: explains and justifies concepts and solutions Reading: understands information in math contexts Writing: completes sentences using some academic vocabulary * For more information on WIDA Standards, visit their website at: https://wida.wisc.edu/. • Look for strategies throughout the lesson to support multilingual learners. • Log on to ED to find additional multilingual activities and Vocabulary Cards. 3E Go Math! Grade 5

In This Chapter * For more information on WIDA Standards, visit their website at: https://wida.wisc.edu/. Key Academic Vocabulary Current Development • Vocabulary base, Distributive Property, exponent, period Using Language Routines to Develop Understanding Language routines provide opportunities for students to develop an understanding of mathematical language and concepts by listening, speaking, reading, and writing. More information on these language routines can be found on the Language Support Cards. Compare and Connect Students share their work with a partner to compare and contrast their strategies. Language Support Substantial (WIDA Level 1)* Moderate (WIDA Levels 2 & 3)* Light (WIDA Levels 4 & 5)* Language Routine Differentiation Students will point out similarities and differences on visuals. They may use short phrases such as “the same” and “different” to verbally compare and contrast. Students would rely on visual representations to inform their simple-sentence discussions as they compare and contrast their strategies. Students would be able to use some academic vocabulary to compare and contrast their strategies with a partner or small group. Possible Student Work Explain how to write 50,000 using exponents. 50,000 = 5 × 104 Explain how to write 50,000 using exponents. Since 10,000 = 10 × 10 × 10 × 10 = 104, 50,000 = 5 × 104. Explain how to write 50,000 using exponents. Since 50,000 is the same as 5 × 10,000, and 10,000 can be written as 10 × 10 × 10 × 10 = 104, 50,000 = 5 × 104. Chapter 1 3F

3 CorrectionKeyNLA 5_mnlese694762_c01co.indd 3 6/11/2022 1:30:20 PM

The book owner has disabled this books.

Explore Others

Amanda Cupelli

Related publications.

#1 State Test Prep Blended & Online Programs

888-309-8227
732-384-0146

HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5

Textbook: HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5 ISBN: 9780547587813

Use the table below to find videos, mobile apps, worksheets and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5 book.

Fluency with Whole Numbers and Decimals

Place value, multiplication, and expressions.

Domains Number and Operations in Base Ten

Common Core Standards CC.5.OA.1, CC.5.OA.2, CC.5.NBT.1, CC.5.NBT.2, CC.5.NBT.5, CC.5.NBT.6

Place Value and Patterns

Place value of whole numbers, powers of 10 and exponents, multiplication patterns, multiply by 1-digit numbers, multiply by 2-digit numbers, relate multiplication to division, multiplication and division, numerical expressions, evaluate numerical expressions, divide whole numbers.

Domains Number and Operations in Base Ten Numbers and Operations-Fractions

Common Core Standards CC.5.NBT.6, CC.5.NF.3

Place the First Digit

Divide by 1-digit divisors, division with 2-digit divisors, partial quotients, estimate with 2-digit divisors, divide by 2-digit divisors, interpret the remainder, adjust quotients, add and subtract decimals.

Common Core Standards CC.5.NBT.1, CC.5.NBT.3a, CC.5.NBT.3b, CC.5.NBT.4, CC.5.NBT.7

Thousandths

Place value of decimals, compare and order decimals, round decimals, decimals addition, decimals subtraction, estimate decimals sums and differences, add decimals, subtract decimals, patterns with decimals, add and subtract money, multiply decimals.

Domains Numbers and Operations in Base Ten

Common Core Standards CC.5.NBT.2, CC.5.NBT.7

Multiplication Patterns with Decimals

Multiply decimals and whole numbers, multiplication with decimals and whole numbers, multiply using expanded form, multiply money, decimals multiplication, zeros in the product, divide decimals, division patterns with decimals, division decimals by whole numbers, estimate quotients, division of decimals by whole numbers, decimal division, write zeros in the dividend, decimals operations, operations with fractions, add and subtract fractions with unlike denominators.

Domains Number and Operations-Fractions

Common Core Standards CC.5.NF.1, CC.5.NF.2

Addition with Unlike Denominators

Subtraction with unlike denominators, estimate fractions sums and differences, common denominators and equivalent fractions, add and subtract fractions, add and subtract mixed numbers, subtraction with renaming, patterns with fractions, practice addition and subtraction, use properties of addition, multiply fractions.

Domains Numbers and Operations-Fractions

Common Core Standards CC.5.NF.4a, CC.5.NF.4b, CC.5.NF.5a, CC.5.NF.5b, CC.5.NF.6

Multiply Fractions and Whole Numbers

Fraction and whole number multiplication, multiply fraction, compare fraction factors and products, fraction multiplication, area and mixed numbers, compare mixed numbers factors and products, multiple mixed numbers, find unknown length, division fractions.

Domains Numbers and Operations – Fractions

Common Core Standards CC.5.NF.3, CC.5.NF.7a, CC.5.NF.7b, CC.5.NF.7c

Divide Fractions and Whole Numbers

Use multiplication, connect fractions to division, fraction and whole-number division, interpret division with fractions, geometry and measurement, algebra: patterns and graphing.

Domains Operations and Algebraic Thinking Measurement and Data Geometry

Common Core Standards CC.5.OA.3, CC.5.MD.2 CC.5.G.1, CC.5.G.2

Ordered Pairs

Line graphs, numerical patterns, graph and analyze relationships, convert units of measure.

Domains Measurement and Data

Common Core Standards CC.5.MD.1

Customary Length

Customary capacity, multistep measurement problems, metric measures, customary and metric conversions, elapsed time, geometry and volume.

Domains Measurement and Data Geometry

Common Core Standards CC.5.MD.3, CC.5.MD.3a, CC.5.MD.3b, CC.5.MD.4, CC.5.MD.5a, CC.5.MD.5b, CC.5.MD.5c, CC.5.G.3, CC.5.G.4

Quadrilaterals

Properties of two-dimensional figures, three-dimensional figures, unit cubes and solid figures, understand volume, estimate volume, volume of rectangular prisms, apply volume formulas, compare volumes, find volume of composed figures.

Call us toll-free
FAQs – Frequently Asked Questions
Contact Lumos Learning – Proven Study Programs by Expert Teachers

Follow us: Lumos Learning -->

Privacy Policy - Terms of Service - Disclaimers

PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc... Read More

PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc., the Partnership for the Assessment of Readiness for College and Careers, nor any state of the Union. Neither PARCC, Inc., nor The Partnership for the Assessment of Readiness for College and Careers, nor any member state has endorsed this product. No portion of any fees or charges paid for any products or services Lumos Learning offers will be paid or inure to the benefit of PARCC, Inc., or any state of the Union

SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not aff... Read More

SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not affiliated to Lumos Learning. The Regents of the University of California – Smarter Balanced Assessment Consortium, was not involved in the production of, and does not endorse these products or this site.

ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC, was not... Read More

ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC,was not involved in the production of, and does not endorse these products or this site.

Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the... Read More

Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the production of, and does not endorse these products or this site.

Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the... Read More

Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the production of, and does not endorse these products or this site.

Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved... Read More

Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved in the production of, and does not endorse these products or this site.

Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the prod... Read More

Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the production of, and does not endorse these products or this site.

Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved... Read More

Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved in the production of, and does not endorse these products or this site.

Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved... Read More

Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved in the production of, and does not endorse these products or this site.

Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved... Read More

Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved in the production of, and does not endorse these products or this site.

Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved... Read More

Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved in the production of, and does not endorse these products or this site.

Report an Error

Go Math Practice - 5th Grade 1.1 - Place Value and Patterns Worksheet Freebie

$Show preview image 1$

Easel Activity Frequently assigned

Description

Questions & answers, joanna riley.

We're hiring
Help & FAQ
Privacy policy
Student privacy
Terms of service
Tell us what you think

COMMENTS

PDF Go Math! Practice Book (TE), G5
5]} 5 P25 use the information at the right for 9 and 10. 9. Write an expression to represent the total Joan has a cafe. Each day, she bakes number of muffins and cupcakes Joan sells 24 muffins. She gives away 3 and sells the in 5 days. rest. Each day, she also bakes 36 cupcakes. She gives away 4 and sells the rest. 5 x [(24 - 3) + (36 - 4)] 10.
Go Math Grade 5 Answer Key Pdf
Grade 5 HMH Go Math - NEW. Chapter 1: Place Value, Multiplication, and Expressions. Chapter 2: Divide Whole Numbers. Chapter 3: Add and Subtract Decimals. Chapter 4: Multiply Decimals. Chapter 5: Divide Decimals. Chapter 6: Add and Subtract Fractions with Unlike Denominators. Chapter 7: Multiply Fractions. Chapter 8: Divide Fractions.
Go Math 5th Grade Lesson 1.12 Grouping Symbols
This Go Math video focuses on the Order of Operations for numerical expressions; specifically solving expressions with parentheses withing parentheses. This ...
5th grade GO Math: Lesson 1.12-Grouping Symbols pages 51-54
This video covers Lesson 1.12-Grouping Symbols on pages 51-54 of the 5th grade GO Math textbook.
Go Math!
5TH GRADE. Go Math! What is the "Go Math!" curriculum? Curriculum - This details what domain, cluster, ... Homework: Lesson 1.1 Lesson 1.2 Lesson 1.3 Lesson 1.4 Lesson 1.5 Lesson 1.6 Lesson 1.7 Lesson 1.8 Lesson 1.9 Lesson 1.10 Lesson 1.11 Lesson 1.12 Extra Practice. Chapter 2
PDF Go Math! Practice Book (TE), G5
Go Math! Practice Book (TE), G5. Problem Solving. Title. Go Math! Practice Book (TE), G5. Created Date. 3/29/2016 4:06:42 PM.
PDF Go Math! Practice Book (TE), G5
Lesson Check (CC.5.NF.2) 1. Paula spent of her allowance on clothes and - on entertainment. What fraction of her allowance did she spend on other items? 11 24 13 24 2. STEST Della bought a tree seedling that was 21 feet tall. During the first year, it grew 1 feet. After two years, it was 5 feet tall. How much did the seedling grow during the ...
Math Links
5th Grade Math Links. GO MATH! VIDEOS TO START EACH LESSON Chapter 1: Place Value, Multiplication, and Expressions 1.1 LESSON: Place Value and Patterns - (10m YT) ... 2.4 HOMEWORK HELP: 2.5 LESSON: Estimate with 2-Digit Divisors (18m YT) 2.5 HOMEWORK HELP: 2.6 LESSON: ...
Z_Jones, Ryan B._Transfer / 5th Grade Go Math
Page Navigation. Sunshine State Readers; FCAT Practice Materials; Go Math Videos; 5th Grade Go Math. Go Math Chapter 1. 5th Grade Chapter 1 Textbook Pages
Grade 5 Go Math Lesson 1.12 PowerPoint Grouping Symbols
Grade 5 Go Math Lesson 1.12 PowerPoint aligned to Go Math Textbook - notes, activities, higher order questions, differentiation ...
PDF Go Math! Practice Book (TE), G5
At the bank, Brent exchanges $50 in bills for 50 one-dollar coins. The total mass of the coins is 405 grams. Estimate the mass of 1 one-dollar coin. (Lesson 2.5) @ 1 gram 8 grams 50 grams 100 grams P102. Title. Go Math! Practice Book (TE), G5. Created Date.
PDF CHAPTER RESOURCES • Chapter 1
the school year. Assessment pacing can also be found in the Go Math! Teacher Edition. The following pages will explain how these assessments help teachers evaluate students' understanding of the Common Core standards. These Chapter Resources also contain Individual Record Forms to help guide teachers'
Go Math! Grade 5 Teacher Edition Pages 251-300
Go Math! Grade 5 Teacher Edition was published by Amanda Cupelli on 2022-09-15. Find more similar flip PDFs like Go Math! Grade 5 Teacher Edition. Download Go Math! ... LESSON 5.4 Enrich Possible answer: line up the decimal points and place values. Then subtract. ... LESSON 5.4 Practice and Homework Name Subtract Decimals Estimate. Then find ...
GO MATH Grade 5 Chapter 1 Lessons 1.6- 1.12 by K Ramos
Just plug in your students names and GO! GO MATH Grade 5 Chapter 1 Lessons 1.6- 1.12. Previous Next. K Ramos. 6 Followers. Follow. Grade Levels. 5 th. Subjects. Basic Operations, Numbers, Mental Math. Resource Type. ... Answer Key. N/A. Teaching Duration. 45 minutes. Report this resource to TpT.
PDF Go Math! Practice Book (TE), G5
Lesson q.5 COMMON CORE STANDARD CC.5.OA.3 Analyze patterns and relationships. to Complete the rule that describes how one sequence is related to the other. use the rule to find the unknown term. 2. 4. 6. Multiply the number of pounds by 3. 50 Multiply the number of laps by to find the number of yards. Think: The number of yards is
Go Math! Grade 5 Teacher Edition Pages 1-50
Find more similar flip PDFs like Go Math! Grade 5 Teacher Edition. Download Go Math! Grade 5 Teacher Edition PDF for free. ... Edition Edition Teacher GRADE VOLUME 5 1 12/23/21 12:47 PM GRADE VOLUME 1828198 5 2 TEACHER EDITION GRADE 5 VOLUME 1 Teacher Edition Edition Teacher GRADE VOLUME 5 1 T8 Go Math! ... Practice and Homework Waggle LESSON 1 ...
HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5
Textbook: HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5 ISBN: 9780547587813 Use the table below to find videos, mobile apps, worksheets and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5 book. Fluency with Whole Numbers and Decimals Place Value, … Continue reading →
PDF Go Math! Practice Book (TE), G5
Go Math! Practice Book (TE), G5. Name Use Properties of Addition use the properties and mental math to solve. answer in simplest form. 31 ALGEBRA Lesson 6.10 COMMON CORE STANDARD CC.5.NF.1 Use equivalent fractions as a strategy to add and subtract fractions. Write your 3.
Go Math Practice
Questions & Answers. This is an 8 question worksheet with a review of the lesson 1.1 in the 5th grade Go Math series: Place Value, Multiplication, and Expressions Can also be used as a quiz, formative assessment, review, extra help, or homework. 5.NBT.A.1 Answer Key is included.
PDF Go Math! Practice Book (TE), G5
Go Math! Practice Book (TE), G5. Name Divide Decimals bg Whole Numbers use the model to complete the number sentence. 1. 1.2 Divide. use base-ten blocks. 2. Lesson 5.2 COMMON CORE STANDARD CC.5.NBT.7 Perform operations with multi-digit whole numbers and with decimals to hundredths. 1. 3.69 - 3 = lìììììììììì 23.